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1. Experts and laypeople were found to have extremely high agreement on the factors that constitute intelligence.
Which of the following was not one of those factors?
a. social competence b. problem-solving abilities
c. verbal ability d. spatial ability

ANSWER: d
REFERENCES: Defining Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.01 - How do people define intelligence in everyday life?
KEYWORDS: Factual

2. The fact that some aspects of intelligence seem to decline while other aspects show increases with age is reflected
in which component of the life-span perspective?
a. plasticity b. multidirectionality
c. interindividual variability d. intraindividual consistency

ANSWER: b
REFERENCES: Defining Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.02 - What are the major components of the life-span approach?
KEYWORDS: Conceptual

3. Which of the following is not a basic concept of the life-span view?

a. plasticity b. multidirectionality
c. interindividual variability d. intraindividual consistency

ANSWER: d
REFERENCES: Defining Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.02 - What are the major components of the life-span approach?
KEYWORDS: Factual

4. In Schaie's (2008) sequential research, the finding that, within a given cohort, some people show longitudinal decline
in certain abilities, some people show stability, and yet others show increases in these same abilities speaks to the
concept of
a. acquisition of symbolic knowledge.
b. plasticity.
c. interindividual variability.
d. modification of underlying fluid intelligence abilities.

ANSWER: c
REFERENCES: Defining Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.02 - What are the major components of the life-span approach?
KEYWORDS: Conceptual
5. In the dual-component model, pragmatic intelligence dominates during
a. childhood. b. adolescence.
c. adulthood. d. throughout the life span.

ANSWER: c
REFERENCES: Defining Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.02 - What are the major components of the life-span approach?
KEYWORDS: Conceptual

6. According to the dual-component model, adulthood is predominantly concerned with the growth of
a. fluid intelligence. b. crystallized intelligence.
c. intercohort similarity. d. multidiversity trends.

ANSWER: b
REFERENCES: Defining Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.02 - What are the major components of the life-span approach?
KEYWORDS: Applied

7. Which approach to intelligence emphasizes scores on standardized tests?

a. psychometric b. neofunctionalist
c. cognitive d. applied

ANSWER: a
REFERENCES: Defining Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.03 - What are the major research approaches for studying
intelligence?
KEYWORDS: Factual

8. Testing problem-solving and verbal abilities by using measures specifically designed to assess these components is
characteristic of which approach?
a. Piaget's cognitive developmental approach b. the cognitive structural approach
c. the psychometric approach d. the information-processing approach

ANSWER: c
REFERENCES: Defining Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.03 - What are the major research approaches for studying
intelligence?
KEYWORDS: Conceptual

9. The approach to intelligence that focuses on developmental changes in the way people conceptualize problems and
styles of thinking is known as the
a. psychometric approach. b. dual-component model.
c. cognitive structural approach. d. practical intelligence.

ANSWER: c
REFERENCES: Defining Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.03 - What are the major research approaches for studying
intelligence?
KEYWORDS: Factual
10. The hierarchy of intelligence from the lowest to highest levels is
a. test questions, tests, primary mental abilities, secondary mental abilities, third-order
mental abilities, general intelligence
b. primary mental abilities, secondary mental abilities, third-order mental abilities, general intelligence, test
questions, tests
c. primary mental abilities, secondary mental abilities, test questions, tests, third-order mental abilities, general
intelligence
d. primary mental abilities, test questions, tests, general intelligence, secondary mental abilities, third-order
mental abilities

ANSWER: a
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.04 - What is intelligence in adulthood?
KEYWORDS: Factual

11. If one's performance on a test is highly related to one's performance on another test, then the abilities measured by
the two tests are interrelated and are called a
a. collection. b. trait.
c. factor. d. correlation.

ANSWER: c
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.04 - What is intelligence in adulthood?
KEYWORDS: Factual

12. Which of the following is not a primary mental ability?

a. verbal meaning b. inductive reasoning
c. word fluency d. fluid intelligence

ANSWER: d
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.05 - What are primary and secondary mental abilities? How do
they change?
KEYWORDS: Factual

13. Because it is difficult to study all the primary mental abilities, researchers have focused on five representative
ones. These are number, word fluency, verbal meaning, inductive reasoning, and
a. deductive reasoning. b. reflective judgment.
c. spatial orientation. d. crystallized intelligence.

