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Adult Development and Aging 7th Edition Cavanaugh Test Bank pdf download

The document provides links to various test banks and solutions manuals for textbooks related to adult development and aging, as well as other subjects. It includes a series of questions and answers related to the concepts of intelligence, particularly focusing on fluid and crystallized intelligence, and the life-span perspective. Additionally, it references learning objectives and keywords for each question, indicating a structured approach to understanding intelligence in adulthood.

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100% found this document useful (4 votes)

25 views63 pages

Adult Development and Aging 7th Edition Cavanaugh Test Bank pdf download

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imaniowaida

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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.

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.

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

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

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.

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.

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.

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

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.

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

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

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.

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

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.

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.

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

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

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
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.

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.

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.

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
63. Implicit social beliefs are affected by the ways in which different cohorts or generations are socialized. For
example, one study found that the belief that "marriage is more important than career" tended to in
importance with age.
a. increase
b. decrease
c. show an inverted U-shape
d. remain stable

ANSWER: a
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

64. Evidence from neuroimaging research indicates that emotion and logic are integrated in which area(s) of the brain?

a. prefrontal cortex
b. anterior insula
c. amygdala
d. all of the above

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: Factual

65. Which of the following is not true of older adults’ decision making?
a. Older adults have difficulty in unfamiliar situations.
b. Older adults have difficulty when under time pressure.
c. Older adults have difficulty when decision making requires a lot of capacity.
d. Older adults’ quality of decisions is not as good as younger adults.

ANSWER: d
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.11 - What are the characteristics of older adults' decision
making?
KEYWORDS: Conceptual

66. In Denney’s model, which of the following terms refers to the ability a normal healthy adult would exhibit without
practice or training?
a. optimally exercised ability b. pragmatic intelligence
c. unexercised ability d. interindividual variability

ANSWER: c
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.12 - What are optimally exercised abilities and unexercised
abilities? What age differences have been found in problem solving?
KEYWORDS: Conceptual
67. Fluid intelligence is an example of
a. cognition as basic processes. b. interdependent third-order abilities.
c. unexercised ability. d. optimally exercised ability.

68. In Denney’s model, which of the following terms refers to the ability a normal healthy adult would exhibit with
practice or training?
a. optimally exercised ability b. pragmatic intelligence
c. unexercised ability d. interindividual variability

ANSWER: a
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.12 - What are optimally exercised abilities and unexercised
abilities? What age differences have been found in problem solving?
KEYWORDS: Factual

69. Crystallized intelligence is an example of

a. cognition as basic processes. b. interdependent third-order abilities.
c. untrained or unpracticed ability. d. optimally exercised ability.

ANSWER: d
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.12 - What are optimally exercised abilities and unexercised
abilities? What age differences have been found in problem solving?
KEYWORDS: Conceptual

70. Research on practical problem solving shows that

a. performance peaks in early adulthood and then declines.
b. performance increases from early adulthood to middle age.
c. performance increases most between middle and old age.
d. performance remains the same across adulthood.

ANSWER: b
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.12 - What are optimally exercised abilities and unexercised
abilities? What age differences have been found in problem solving?
KEYWORDS: Factual
71. The "triumph of knowledge over reasoning" is best documented by research on
a. wisdom. b. expertise.
c. postformal thought. d. unexercised abilities.

ANSWER: b
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.13 - What is expertise, and how does experience factor in?
KEYWORDS: Conceptual

72. Experts
a. use novel approaches to solve difficult problems.
b. have extensive knowledge about a particular topic.
c. are highly practiced.
d. use all of these.

ANSWER: d
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.13 - What is expertise, and how does experience factor in?
KEYWORDS: Conceptual

73. Which of the following statements best describes expertise?

a. Expertise is due to a biological predisposition to excel in one area or another.
b. Expertise is negatively correlated with age.
c. People tend to become selective experts.
d. Someone who is an expert in one area is probably an expert in all areas of their life.

ANSWER: c
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.13 - What is expertise, and how does experience factor in?
KEYWORDS: Applied

74. The Dalai Lama wisdom story at the beginning of the chapter highlighted all of the following characteristics of
wisdom except which of the following?
a. It involved practical knowledge. b. It was given at a price.
c. It was based on life experience. d. It involved psychological insights.

