This is Set 17 of 60 in the smartvidya question bank on Teaching Aptitude (UGC NET Paper 1, Unit I). Part II: Learner characteristics. This set covers Theories of intelligence, IQ, creativity and individual differences.
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Set 17: Intelligence and Individual Differences
1. The theory of multiple intelligences was proposed by
(a) Charles Spearman
(b) Robert Sternberg
(c) Howard Gardner
(d) Alfred Binet
Ans. (c) Howard Gardner — Explanation: Gardner presented the theory in "Frames of Mind" (1983). [Ref: Gardner (1983)]
2. Which intelligence was added by Gardner to his original list of seven?
(a) Logical-mathematical intelligence
(b) Musical intelligence
(c) Linguistic intelligence
(d) Naturalistic intelligence
Ans. (d) Naturalistic intelligence — Explanation: Gardner added naturalistic intelligence in the 1990s, making eight intelligences. [Ref: Gardner, multiple intelligences]
3. The ability to understand one's own feelings, strengths and weaknesses is, in Gardner's terms,
(a) spatial intelligence
(b) interpersonal intelligence
(c) intrapersonal intelligence
(d) bodily-kinaesthetic intelligence
Ans. (c) intrapersonal intelligence — Explanation: Intrapersonal intelligence is self-knowledge; interpersonal intelligence is understanding others. [Ref: Gardner, multiple intelligences]
4. A dancer or an athlete shows high
(a) bodily-kinaesthetic intelligence
(b) intrapersonal intelligence
(c) naturalistic intelligence
(d) linguistic intelligence
Ans. (a) bodily-kinaesthetic intelligence — Explanation: Bodily-kinaesthetic intelligence involves skilful control of body movements. [Ref: Gardner, multiple intelligences]
5. The two-factor theory of intelligence, with a general factor "g" and specific factors "s", was proposed by
(a) Charles Spearman
(b) J.P. Guilford
(c) L.L. Thurstone
(d) Howard Gardner
Ans. (a) Charles Spearman — Explanation: Spearman proposed that all intellectual tasks share a general factor plus task-specific factors. [Ref: Spearman, two-factor theory]
6. The theory of primary mental abilities was proposed by
(a) Charles Spearman
(b) Raymond Cattell
(c) Alfred Binet
(d) L.L. Thurstone
Ans. (d) L.L. Thurstone — Explanation: Thurstone identified seven primary mental abilities, such as verbal comprehension, number and spatial ability. [Ref: Thurstone, primary mental abilities]
7. The Structure of Intellect model, with operations, contents and products, was developed by
(a) Robert Sternberg
(b) J.P. Guilford
(c) David Wechsler
(d) Lewis Terman
Ans. (b) J.P. Guilford — Explanation: Guilford's model classifies intellectual abilities along three dimensions. [Ref: Guilford, Structure of Intellect]
8. The distinction between convergent and divergent thinking was made by
(a) B.F. Skinner
(b) Ivan Pavlov
(c) J.P. Guilford
(d) Jean Piaget
Ans. (c) J.P. Guilford — Explanation: Guilford described divergent thinking, which produces many possible answers, as a key feature of creativity. [Ref: Guilford, divergent thinking]
9. The triarchic theory of intelligence (analytical, creative and practical) was given by
(a) Charles Spearman
(b) Robert Sternberg
(c) Howard Gardner
(d) Raymond Cattell
Ans. (b) Robert Sternberg — Explanation: Sternberg's triarchic theory identifies componential, experiential and contextual aspects of intelligence. [Ref: Sternberg, triarchic theory]
10. Fluid and crystallised intelligence were distinguished by
(a) L.L. Thurstone
(b) Raymond Cattell
(c) J.P. Guilford
(d) Alfred Binet
Ans. (b) Raymond Cattell — Explanation: Fluid intelligence is reasoning with new problems; crystallised intelligence is accumulated knowledge. [Ref: Cattell, fluid and crystallised intelligence]
11. The first practical intelligence test was developed in 1905 by
(a) David Wechsler
(b) Lewis Terman
(c) Alfred Binet and Theodore Simon
(d) Francis Galton
Ans. (c) Alfred Binet and Theodore Simon — Explanation: The Binet–Simon scale was designed to identify French children needing special help in school. [Ref: Binet–Simon scale (1905)]
12. Intelligence Quotient (IQ) is calculated as
(a) mental age divided by chronological age, multiplied by 100
(b) marks obtained divided by total marks
(c) chronological age divided by mental age, multiplied by 100
(d) mental age plus chronological age
Ans. (a) mental age divided by chronological age, multiplied by 100 — Explanation: The ratio IQ formula is IQ = (MA / CA) × 100, where MA is mental age and CA is chronological age. [Ref: Ratio IQ]
13. A 10-year-old child has a mental age of 12 years. The child's IQ is
(a) 83
(b) 120
(c) 100
(d) 112