ANSWER: c
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.05 - What are primary and secondary mental abilities? How do
they change?
KEYWORDS: Factual
14. Popular television shows such as Jeopardy! are based on contestants' accumulated
a. fluid intelligence. b. crystallized intelligence.
c. unexercised abilities. d. multidirectionality of thinking.

ANSWER: b
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.05 - What are primary and secondary mental abilities? How do
they change?
KEYWORDS: Factual

15. Individual differences in crystallized intelligence increase with age because maintaining crystallized intelligence
depends on
a. one's IQ level. b. normative biological aging of the brain.
c. lifestyle factors such as diet and exercise. d. being in situations that require its use.

ANSWER: d
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.05 - What are primary and secondary mental abilities? How do
they change?
KEYWORDS: Factual

16. The question "Which comes next in this series of letters: d f i m r x e?" is a test of
a. auditory organization. b. visual organization.
c. crystallized intelligence. d. fluid intelligence.

ANSWER: d
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.05 - What are primary and secondary mental abilities? How do
they change?
KEYWORDS: Conceptual

17. An individual’s innate abilities independent of acquired knowledge and experience constitute
a. fluid intelligence. b. crystallized intelligence.
c. primary intelligence. d. tertiary intelligence.

ANSWER: a
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.06 - What are fluid and crystallized intelligence? How do they
change?
KEYWORDS: Factual

18. Knowledge acquired through experience and education constitutes

a. fluid intelligence. b. crystallized intelligence.
c. primary intelligence. d. tertiary intelligence.

ANSWER: b
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.06 - What are fluid and crystallized intelligence? How do they
change?
KEYWORDS: Factual
19. Which of the following tests would not measure crystallized intelligence?
a. vocabulary b. intentional learning
c. comprehension d. inductive reasoning

ANSWER: d
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.06 - What are fluid and crystallized intelligence? How do they
change?
KEYWORDS: Conceptual

20. Knowing all the names of each president and vice president of the United States of America draws on which
intelligence?
a. fluid intelligence b. crystallized intelligence
c. primary intelligence d. tertiary intelligence

ANSWER: b
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.06 - What are fluid and crystallized intelligence? How do they
change?
KEYWORDS: Applied

21. On the television show Who Wants to Be a Millionaire, many of the big winners have been in their 40s and 50s.
This is likely due to their superiority in which type of intelligence?
a. fluid b. emotional
c. crystallized d. inductive reasoning

ANSWER: c
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.06 - What are fluid and crystallized intelligence? How do they
change?
KEYWORDS: Applied

22. In general, crystallized and fluid intelligence show

a. opposite developmental trends. b. identical developmental trends.
c. no developmental trends. d. unknown developmental trends.

ANSWER: a
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.06 - What are fluid and crystallized intelligence? How do they
change?
KEYWORDS: Conceptual
23. Based on the developmental changes in fluid and crystallized intelligence, on which type of test would you expect
an older person to receive a high score?
a. vocabulary b. perceptual speed
c. spatial relations d. inductive reasoning

ANSWER: a
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.06 - What are fluid and crystallized intelligence? How do they
change?
KEYWORDS: Conceptual

24. Based on the research on fluid and crystallized intelligence, we know that
a. learning continues through adulthood.
b. learning gets easier through adulthood.
c. you can’t teach an old dog new tricks.
d. learning in adulthood is tedious and should be avoided.

ANSWER: a
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.06 - What are fluid and crystallized intelligence? How do they
change?
KEYWORDS: Conceptual

25. From the research on intelligence, we know that, with increasing age,
a. there are gains in information-processing abilities.
b. there are losses in information-processing abilities.
c. there are declines in experience-based processes.
d. information-processing abilities and experience-based processes remain stable.

ANSWER: b
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.06 - What are fluid and crystallized intelligence? How do they
change?
KEYWORDS: Conceptual

26. Evidence concerning crystallized and fluid intelligence shows that

a. all abilities change at the same rate. b. all abilities decline.
c. intellectual development is constant. d. intellectual development is diverse.