ANSWER: b
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.14 - What are creativity and wisdom, and how do they relate to
age and life experience?
KEYWORDS: Conceptual
75. Wisdom is viewed as involving the following cognitive processes except
a. practical and social intelligence.
b. insight into the deeper meanings underlying a given situation.
c. constrained thinking.
d. awareness of the relative, uncertain, and paradoxical nature of problems.

ANSWER: c
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.14 - What are creativity and wisdom, and how do they relate to
age and life experience?
KEYWORDS: Factual

76. Wisdom is
a. the same thing as creativity.
b. the generation of a new solution to a problem.
c. different than creativity.
d. characterized by constrained reasoning processes.

77. Research on wisdom shows that it is most associated with

a. creativity. b. age.
c. fluid intelligence. d. life experience.

ANSWER: d
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.14 - What are creativity and wisdom, and how do they relate to
age and life experience?
KEYWORDS: Factual

78. Research on age differences in wisdom shows that

a. there is little association between age and wisdom.
b. wisdom increases dramatically during old age.
c. there are few individual differences.
d. young adults cannot be wise.

ANSWER: a
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.14 - What are creativity and wisdom, and how do they relate to
age and life experience?
KEYWORDS: Factual
79. Which of the following is not a specific factor identified by Baltes and Staudinger (2000) to help a person become
wise?
a. intraindividual variability b. general personal conditions
c. specific expertise conditions d. facilitating life contexts

80. theorists are interested in individual differences and plasticity in intelligence.

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

81. are the distinct patterns of change in abilities over the life span, where some abilities
remain stable and others increase or decrease.

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

82. The range of functioning within an individual and the conditions under which a person’s abilities can be modified
within a specific age range is .

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

83. Theories of intelligence are , meaning that they specify many domains of intellectual
abilities.

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

84. In the dual-component model, the phrase is used to discuss the first cognitive process,
which concerns developmental changes in basic information-processing and problem-solving abilities.

ANSWER: cognition as basic processes

REFERENCES: Defining Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.02 - What are the major components of the life-span approach?
KEYWORDS: Factual
85. The to intelligence involves defining intelligence as right or wrong performance on
standardized tests.

ANSWER: psychometric approach

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

86. The to intelligence emphasizes the ways in which people conceptualize problems and
focuses on modes or styles of thinking.

ANSWER: cognitive-structural approach

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

87. are the interrelations among performance on similar tests of psychometric intelligence.

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

88. are independent abilities within psychometric intelligence based on different

combinations of standardized intelligence tests.

ANSWER: Primary mental abilities

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

89. Crystallized and fluid intelligence are examples of mental abilities.

ANSWER: secondary
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

90. For the theorist , thought is governed by the principles of adaptation and organization.

ANSWER: Piaget
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
91. In Piaget's stage, children can classify objects into groups based on logical principles
and can mentally reverse a series of events.

ANSWER: concrete operational

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

92. thought is similar to using the scientific method.

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

93. Many adults are thought to possess , which is characterized by the recognition that truth
varies across situations, solutions to problems are realistic and reasonable, ambiguity and contradiction are the norm,
and emotional and subjective factors play a role in thinking.

ANSWER: postformal thought

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

94. Research studies indicate that contrary to popular perception, there is no relationship between age and
_____________.

ANSWER: wisdom
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.14 - What are creativity and wisdom, and how do they relate to
age and life experience?
KEYWORDS: Factual

95. Do people's ideas of what intelligence is vary across the life span? In other words, do people conceptualize
intelligence differently at different ages?

ANSWER: In 1992, Berg and Sternberg set out to find the answer to this question. They wanted
to know whether conceptions of intelligence varied across the life span. Their subjects
were people ages 22 to 85. Subjects were asked to rate 55 behaviors they viewed as
characteristic of exceptionally intelligent 30-, 50-, or 70-year-olds. Factors such as
motivation, intellectual effort, and reading were rated important for each age group.
Other behaviors were rated important only for certain points in the life span. For
example, for 30-year-olds, people said being open-minded and concerned about the
future were important traits. Intelligent 50- and 70-year-olds were described as acting
responsibly and displaying wisdom.
REFERENCES: Defining Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.01 - How do people define intelligence in everyday life?
KEYWORDS: Conceptual
96. What are normative age-related changes in fluid and crystallized intelligence?

