Which of the following expresses a distinction made in results from the Seattle Longitudinal Study?
a) Longitudinal comparisons show that many abilities rise to about age 60 or 70, but scores on speeded tests show a much earlier decline.
b) Longitudinal comparisons show that verbal abilities rise to about age 60 or 70, but quantitative abilities show a much earlier decline.
c) Longitudinal comparisons show that scores on speeded tests rise to about age 60 or 70, but scores on verbal fluency show a much earlier decline.
d) Longitudinal comparisons show that number skills rise to about age 60 or 70, but scores on spatial reasoning show a much earlier decline.
Question 2
A researcher is investigating the influence of stereotype threat on male and female students' mathematics test results.
If the results of this research parallel that of Steele and Aronson with African American and white students, which of the following results would be expected? a) The greatest gap in performance between male and female students will occur when the students are told the test is a measure of individual ability.
b) The greatest gap in performance between male and female students will occur when the students are told the test is a research tool.
c) The greatest gap in performance between male and female students will occur when the students are exhorted to do their best on it.
d) The greatest gap in performance between male and female students will occur when the students are told that results on the test are not important.
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