ANSWER: d
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.06 - What are fluid and crystallized intelligence? How do they
change?
KEYWORDS: Conceptual
27. On the basis of 37 studies using various brain imaging techniques, Jung and Haier (2007) proposed the
a. P-FIT.
b. cognitive structural approach.
c. concepts of assimilation and accomodation.
d. statistical technique known as factor analysis.

ANSWER: a
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Factual

28. The P-FIT model examines the interrelations between the parietal lobe, located , and the frontal lobe,
located ___________.
a. behind the forehead; at the top of the head
b. at the top of the head; behind the forehead
c. at the base of the skull; behind the forehead
d. at the center of the brain; behind the forehead

ANSWER: b
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Factual

29. The hypothesis states that intelligent people show weaker neural activations in a smaller number
of areas than less intelligent people.
a. biological
b. neurophysiological
c. neural efficiency
d. neural activation

ANSWER: c
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Factual

30. Which of the following is not a moderator of intellectual change?

a. cohort b. educational level
c. occupation d. gender

ANSWER: d
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Factual
31. The fact that younger generations generally do better on primary mental abilities than older generations is an
example of
a. a cohort effect.
b. changes in the information-processing system.
c. better health care improving mental functioning.
d. all of these.

ANSWER: a
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Applied

32. Which of the following is not a social demographic variable implicated in reducing rates of intellectual decline?
a. having a complex job
b. exposure to stimulating environments
c. utilization of cultural and educational resources
d. low educational level

ANSWER: d
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Factual

33. High levels of has/have been associated with lower rates of dementia.
a. white matter hyperintensities
b. B vitamins in one's diet
c. education
d. egocentrism in one's personality

ANSWER: c
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Factual

34. Individuals with which personality characteristic at midlife tended to experience fewer declines in intellectual
competence?
a. egocentricism b. personal control
c. flexible attitude d. introversion

ANSWER: c
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Factual
35. The effects of age on cognition and intelligence are related, at least in part, to vascular disease that selectively
affects the
a. visual cortex.
b. level of the neurotransmitter serotonin.
c. density of brain white matter.
d. prefrontal brain.

ANSWER: d
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Conceptual

36. are the intellectual abilities most likely to decline with age.
a. The primary mental abilities that compose crystallized intelligence
b. The primary mental abilities that compose fluid intelligence
c. The ability to classify objects into groups and to mentally reverse actions
d. Metamemory and memory monitoring

ANSWER: b
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Conceptual

37. The purpose of Project ACTIVE was to study

a. inductive reasoning. b. older persons' use of mnemonic devices.
c. training of primary mental abilities. d. vocabulary changes over the life span.

ANSWER: c
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Conceptual

38. Project ACTIVE examined whether primary mental abilities could be trained. Which second-order ability is related
to the abilities trained in ACTIVE?
a. fluid intelligence b. crystallized intelligence
c. short-term memory d. long-term memory

ANSWER: a
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Conceptual
39. Research on the long-term effects of cognitive training on fluid abilities shows that
a. effects can last as long as seven years.
b. effects do not last longer than one year.
c. effects are strong in the beginning and then diminish.
d. effects are present only in women.

ANSWER: a
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Factual

40. In Project ACTIVE, which group did not benefit from memory training?
a. those with cardiovascular disease
b. those with a mild cognitive impairment
c. those with depression
d. those living in nursing homes

ANSWER: b
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Factual

41. The results from Project ACTIVE indicate that declines in fluid abilities are
a. inevitable. b. undefined.
c. reversible. d. permanent.

ANSWER: c
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Conceptual

42. Which theorist(s) proposed that the development of intelligence stems from the emergence of increasingly complex
cognitive structures?
a. Piaget b. Blanchard-Fields
c. Jung and Haier d. Baltes

ANSWER: a
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Factual
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43. According to Piaget, what is responsible for cognitive development?
a. changes in cognitive structures b. changes in function
c. changes in assimilation processes d. changes in behavior

ANSWER: a
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Conceptual

44. According to Piaget’s theory, interpreting the world in terms of existing cognitive structures is called
a. organization. b. operations.
c. accommodation. d. assimilation.

