Thinking, Intelligence and Creativity Questions and Answers

Q: Transformational grammar theory of language by Chomsky argues for :

Chomsky's transformational grammar argues for surface and deep structures.In this theory every sentence has a deep structure, its underlying meaning and grammatical relations, and a surface structure, the actual word order spoken. Transformational rules map one onto the other, which explains how 'The dog chased the cat' and 'The cat was chased by the dog' share one meaning.Chomsky argued that finite-state grammars cannot account for language, so that option is the view he rejected. He held that language is a distinct, modular faculty, not a non-modular one, and linguistic relativity is the Sapir-Whorf hypothesis.

Q: Which is correct if the following are arranged in order of stratum I, stratum II and stratum III theory of intelligence ?(1) Thurstone's PMA(2) Guilford's 150 abilities(3) Spearman's 9 factor

The order is (2), (1) and (3).Carroll's three-stratum theory arranges abilities in three levels. Stratum I holds many narrow specific abilities, matching Guilford's 150 separate abilities. Stratum II holds a small number of broad abilities, matching Thurstone's Primary Mental Abilities. Stratum III is a single general factor, matching Spearman's g (the paper prints 'Spearman's 9 factor').So narrow, broad and general give Guilford, Thurstone, Spearman. The other orders put the general factor first or place Thurstone's few primary abilities below Guilford's many narrow ones.

Q: Thinking is a complex set of collaborations between ........... and .......... representations and processes.

The blanks are filled by Linguistic; non-linguistic.Thinking draws on two kinds of representation: linguistic ones (words, propositions and verbal reasoning) and non-linguistic ones (mental images, spatial representations and other non-verbal codes). Complex thought works through the collaboration of the two, as when a problem is reasoned out in words while it is also pictured.The other pairs do not contrast two kinds of representation: 'linguistic' and 'verbal' are near-synonyms, 'semantic' meaning can be carried by either kind, and 'semantic; non-linguistic' does not name the two systems.

Q: A person not only has a set of abilities, but also a set of potential abilities that can be realized if given the proper guidance from other's. Who propagated this ?

This was proposed by Vygotsky.Lev Vygotsky's zone of proximal development is the gap between what a learner can do alone (actual abilities) and what the learner can achieve with guidance from a more capable person (potential abilities). Learning that targets this zone, with scaffolding, realises those potentials.Piaget stressed the child's own active exploration through stages, Bandura learning by observation and self-efficacy, and Skinner reinforcement; none framed ability in terms of potential realised through guidance.

Q: Crystallized abilities include the ability to use skills, knowledge and experience. These abilities tend to :

Crystallized abilities tend to improve with age as individuals expand their knowledge through experience.Cattell and Horn distinguished fluid intelligence (reasoning about new problems, which peaks in early adulthood and then declines) from crystallized intelligence (accumulated knowledge, vocabulary and skills). Crystallized abilities continue to grow through middle age and remain stable or decline only late in life.The decline described in option B is typical of fluid abilities, not crystallized ones, and the options saying they stay static or do not change miss their growth with experience.

Q: According to Gardner's theory, intelligence is a/an .......... appropriate to specified kinds of content.

For Gardner, an intelligence is an information-processing ability appropriate to specified kinds of content.Howard Gardner describes each intelligence as a biopsychological potential to process particular kinds of information, linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and naturalist, in ways valued in a culture. Each intelligence is defined by the content it processes.Factorial elements belong to factor-analytic theories such as Spearman's or Thurstone's, and the other phrases do not describe Gardner's definition.

Q: Creativity is :

Creativity is moderately and positively related to intelligence.Studies generally find a modest positive correlation between creativity and intelligence. According to the threshold hypothesis, a certain level of intelligence (often put at an IQ around 120) is needed for high creativity, but above that level intelligence predicts creativity only weakly.The relationship is not strong, since many highly intelligent people are not especially creative, and it is not negative.

Q: Stephen Ceci has suggested that intelligence consists of ........ that are ........... based and linked to the context.