ANSWER: Fluid intelligence refers to factors that make you an adaptive and flexible thinker.
Fluid intelligence allows you to make inferences and understand relations among
concepts. Crystallized intelligence is the knowledge you have acquired during your
lifetime due to education and experiences in a given culture. Across time, these two
types of intelligence follow very different paths. Fluid intelligence tends to decline
across adulthood, whereas crystallized intelligence tends to increase. Some have
speculated that underlying changes in the brain are responsible for the decline in fluid
intelligence. As for crystallized intelligence, it appears people continue adding to their
knowledge every day.
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

97. What does the P-FIT theory propose regarding the origins of intelligence?

ANSWER: Jung and Haier originally proposed the P-FIT model in 2007. P-FIT stands for
Parieto-Frontal Integration Theory. This theory proposes that intelligence comes from
a distributed and integrated network of neurons in the parietal and frontal lobes of the
brain. Individual differences in intelligence are seen as individual differences in brain
structure and function. Neuroimaging studies provide support for the P-FIT model.
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

98. Do social and lifestyle variables have an impact on intellectual functioning? If so, in what way(s)?

ANSWER: Higher socioeconomic status, exposure to stimulating environments, taking advantage

of cultural and educational resources throughout one's life, and not being lonely have
all been associated with better cognitive functioning. Loneliness, for example, is
associated with greater cognitive decline and with mental health problems in later life.
Although social and lifestyle variables are associated with intellectual functioning, it is
still debatable whether these factors slow cognitive changes in late life. Research
evidence on these factors is mixed. For example, decreases in social engagement and
cognitive decline are related, but what is the directionality? Are declines in memory
the result of lower social engagement, or are memory declines the reason for lower
rates of social engagement? Correlational data cannot determine directionality of
effects.
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
99. What was Project ACTIVE? What was learned from this project?

ANSWER: Project ACTIVE was a longitudinal research study created by Sherry Willis. It was
designed to investigate the impact of training on primary mental abilities. Beginning in
the 1990s, ACTIVE was a randomized and controlled clinical research project.
Initially, six different centers enrolled more than 3,000 people in the study. Could
cognitive training enhance mental abilities (such as memory, reasoning, and attention)
and preserve IADLs (such as managing one's finances and taking medications)? To
summarize, the findings showed that cognitive training improved mental abilities and
daily functioning in older independent living adults. The training gains lasted several
years. There was one caveat. Those with a mild cognitive impairment did not benefit
from memory training, but they did benefit from training on reasoning and speed of
processing.
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

100. Briefly describe Piaget's four stages of cognitive development.

ANSWER: In the sensorimotor period, infants and very young children learn about the
environment by using their senses and motor skills. In the first two years of
development, they learn about object permanence (that an object out of sight still
exists). In the preoperational period, young children's thinking is egocentric—that is,
they believe everyone sees the world as they do. They may perceive events as causal
that are not (Dad shaving causes the water in the bathroom sink to turn on). Their
thinking is not yet governed by logic. In the concrete operational stage, children come
to understand classification, reversibility, and transivity. However, children in this
stage still do not understand abstract concepts. The last of Piaget's stages, formal
operations, is characterized by hypothesis testing and abstract reasoning.
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

101. How does the relationship between emotion and logic change over the life span?

ANSWER: Across the life span, there is an increasing integration of emotion and logic in one's
thinking. Older adults tend to make decisions based on pragmatic and emotional
grounds, not simply on logical grounds. Roles and rules are viewed as relative, not
absolute. Older adults realize that thinking includes compromise with others and that
contradictions and ambiguity must be tolerated. One example of this is how young
adults differ from middle-aged adults when considering the topic of unethical behavior
in the workplace. Whereas younger adults would be more likely to view this behavior
as completely unacceptable, older adults would be more likely to take into account
contextual factors that may have caused the person to act in an unethical manner.
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
102. Briefly describe the components and their developmental trajectory in Denney’s model of unexercised and optimally
exercised abilities.

ANSWER: According to Denney (1984), unexercised ability is the ability a normal healthy adult
would have without practice or training. Fluid intelligence is an example of an
untrained ability. Optimally exercised ability is what a normal healthy adult would
demonstrate under the best conditions of training or practice. Crystallized intelligence
is an example of an optimally exercised ability because the component skills (such as
verbal ability) are used daily. The developmental course of both abilities is similar.
They tend to increase until adolescence or young adulthood and then slowly decline
thereafter.
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.11 - What are the characteristics of older adults' decision
making?
KEYWORDS: Conceptual