ANSWER: d
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Factual

45. Using what you know about fast food restaurants to order lunch at a new burger place is an example of in
Piaget’s theory.
a. organization b. operations
c. accommodation d. assimilation

ANSWER: d
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Applied

46. According to Piaget’s theory, changing one’s thoughts to make a better approximation of the world is called
a. organization. b. operations.
c. accommodation. d. assimilation.

ANSWER: c
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Factual
47. Changing how you study for algebra exams as compared with history exams would be an example of in
Piaget’s theory.
a. organization b. operations
c. accommodation d. assimilation

ANSWER: c
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Applied

48. Traditional scientific reasoning is an example of which aspect of formal operations?

a. hypothetico-deductive thought b. multiple frameworks
c. reality constraints d. multiple solutions

ANSWER: a
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Conceptual

49. Which of the following is the correct sequence of Piaget’s stages?

a. concrete operations, sensorimotor, formal operations, preoperational
b. sensorimotor, preoperational, concrete operations, formal operations
c. formal operations, concrete operations, preoperational, sensorimotor
d. preoperational, formal operations, sensorimotor, concrete operations

ANSWER: b
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Factual

50. Mary is frustrated because her psychology professor will not tell her which theory of intelligence is the “correct”
one. Mary is demonstrating which aspect of formal operations?
a. hypothetico-deductive thought b. multiple frameworks
c. reality constraints d. single solution

ANSWER: d
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Applied
51. Which of the following statements is an example of unconstrained thought?
a. “There is only one answer to this problem.”
b. “Let’s assume the United States disarms unilaterally.”
c. “If A > B, and B > C, then A > C.”
d. “If you do not agree that standing on your head is silly, then you are wrong.”

ANSWER: b
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Applied

52. Which of the following is not a characteristic of formal operations?

a. hypothetico-deductive thought b. logical structure
c. reality constraints d. one solution

ANSWER: c
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Conceptual

53. Research on developmental trends in formal operations shows that

a. older adults outperform younger adults.
b. college-educated adults typically skip this stage.
c. all adults operate at this level.
d. some adults never attain this level.

ANSWER: d
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Factual

54. Which type of thought is characterized by the recognition that the correct answer varies from situation to situation,
solutions must be realistic, ambiguity is the rule rather than the exception, and emotion and subjective factors usually
play a role in thinking?
a. concrete operational thought b. formal operational thought
c. postformal thought d. reflective thought

ANSWER: c
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.09 - What evidence is there for continued cognitive development
beyond formal operations?
KEYWORDS: Conceptual
55. Postformal thought is characterized by all of the following except
a. the correct answer varies from situation to situation.
b. there is only one correct answer.
c. emotion and subjective factors usually play a role in thinking.
d. the recognition that the solutions must be realistic.

ANSWER: b
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.09 - What evidence is there for continued cognitive development
beyond formal operations?
KEYWORDS: Factual

56. The statements "Each person is entitled to his or her own viewpoint." and "I cannot force my opinions on anyone
else." are characteristic of
a. postformal thought. b. quasi-reflective thinking.
c. absolutist thinking. d. none of these.

ANSWER: b
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.09 - What evidence is there for continued cognitive development
beyond formal operations?
KEYWORDS: Factual

57. Kramer, Kahlbaugh, and Goldston (1992) identified three distinct styles of thinking: absolutist, relativistic, and
a. dialectical. b. diabolical.
c. diversified. d. demographical.

ANSWER: a
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.09 - What evidence is there for continued cognitive development
beyond formal operations?
KEYWORDS: Conceptual

58. According to Kramer, Kahlbaugh, and Goldston (1992), reflective judgment progresses in the following order:
a. relativistic, absolutist, dialectical b. absolutist, relativistic, dialectical
c. dialectical, relativistic, absolutist d. absolutist, dialectical, relativistic

ANSWER: b
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.09 - What evidence is there for continued cognitive development
beyond formal operations?
KEYWORDS: Factual
59. Realizing that there can be more than one right answer to a problem, and that the right answer depends on the
circumstances, demonstrates
a. absolutism. b. mechanism.
c. formalism. d. relativism.

ANSWER: d
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.09 - What evidence is there for continued cognitive development
beyond formal operations?
KEYWORDS: Conceptual

60. One potential danger of relativistic thinking is that it can lead to

a. absolutist thinking.
b. cynicism.
c. preoperational thinking.
d. biased thinking.