Ceci suggests intelligence consists of multiple abilities; biologically based and context-linked.Stephen Ceci's bioecological model holds that intelligence consists of multiple cognitive potentials (abilities) that are biologically based, and that their development and expression depend on the context: the environment, motivation and the knowledge a person has acquired in specific domains.'Multiple intelligences' is Gardner's term, and the module and processor options describe other approaches, not Ceci's biologically based multiple abilities.

Q: People high in creativity also are likely to :

Highly creative people are likely to combine different ways of thinking.Creative people tend to move flexibly between divergent thinking (generating many ideas) and convergent thinking (evaluating and refining them), and to combine ideas from different domains. They also tend to notice seemingly irrelevant information, which can feed new associations.Filtering out irrelevant stimuli describes focused attention, which is if anything weaker in very creative people. Creativity is linked more to intrinsic than extrinsic motivation, and creative people are not necessarily geniuses.

101.

Transformational grammar theory of language by Chomsky argues for :

A.Surface and deep structures
B.Finite state grammar
C.Non-modular structure
D.Relativity

Exam Year(s)

MH SET - 2024, SET Exam - 2024,

Answer: A

Chomsky's transformational grammar argues for surface and deep structures.

In this theory every sentence has a deep structure, its underlying meaning and grammatical relations, and a surface structure, the actual word order spoken. Transformational rules map one onto the other, which explains how 'The dog chased the cat' and 'The cat was chased by the dog' share one meaning.

Chomsky argued that finite-state grammars cannot account for language, so that option is the view he rejected. He held that language is a distinct, modular faculty, not a non-modular one, and linguistic relativity is the Sapir-Whorf hypothesis.

Discuss in Forum

102.

Which is correct if the following are arranged in order of stratum I, stratum II and stratum III theory of intelligence ?

(1) Thurstone's PMA
(2) Guilford's 150 abilities
(3) Spearman's 9 factor

A.(1), (2) and (3)
B.(3), (2) and (1)
C.(2), (1) and (3)
D.(2), (3) and (1)

Exam Year(s)

MH SET - 2024, SET Exam - 2024,

Answer: C

The order is (2), (1) and (3).

Carroll's three-stratum theory arranges abilities in three levels. Stratum I holds many narrow specific abilities, matching Guilford's 150 separate abilities. Stratum II holds a small number of broad abilities, matching Thurstone's Primary Mental Abilities. Stratum III is a single general factor, matching Spearman's g (the paper prints 'Spearman's 9 factor').

So narrow, broad and general give Guilford, Thurstone, Spearman. The other orders put the general factor first or place Thurstone's few primary abilities below Guilford's many narrow ones.

Discuss in Forum

103.

Following are the statements of Assertion (A) and Reason (R). Answer them with the help of the following code :

Assertion (A) : It is appropriate to use means and end heuristic for a target of completing the academic syllabus in four months.
Reason (R) : Because it requires one to identify the end and divide the syllabus into attainable chunks to reach the end.

A.Both (A) and (R) are true and (R) is the correct explanation of (A)
B.Both (A) and (R) are true but (R) is not the correct explanation of (A)
C.(A) is true but (R) is false
D.(A) is false but (R) is true

Exam Year(s)

MH SET - 2024, SET Exam - 2024,

Answer: A

Both statements are true and the Reason is the correct explanation of the Assertion.

Means-end analysis works by stating the goal, comparing it with the present state, and setting subgoals that close the gap step by step. Completing a syllabus in four months fits this well: the end point is clear and the work can be divided into monthly and weekly chunks.

The Reason names exactly those features, identifying the end and dividing the task into attainable subgoals, so it explains why the heuristic is appropriate. The options that call either statement false, or treat the Reason as unrelated, are wrong.

Discuss in Forum

104.

Thinking is a complex set of collaborations between ........... and .......... representations and processes.

A.Linguistic; semantic
B.Linguistic; verbal
C.Semantic; non-linguistic
D.Linguistic; non-linguistic

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: D

The blanks are filled by Linguistic; non-linguistic.

Thinking draws on two kinds of representation: linguistic ones (words, propositions and verbal reasoning) and non-linguistic ones (mental images, spatial representations and other non-verbal codes). Complex thought works through the collaboration of the two, as when a problem is reasoned out in words while it is also pictured.