103. Are there age-related differences in problem solving? Explain.

ANSWER: People tend to use different strategies in solving problems based on the context in
which they occur. However, there are some interesting age-related differences found
in the literature. For example, younger adults are more likely to use similar strategies
across situations. They use self-action to fix the problem. Older adults are more
likely to vary their strategy based on the problem-solving context. For example, in
dealing with interpersonal situations, such as family matters, they use more emotion
regulation. However, in more instrumental situations, such as deciding what to do
with defective merchandise, they use more self-action strategies, like returning the
product. Blanchard-Fields and colleagues (1997) argued that as we age and acquire
experience, we become more sensitive to problem-solving contexts and we act
accordingly.
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.12 - What are optimally exercised abilities and unexercised
abilities? What age differences have been found in problem solving?
KEYWORDS: Conceptual

104. Are adult learners different from their younger counterparts? If so, in what ways?

ANSWER: Lifelong learning is gaining acceptance as a way to remain cognitively active and
professionally current. But can the teaching of adults merely be an extension of the
teaching techniques used when instructing children? The answer is no. Adults
learners differ from child learners in some important ways. First, adults have a higher
need to understand why they should learn something before they learn it. Second,
adults enter a learning situation with more and different experience upon which to
build than do children. Third, adults are more willing to learn things that will help them
with real-world situations rather than hypothetical or abstract situations. Finally, most
adults are internally motivated to learn rather than externally motivated. For example,
an adult may be more likely to learn something new for reasons of personal
satisfaction rather than for a pay raise. It's important for educators to remember that
learning styles change as we age.
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.12 - What are optimally exercised abilities and unexercised
abilities? What age differences have been found in problem solving?
KEYWORDS: Conceptual
105. What is creativity, and how does it change across the life span?

ANSWER: Researchers have defined creativity as the ability to produce work that is novel, high
in demand, and task appropriate. The number of creative ideas one has varies across
the life span. Research indicates the number of creative contributions a person
makes increases through the 30s, peaks in the early 40s, and declines thereafter.
People do not stop being creative, rather, they just produce fewer creative ideas. In
fact, the average age at which people have made substantial creative contributions to
society, such as conducting research that resulted in winning the Nobel Prize,
increased across the 20th century.
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.14 - What are creativity and wisdom, and how do they relate to
age and life experience?
KEYWORDS: Conceptual
Another Random Scribd Document
with Unrelated Content
flat,’ and proceeds with great alacrity to marshal his hundred arguments in
proof that it not only seems but is flat, ‘an extended plane, stretched out in
all directions away from the central North.’ He enumerates all the reasons
offered by scientists for a belief in the rotundity of the earth and evidently
to his own complete satisfaction refutes them. He argues that the heavenly
bodies were made solely to light this world, that the belief in an infinity of
worlds is a monstrous dogma, contrary to Bible teaching, and the great
stronghold of the infidel; and that the Church of Rome was right when it
threw the whole weight of its influence against Galileo and Copernicus
when they taught the revolution of the earth on its axis.”—Michigan
Christian Herald, Oct. 15, 1885.

“So many proofs.”—Every Saturday, Sept. 26, 1885.

“A highly instructive and very entertaining work …. The book is well worth
reading.”—Protector, Baltimore, Oct. 3, 1885.

“The book will be sought after and read with peculiar interest.”—Baltimore
Labor Free Press, Oct. 17, 1885.

“Some of them [the proofs] are of sufficient force to demand an answer

from the advocates of the popular theory.”—Baltimore Episcopal
Methodist, October 28, 1885.

“Showing considerable smartness both in conception and argument.”—

Western Christian Advocate, Cincinnati, O., Oct. 21, 1885.

“Forcible and striking in the extreme.”—Brooklyn Market Journal.

Baltimore, Maryland, U. S. A., December 7, 1885.

[Appendix to Third Edition.]
COPY OF LETTER FROM RICHARD A. PROCTOR,
ESQ.
5 Montague Street, Russell Square, London, W.C., 12 Dec., 1885.

W. Carpenter, Esq., Baltimore.

Dear Sir,—I am obliged to you for the copy of your “One Hundred Proofs
that the Earth is not a Globe,” and for the evident kindness of your intention
in dedicating the work to me. The only further remark it occurs to me to
offer is that I call myself rather a student of astronomy than an astronomer.

Yours faithfully,
RICHARD A. PROCTOR.