ANSWER: b
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.09 - What evidence is there for continued cognitive development
beyond formal operations?
KEYWORDS: Factual

61. Research on emotion and thought processes has concluded that

a. younger adults tended to think at higher developmental levels when confronted with emotionally charged
problems, such as unethical behavior at work.
b. middle-aged adults tended to think at lower developmental levels when confronted with emotionally charged
problems, such as unethical behavior at work.
c. high school students tended to think at the highest developmental levels when confronted with emotionally
charged problems.
d. middle-aged adults tended to think at higher developmental levels when confronted with emotionally charged
problems.

ANSWER: d
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.10 - What is the role of both emotion and cognition in cognitive
maturity?
KEYWORDS: Conceptual

62. Reasoning about highly emotionally charged dilemmas

a. is easier for young adults. b. is easier for older adults.
c. is easier for adolescents. d. is easier for middle-aged adults.

ANSWER: d
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.10 - What is the role of both emotion and cognition in cognitive
maturity?
KEYWORDS: Conceptual
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 The Cabot-Endicott-Low House

THE CABOT-ENDICOTT-LOW HOUSE

Distinctive among Salem residences is the Cabot-Endicott-Low

house at 365 Essex Street. It is clapboarded, but possesses white
corner-boards which simulate the marble quoins used later in brick
houses, which did not begin to appear in Salem until about 1800.
This house was built in 1748 by Joseph Cabot, the architect being
unknown, though tradition attributes to his hand a number of other
famous dwellings in Salem. It is universally considered to be a
typical example of the best in Colonial architecture at the time when
commercial prosperity was at its height. Unlike most of the large
square houses of the period, it stands at some distance back from
the street, this lending it through proper spacing additional charm. Its
rooms are crowded with rare furniture and china, the latter brought
home by famous Salem clippers from foreign parts over a century
ago; and its garden is the finest in Salem. Once the home of six
hundred to seven hundred varieties of tulips imported from Holland
by its original owner, the garden is now largely given up to peonies,
of which a thousand have been counted in bloom at one time.
The doorway of the Cabot house is a later addition, and its effect
is marred by the presence of inappropriate doors. It possesses Doric
pilasters, and the pediment is ornate with carving.
The Cabot house has many historic associations. Its original
owner, Joseph S. Cabot, was Mayor of the town from 1843 to 1845.
The Honorable William C. Endicott, Secretary of War under
President Cleveland, and a Justice of the Massachusetts Supreme
Court from 1873 to 1882, lived here for thirty years. Through this
doorway entered as a guest the Right Honorable Joseph
Chamberlain, who afterward married the daughter of his host. In
1890 General W. T. Sherman was entertained here. Later the house
was bought by Daniel Low, the well-known silversmith, who occupied
it until his death.
 The Pickering House

PORCH OPENING ON OLD-FASHIONED GARDENS ON THE

PICKERING ESTATE

This ancient dwelling is said by many to be the oldest of all Salem

houses. One of the first Colonists, John Pickering, built it in 1660.
The Essex Institute shows an iron fire-back taken from the old house
which bears this date.
The averting of bloodshed at North Bridge in February, 1775, has
been mentioned above. Colonel Timothy Pickering, born in this
house in 1745, was at that time on service with Continental troops,
and remained actively engaged until after Yorktown. He achieved
honorable distinction, first as Colonel, and later as Adjutant-General
of the army. Returning from military service, he entered the doorway
of this ancient house, soon to pass from it again as Representative
and Senator. In Washington’s Cabinet he held office in three different
capacities, and in all of them acquitted himself with credit—as
Secretary of War, Secretary of State, and Postmaster-General. This
record is hardly surpassed in American annals.
Colonel Pickering was interested also in other issues. He it was
who led the schism which founded the North Church in Salem, as
the result of differences in the Tabernacle Church. One imagines that
he was versed in the classics as well, for John Pickering, his son,
afterward became the well-known linguist and Greek lexicographer.
 The Poynton House

THE POYNTON HOUSE, KNOWN AS THE ‘PINEAPPLE HOUSE’