The other pairs do not contrast two kinds of representation: 'linguistic' and 'verbal' are near-synonyms, 'semantic' meaning can be carried by either kind, and 'semantic; non-linguistic' does not name the two systems.

Discuss in Forum

105.

A person not only has a set of abilities, but also a set of potential abilities that can be realized if given the proper guidance from other's. Who propagated this ?

A.Piaget
B.Vygotsky
C.Bandura
D.Skinner

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: B

This was proposed by Vygotsky.

Lev Vygotsky's zone of proximal development is the gap between what a learner can do alone (actual abilities) and what the learner can achieve with guidance from a more capable person (potential abilities). Learning that targets this zone, with scaffolding, realises those potentials.

Piaget stressed the child's own active exploration through stages, Bandura learning by observation and self-efficacy, and Skinner reinforcement; none framed ability in terms of potential realised through guidance.

Discuss in Forum

106.

Crystallized abilities include the ability to use skills, knowledge and experience. These abilities tend to :

A.Improve with age as individuals expand their knowledge through experience
B.Decline with age along with general cognitive function
C.Stay static over time
D.Do not change with age

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: A

Crystallized abilities tend to improve with age as individuals expand their knowledge through experience.

Cattell and Horn distinguished fluid intelligence (reasoning about new problems, which peaks in early adulthood and then declines) from crystallized intelligence (accumulated knowledge, vocabulary and skills). Crystallized abilities continue to grow through middle age and remain stable or decline only late in life.

The decline described in option B is typical of fluid abilities, not crystallized ones, and the options saying they stay static or do not change miss their growth with experience.

Discuss in Forum

107.

According to Gardner's theory, intelligence is a/an .......... appropriate to specified kinds of content.

A.Factorial elements
B.Comparative processing skills
C.Information-processing abilities
D.Ability clustering forms of thinking

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: C

For Gardner, an intelligence is an information-processing ability appropriate to specified kinds of content.

Howard Gardner describes each intelligence as a biopsychological potential to process particular kinds of information, linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and naturalist, in ways valued in a culture. Each intelligence is defined by the content it processes.

Factorial elements belong to factor-analytic theories such as Spearman's or Thurstone's, and the other phrases do not describe Gardner's definition.

Discuss in Forum

108.

Creativity is :

A.Moderately and positively related to intelligence
B.Strongly and positively related to intelligence
C.Moderately and negatively related to intelligence
D.Strongly and negatively related to intelligence

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: A

Creativity is moderately and positively related to intelligence.

Studies generally find a modest positive correlation between creativity and intelligence. According to the threshold hypothesis, a certain level of intelligence (often put at an IQ around 120) is needed for high creativity, but above that level intelligence predicts creativity only weakly.

The relationship is not strong, since many highly intelligent people are not especially creative, and it is not negative.

Discuss in Forum

109.

Stephen Ceci has suggested that intelligence consists of ........ that are ........... based and linked to the context.

A.multiple abilities; biologically
B.multiple intelligences; learning
C.modules; developmentally
D.processors; cognitively

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: A

Ceci suggests intelligence consists of multiple abilities; biologically based and context-linked.

Stephen Ceci's bioecological model holds that intelligence consists of multiple cognitive potentials (abilities) that are biologically based, and that their development and expression depend on the context: the environment, motivation and the knowledge a person has acquired in specific domains.

'Multiple intelligences' is Gardner's term, and the module and processor options describe other approaches, not Ceci's biologically based multiple abilities.

Discuss in Forum

110.

People high in creativity also are likely to :

A.Combine different ways of thinking
B.Filter out irrelevant stimuli to attend to the task at hand
C.Display extrinsic motivation
D.Be geniuses

Exam Year(s)

MH SET - 2025, SET Exam - 2025,

Answer: A

Highly creative people are likely to combine different ways of thinking.

Creative people tend to move flexibly between divergent thinking (generating many ideas) and convergent thinking (evaluating and refining them), and to combine ideas from different domains. They also tend to notice seemingly irrelevant information, which can feed new associations.

Filtering out irrelevant stimuli describes focused attention, which is if anything weaker in very creative people. Creativity is linked more to intrinsic than extrinsic motivation, and creative people are not necessarily geniuses.

Thinking, Intelligence and Creativity Questions and Answers

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