P.S. Perhaps the pamphlet might more precisely be called “One hundred
difficulties for young students of astronomy.”
[Appendix to Fourth Edition.]
COPY OF LETTER FROM SPENCER F. BAIRD, ESQ.
Smithsonian Institution, Washington, D. C., Jan. 6, 1886.

Dear Sir,—A copy of your “One Hundred Proofs that the Earth is not a
globe” was duly received, and was deposited in Library of Congress
October 8, 1884. [1885] A pressure of much more important work has
prevented any attempt at reviewing these hundred proofs:—which however
have doubtless been thoroughly investigated by the inquisitive astronomers
and geodesists of the last four centuries.

Yours very respectfully,

SPENCER F. BAIRD, Secretary S. I.

Mr. William Carpenter, 71, Chew Street, Baltimore, Md.

Copy of a letter from one of the several applicants for the “One Hundred
Proofs” for the purpose of reviewing them. The writer is Professor of
Mathematics at the High School, Auburn, N. Y., and, in his application for
the pamphlet, says: “Am a Yale graduate and a Yale Law School man: took
the John A. Porter Prize (literary) ($250) at Yale College.”

Auburn, Dec. 10th, 1885. My Dear Sir: Your treatise was received. I have
looked it over and noted it somewhat. A review of it to do it justice would
be a somewhat long and laborious task. Before I undertook so much thought
I would write and ask What and how much you expect: how elaborately you
wished it discussed: and what remuneration might be expected. It sets forth
many new and strange doctrines which would have to be thoroughly
discussed and mastered before reviewed. I am hard at work at present but
would like to tackle this if it would be for my interest as well as yours.
Hope you will let me know very soon. Very respectfully,
To Mr. W. Carpenter, Baltimore, Md. FRANK STRONG.

NOTE.—Unless a man be willing to sell his soul for his supposed worldly
“interest,” he will not dare to “tackle” the “One Hundred Proofs that the
Earth is Not a Globe.” No man with well-balanced faculties will thus
condemn himself. We charge the mathematicians of the world that, if they
cannot say what they think of this pamphlet in a dozen words, they are
entitled to no other name than—cowards!

Baltimore, Maryland, May 22, 1886.

APPENDIX TO THE FIFTH EDITION.

Editorial from the “New York World,” of August 2, 1886:—

THE EARTH IS FLAT.

The iconoclastic tendencies of the age have received new impetus from Mr.
William Carpenter, who comes forward with one hundred proofs that the
earth is not a globe. It will be a sad shock to many conservatives who have
since their childhood fondly held to the conviction that “the earth is round
like an orange, a little flattened at the poles.” To find that, after all, we have
been living all these years on a prosaic and unromantic plane is far from
satisfactory. We have rather gloried in the belief that the semi-barbarous
nations on the other side of the earth did not carry their heads in the same
direction in which ours point. It is hard to accept the assertion that the
cannibals on savage islands are walking about on the same level with the
civilized nations of our little world.

But Mr. Carpenter has one hundred proofs that such is the unsatisfactory
truth. Not only that, but the iconoclast claims that we are not whirling
through space at a terrible rate, but are absolutely stationary. Some
probability is given to this proposition by the present hot weather. The earth
seems to be becalmed. If it were moving at the rate of nineteen miles a
second wouldn’t there be a breeze? This question is thrown out as perhaps
offering the one hundred and first proof that the earth is not a globe. Mr.
Carpenter may obtain the proof in detail at the office at our usual rates. A
revolution will, of course, take place in the school geographies as soon as
Mr. Carpenter’s theories have been closely studied. No longer will the
little boy answer the question as to the shape of the earth by the answer
which has come ringing down the ages, “It’s round like a ball, sir.” No.
He’ll have to use the unpoetic formula, “It’s flat like a pancake, sir.”

But, perhaps, after we have become used to the new idea it will not be
unpleasant. The ancients flourished in the belief that the earth was a great
plane. Why shouldn’t we be equally fortunate? It may be romantic but it is
not especially comforting to think that the earth is rushing through space
twisting and curving like a gigantic ball delivered from the hand of an
enormous pitcher. Something in the universe might make a base hit if we
kept on and we would be knocked over an aerial fence and never found.
Perhaps, after all, it is safer to live on Mr. Carpenter’s stationary plane.