Built in 1750

In an old painting in the Essex Institute is shown the famous

Governor Bradstreet mansion, with its numerous gables, its batten
door flanked by curious latticed towers, and its lozenged windows. At
the tip of each gable and tower perches a carved ornament in the
shape of a pineapple, the ancient symbol of hospitality. Over the
doorway of the Thomas Poynton house at 7 Brown Street Court, on
a pedestal between the members of a broken arch pediment, was
once to be seen a similar pineapple, most elaborately and delicately
carved, and resplendent in its appropriate tints of red and green.
Captain Poynton was a merchant, and some foreign port may have
supplied this famous ornament, which for years lent its name to the
‘Pineapple House.’ The illustration shows the doorway in its original
condition, though the door itself is modern. Note the cutting-out of
the blinds, made necessary by the height of the pineapple.
Now removed for safe-keeping to the Essex Institute, this beautiful
entrance has always attracted the attention of architects and
connoisseurs. The simplicity of the fluted Doric pilasters leads the
eye upward to a sudden surprise, albeit an agreeable one, in the
unusual character of the decorations above. Altogether the effect is
unique and charming, and is well brought out against the gray walls
of the house itself.
 The Eden-Brown House

THE EDEN-BROWN HOUSE

In 1762, Thomas Eden built a house at 40 Summer Street. In 1804

the original doorway was replaced by one designed and executed by
the famous McIntire, possessing one unusual feature, the elliptical
fanlight unaccompanied by other glasswork. The doorway is of
simple design, showing plain Doric pilasters, over each of which
appears a carved rosette or floret, with festooned drapery between.
Once more, the use of modern doors lends an unpardonably
discordant note to this otherwise artistic composition.
 Much interesting history centers in the Eden-Brown house.
Thomas Eden was the first signer of the roll of the famous Salem
Marine Society, founded in 1766, membership in which was
conditioned upon a man’s having sailed his ship at least around the
Cape of Good Hope. The quality of Salem ship-masters is seen in
the fact that eighteen charter members were thus enrolled at the first
meeting. Robert Hooper, of Marblehead, was a partner of Eden in his
commercial ventures, and was familiarly spoken of as ‘King’ Hooper
because of his Royalist leanings.
How many vigorous and adventurous figures must have passed
through the Eden-Brown doorway! ‘King’ Hooper himself, owner of a
house at Marblehead and another at Danvers, the well-known
‘Lindens,’ occupied as a summer home by the Royal Governor
Gage, the year before Lexington. Many a wealthy captain, perhaps,
and trader to the East, who in the spirit of the bold motto on the
Salem official seal, ‘Unto the utmost bounds of wealthy Ind,’ had
driven his fifty-ton schooner across the mysterious ocean, returning
laden with silks, rugs, and shawls, mulls and muslins, jade, crystal,
spices, and if not, like the far-famed navies of Solomon, with ‘ivory,
apes, and peacocks,’ at least with many a comical monkey and
gaudy parrot—the latter commonly past-master in the use of a
certain deep-sea vocabulary not to be repeated here.
Such cargoes made Salem owners wealthy, and paved the way for
the erection of the spacious and dignified residences, with their
noble pillars and pediments, so many of which are still standing to-
day as a memorial of by-gone greatness.
 ‘The Lindens’

‘THE LINDENS’

‘King’ Hooper, partner of Thomas Eden, as just stated above,

beside his Marblehead home, had a fine residence at Danvers, once
a part of Salem, which is one of the most pretentious of the time.
Now called ‘The Lindens,’ it was built in 1754, the siding scored and
beveled so as to present the appearance of granite blocks, a
resemblance still further carried out in the gray paint of the surface
and the white of the beveling. The doorway is of special dignity and
beauty, two Corinthian columns supporting a large gable containing
a window, which rises to the deck of the roof. Of similar appearance
was the John Hancock house on Beacon Street, Boston, now
destroyed.
At the time of his governorship of the Province in 1774, this
handsome house was used by General Gage as a summer home.
Colonel Leslie, commanding officer of the 64th Regulars opposed at
North Bridge by the Salem citizens in February of the following year,
pitched the tents of his regiment across the road. One may imagine
how gay were the goings-on, as scarlet uniforms, rich with gold lace,
passed in and out of the stately portal, through which might be heard
the hum of conversation and the strains of music—for the British
officers were good entertainers, and made the most of what society
they had in a hostile environment.
It was perhaps during some such festivity that an indignant patriot
fired a shot from his musket through the panel of the door—the hole
being still visible where his messenger of protest made its entrance.
‘The Lindens’ was lately the home of Francis Peabody. It is now
owned by Ward Thoran.
 The Pierce-Johonnot-Nichols House