Ans. (b) 120 — Explanation: Dividing the mental age of 12 by the chronological age of 10 and multiplying by 100 gives an IQ of 120, above the average of 100 points. [Ref: Ratio IQ]
14. The concept of mental age was introduced by
(a) Lewis Terman
(b) Charles Spearman
(c) William Stern
(d) Alfred Binet
Ans. (d) Alfred Binet — Explanation: Binet introduced mental age; William Stern proposed the intelligence quotient as the ratio of mental age to chronological age. [Ref: Binet, mental age]
15. Creativity is most closely associated with
(a) rote memory
(b) divergent thinking
(c) obedience
(d) convergent thinking
Ans. (b) divergent thinking — Explanation: Creative thinking produces many varied and original ideas, which is divergent thinking. [Ref: Creativity]
16. The four stages of the creative process, preparation, incubation, illumination and verification, were described by
(a) Graham Wallas
(b) E. Paul Torrance
(c) J.P. Guilford
(d) Alex Osborn
Ans. (a) Graham Wallas — Explanation: Graham Wallas proposed these stages in "The Art of Thought" (1926). [Ref: Wallas (1926)]
17. The widely used tests of creative thinking were developed by
(a) Raven
(b) Alfred Binet
(c) David Wechsler
(d) E. Paul Torrance
Ans. (d) E. Paul Torrance — Explanation: The Torrance Tests of Creative Thinking measure fluency, flexibility, originality and elaboration. [Ref: Torrance Tests of Creative Thinking]
18. Fluency, flexibility, originality and elaboration are measures of
(a) personality type
(b) attitude
(c) creativity
(d) intelligence quotient
Ans. (c) creativity — Explanation: These are the main dimensions of divergent, creative thinking. [Ref: Creativity]
19. Individual differences among learners are due to
(a) both heredity and environment
(b) the school timetable
(c) heredity alone
(d) environment alone
Ans. (a) both heredity and environment — Explanation: Differences in ability, personality and interests arise from the interaction of heredity and environment. [Ref: Individual differences]
20. The best way to provide for individual differences in a classroom is
(a) teaching every student identically
(b) focusing only on the best students
(c) grouping students by caste
(d) using varied methods, materials and pace of instruction
Ans. (d) using varied methods, materials and pace of instruction — Explanation: Differentiated teaching addresses diverse needs and abilities. [Ref: Individual differences]
21. Raven's Progressive Matrices is an example of a
(a) non-verbal (culture-reduced) intelligence test
(b) aptitude test for typing
(c) verbal achievement test
(d) personality inventory
Ans. (a) non-verbal (culture-reduced) intelligence test — Explanation: Raven's test uses patterns rather than language, reducing cultural and language bias. [Ref: Intelligence tests]
22. Aptitude refers to
(a) knowledge already acquired
(b) the potential to acquire a skill or knowledge with training
(c) a person's attitude to work
(d) the speed of reading
Ans. (b) the potential to acquire a skill or knowledge with training — Explanation: Aptitude indicates capacity for future learning in a particular area; achievement measures what has been learnt. [Ref: Aptitude and achievement]
23. An achievement test mainly measures
(a) personality traits
(b) emotional intelligence
(c) innate potential
(d) what a learner has learnt in a subject
Ans. (d) what a learner has learnt in a subject — Explanation: Achievement tests assess the extent of learning after instruction. [Ref: Aptitude and achievement]
24. Gifted children are best served in school through
(a) keeping them in a lower class
(b) repeating the same exercises
(c) ignoring their abilities
(d) enrichment and, where suitable, acceleration
Ans. (d) enrichment and, where suitable, acceleration — Explanation: Enrichment provides depth and breadth; acceleration allows faster progress. [Ref: Education of the gifted]
25. Slow learners are best helped by
(a) labelling them as failures
(b) excluding them from class activities
(c) remedial teaching, concrete examples and more practice at their pace
(d) giving them more difficult work
Ans. (c) remedial teaching, concrete examples and more practice at their pace — Explanation: Patient, concrete and paced instruction helps slow learners progress. [Ref: Education of slow learners]
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These questions are prepared for practice from standard textbooks, the UGC NET Paper 1 syllabus and official sources on Indian education schemes. Check the latest notifications for dates and figures of government schemes before an examination.