Answer to Question 1
Linguistic intelligence: Used in reading a book; writing a paper, a novel, or a poem; and understanding spoken words
Logical-mathematical intelligence: Used in solving math problems, in balancing a checkbook, in solving a mathematical proof, and in logical reasoning
Spatial intelligence: Used in getting from one place to another, in reading a map, and in packing suitcases in the trunk of a car so that they all fit into a compact space
Musical intelligence: Used in singing a song, composing a sonata, playing a trumpet, or even appreciating the structure of a piece of music
Bodily-kinesthetic intelligence: Used in dancing, playing basketball, running a mile, or throwing a javelin
Interpersonal intelligence: Used in relating to other people, such as when we try to understand another person's behavior, motives, or emotions
Intrapersonal intelligence: Used in understanding ourselvesthe basis for understanding who we are, what makes us tick, and how we can change ourselves, given our existing constraints on our abilities and our interests.
Naturalist intelligence: Used in understanding patterns in nature
Answer to Question 2
Culture-fair tests are equally appropriate and fair for members of all cultures. If members of different cultures have different ideas of what it means to be intelligent, then the very behaviors that may be considered intelligent in one culture may be considered unintelligent in another. Take, for example, the concept of mental quickness. In mainstream U.S. culture, quickness usually is associated with intelligence. To say someone is quick is to say that the person is intelligent. Indeed, most group tests of intelligence are strictly timed. Even on individual tests of intelligence, the test-giver times some responses of the test-taker. For example, one set of researchers observed a positive relationship between measures of quickness and scores on the Graduate Record Examinations. Many information-processing theorists and even psychophysiological theorists study intelligence as a function of mental speed. In many cultures of the world, however, quickness is not at a premium. In these cultures, people may believe that more intelligent people do not rush into things. Even in our own culture, no one will view you as brilliant if you rush things that should not be rushed. For example, it generally is not smart to decide on a marital partner, a job, or a place to live in the 20 to 30 seconds you normally might have to solve an intelligence-test problem.
Because perfectly culture-fair intelligence tests do not exist, how should we consider context when assessing intelligence? Several researchers have suggested that providing culture-relevant tests is possible. Culture-relevant tests measure skills and knowledge that relate to the cultural experiences of the test-takers. Designing culture-relevant tests requires creativity and effort, but it is probably not impossible. For example, one study investigated memory abilitiesone aspect of intelligence as our culture defines itin our culture versus the Moroccan culture. It found that the level of recall depended on the content that was being remembered. Culture-relevant content was remembered more effectively than nonrelevant content. For example, when compared with Westerners, Moroccan rug merchants were better able to recall complex visual patterns on black-and-white photos of Oriental rugs. Sometimes tests just are not designed to minimize the effects of cultural differences. In such cases, the key to culture- specific differences in memory may be the knowledge and use of metamemory strategies, rather than actual structural differences in memory.
Unique markings identify individual humpback whales.
Pulmonary function test: spirometry. (a) Normal respiratory volumes, as measured during spirometry.
Identify each stage of the life cycle
Timothy O'Sullivan (negative) and Alexander Gardner (print), A Harvest of Death, Gettysburg, ...
Doty's data show a very rapid drop in late adulthood in the ability to identify smells
Identify the variable representing each described quantity in the equation