THE PIERCE-JOHONNOT-NICHOLS HOUSE

At 80 Federal Street, Salem, stands this fine old residence,

frequently referred to as the best specimen of its kind now existing. It
is the work of Samuel McIntire, the master-craftsman of Salem, and
represents possibly the first of his efforts, as it is surely one of his
best, although he was at the time only twenty-five years of age.
The house is square in shape, close to the sidewalk, with an L and
stable in the rear. The front porch is of simple classic design, the
architect having freely combined the Tuscan and the Doric, with
unique effect. The door itself possesses the rare number of eight
panels, with a graceful fanlight above. The approach to the steps is
flanked by handsome gate-posts of the Tuscan order, surmounted by
ornamental urns carved from a single block of wood.
At the side of the house, and serving as a carriage entrance, is an
enclosed porch, similar in type to that at the front, and admirable in
its effect upon the eye. This enclosed porch as a side-entrance is
indeed characteristic of Old Salem houses—the particular one in
question being of exceptional attractiveness. Oval side-windows
afford light, and the door itself is of the correct ancient pattern.
Although dating from 1782, this old mansion is of no particular
historical interest. It possesses, however, human interest of a
genuine sort, drawn from the vicissitudes and disappointments, as
well as the joys, of its successive tenants.
Jerathmiel Pierce, the original owner, was a wealthy merchant,
successful in his ventures in foreign trade. To the wharf at the rear of
his house came his returning ships, to discharge their cargoes at his
warehouse, reached by a path through the garden. Financial
reverses, however, came upon him; and in 1827 the property was
acquired by George Johonnot. From the handsome doorway of his
beloved home, where he had spent forty years of a happy life, went
forth the broken old man to find shelter with George Nichols, his son-
in-law, who had also suffered business reverses; and after a brief
time he died.
 THE FRONT DOOR OF THE PIERCE-JOHONNOT-NICHOLS
HOUSE FROM THE INSIDE

At the death of the Johonnots, twelve years after, George Nichols

and his wife inherited, under a deed of trust, the famous old
mansion. At the age of seventy, Nichols retired from business and
spent his declining years in tending the famous old garden which he
loved. In 1917 the property was bought by the Essex Institute, as a
memorial of the old days when Salem was known for her prosperity
due to foreign trade.
 The Hosmer-Townsend-Waters House
Chimneys on Salem houses were customarily built to rise from the
center of the roof—huge structures of brick, containing many flues
from the fireplaces opening from the rooms arranged about them on
all sides. In later periods they were placed wherever convenience
dictated. A fine example of the former style is seen on the Hosmer-
Townsend-Waters house at 80 Washington Square, Salem. This
building dates from 1795, designed by McIntire, for Captain Joseph
Hosmer. Near it, at 82 Washington Square, East, is the Boardman
house, where Washington was entertained when in Salem in 1789,
and which elicited from him an exclamation of wonder that the
people of Salem could build such handsome residences.
In Virginia, the Colonial type was also in vogue, but with a
difference. The General’s surprise was apparently at the fact that in
towns, as well as upon the great estates of the South to which he
had been accustomed, so large a degree of taste and comfort could
prevail.
The side-door of the Hosmer dwelling has an attractive enclosed
porch, almost hidden by a huge wistaria which clothes it in a tangle
of leafage and bloom. It resembles that already described in the
Johonnot house in the presence of oval side-lights, although differing
somewhat in architectural features. The front entrance of the Hosmer
house closely corresponds with that at the side in design, and both
possess the correct six-panel door, relieved by brass latch and
knocker.
Historical interest attaches to the Hosmer-Waters house in that it
was once the home of Henry Fitz-Gilbert Waters, whose
genealogical researches and writings are well-known. These include
‘John Harvard and his Ancestry,’ ‘An Examination into the English
Ancestry of George Washington,’ ‘Genealogical Gleanings in
England.’ Connoisseurs have stated that Mr. Waters’s collection of
antique furniture was surpassed by none in New England.
 Assembly Hall

ASSEMBLY HALL

Not long after the Revolution, the Federal Party in Salem desired a
meeting-place, and Samuel McIntire was commissioned to design for
this purpose the Assembly Hall. In 1782 the building was erected at
138 Federal Street. Not to be outdone, the Democrats also, though
somewhat later, built Washington Hall, likewise the work of McIntire.
Social festivities of all sorts immediately found their center in the
Assembly Hall. In 1789, when Washington, for whose personal use
the Boardman house had been designated during his stay, paid a
visit to Salem, a ball was arranged in his honor, and this took place
in Assembly Hall, where he opened the festivities with Miss Abbot,
daughter of General Abbot, his host of the occasion. Washington,
however, turned his fair partner over to General Knox when the
dancing began, asserting that this was out of his line. At Assembly
Hall a banquet was tendered Lafayette on his first tour of America
some years earlier.
Curiously enough, and contrary to the usual order of things, after a
brief period of only thirteen years, Assembly Hall became a private
residence, in the year 1795.
Instead of being clapboarded, the front of this building is laid flat,
giving a rather bare effect. This impression is somewhat relieved by
the elaborate decorations—four handsome Ionic pilasters rising
above the roof of the porch nearly to the eaves, while a gable or
pediment extends across almost the full width of the façade. The
porch itself is of generous breadth, Ionic pillars with a beautifully
ornamented frieze, representing grape leaves and clusters, forming
a fitting frame for the hospitable entrance just behind. Probably the
porch is of more recent date than the building itself, although this is a
matter of conjecture. The sides and back of the house differ from the
façade in being clapboarded instead of flat. Elaborate iron railings on
either side guard the ascent from the sidewalk.
 The Boardman House

THE BOARDMAN HOUSE

Reference has already been made to the Boardman house at 82

Washington Square, East, as offered to Washington on his Salem
visit in 1789. The porch is of the enclosed type, of the Tuscan order,
with fluted pilasters, oval side-lights and a picket fence with tall gate-
posts surmounted by the familiar urns. A light and homely touch is
added in the trellises with their climbing vines which are set close
against the house upon either side.
 ‘Oak Hill’

‘OAK HILL’

The present town of Danvers was originally part of Old Salem, and
after its separation in 1752, Danvers included the present town of
Peabody, which was set off in 1855. In the year 1800, while McIntire
was producing his most beautiful and finished work, ‘Oak Hill,’ now in
Peabody, was erected from his designs. It is now the summer
residence of Mrs. J. C. Rogers, and contains throughout as complete
and elaborate a wealth of detail from the wood-carver’s hand as can
anywhere be found.
 Reference has been made to the fact that craftsmen from the
shipyards of Salem, skilled in the carving of figureheads and cabin
decorations, sometimes found employment ashore in the service of
architects and builders. The year when ‘Oak Hill’ was built marked
the climax of Salem’s maritime importance. Carvings suggesting the
familiar rope mouldings of ships’ cabins are found upon the
balusters.
The porch of this beautiful house, with the exception of the modern
doors, is a most complete and graceful composition. Fluted Ionic
columns, four in number, support in pairs the front edge of the roof,
while its rear rests upon pilasters grouped in the same way. The
columns, as often in McIntire’s work, are slender for their height; but
instead of appearing spindling, they seem to assume an airy grace
which lightens and relieves the whole. A spider-web fanlight
surmounts the door, and the leaded glass in the side-lights is heart-
shaped—a unique and charming feature.
 The Kimball House

THE KIMBALL HOUSE

Another of McIntire’s porches, placed in 1800 upon the Kimball

house at 14 Pickman Street, is interesting, as illustrating the
architect’s characteristic freedom in the combination without discord
of the various orders. The columns are Ionic—the entablature is
Corinthian style, although incomplete. Side-lights flank the six-
paneled door, but the usual fanlight is missing, paneling taking its
place. Door-frame and side-lights are decorated by a border of
garlands, which are of composition applied to the surface of the
wood—although the capitals of the columns are painstakingly carved
by hand.
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