The “Record,” of Philadelphia, June 5, 1886, has the following, in the

Literary Notes:—“Under the title One Hundred Proofs that the Earth is Not
a Globe, Mr. William Carpenter, of Baltimore, publishes a pamphlet which
is interesting on account of the originality of the views advanced, and, from
his standpoint, the very logical manner in which he seeks to establish their
truth. Mr. Carpenter is a disciple of what is called the Zetetic school of
philosophy, and was referee for Mr. John Hampden when that gentleman, in
1870, made a wager with Mr. Alfred R. Wallace, of England, that the
surface of standing water is always level, and therefore that the earth is flat.
Since then he has combated his views with much earnestness, both in
writing and on the platform, and, whatever opinions we may have on the
subject, a perusal of his little book will prove interesting and afford room
for careful study.”

“The motto which he puts on the cover—‘Upright, Downright,

Straightforward’—is well chosen, for it is an upright lie, a downright
invention, and a straightforward butt of a bull at a locomotive.”—The
Florida Times Union, Dec. 13, 1885. Editor, Charles H. Jones. [Pray, Mr.
Jones, tell us what you mean by “an upright lie.”!!]

“We have received a pamphlet from a gentleman who thinks to prove that
the earth is flat, but who succeeds only in showing that he is himself
one.”—New York Herald, Dec. 19, 1885. [The reviewer, in this case, is, no
doubt, a very “sharp” man, but his honesty—if he have any at all—is jagged
and worn out. The “quotations” which he gives are fraudulent, there being
nothing like them in the pamphlet.]
“The author of the pamphlet is no ‘flat,’ though he may perhaps be called a
‘crank.’ ”—St. Catharines (Can.) Evening Jour., Dec. 23.

“To say that the contents of the book are erudite and entertaining does not
do Mr. Carpenter’s astronomical ability half credit.”—The Sunday Truth,
Buffalo, Dec. 27, 1885.

“The entire work is very ingeniously gotten up …. The matter of perspective

is treated in a very clever manner, and the coming up of ‘hull-down’ vessels
on the horizon is illustrated by several well-worded examples.”—Buffalo
Times, Dec. 28, 1885.

“The erudite author, who travels armed with plans and specifications to fire
at the skeptical at a moment’s notice, feels that he is doing a good work, and
that his hundred anti-globular conclusions must certainly knock the general
belief in territorial rotundity out of time.”…

“We trust that the distinguished author who has failed to coax Richard
Proctor into a public discussion may find as many citizens willing to invest
two shillings in his peculiar literature as he deserves.”—Buffalo Courier,
Dec. 27, 1885, and Jan. 1, 1886.

“It is a pleasure now to see a man of Mr. Carpenter’s attainments fall into
line and take up the cudgels against the theories of the scientists who have
taught this pernicious doctrine [the sphericity of the earth].”—Rochester
Morning Herald, Jan. 13, 1886.

“As the game stands now, there is ‘one horse’ for Prof. Carpenter.”—
Buffalo World, Jan. 16, 1886.

“It is interesting to show how much can be said in favor of the flat world
theory …. It is fairly well written, although, we believe filled with
misstatements of facts.”—Rochester Democrat and Chronicle, Jan. 17,
1886. [We “believe” the editor cannot point one out.]

“It is certainly worth twice the price, and will be read by all with peculiar
interest.”—Scranton Truth, March 8, 1886.
“Mr. William Carpenter has come to Washington with a “hundred proofs
that the earth is not a globe.” He has a pamphlet on the subject which is
ingenious, to say the least, and he is ominously eager to discuss the matter
with any one who still clings to the absurd prejudices of the
astronomers.”—The Hatchet, May 9, 1886.

“It contains some curious problems for solution, and the author boldly
asserts that until they are solved the globular theory of the earth remains
unproven, and is fallacious, &c.”—The Presbyterian, Philadelphia, June 19,
1886.

“His reasoning is, to say the least, plausible, and the book interesting.”—
The Item, Philadelphia, June 10, 1886.

“Mr. Carpenter seems to have made a thorough investigation of the subject,

and his arguments are practical and to the point.”—Sunday Mercury,
Philadelphia, June 13, 1886.

“A gentleman has just called at the editorial rooms with a pamphlet which is
designed to demonstrate that the earth is not a globe, but a flat disk; he also
laid before us a chart from which it plainly appeared that the earth is a
circular expanse of land, with the north pole in the exact center, and the
Antarctic Sea flowing all around the land …. We went on to state that we
lodged the care of all astronomical questions in the hands of Rev. R. M.
Luther, to whom these perplexing matters are but as child’s play …. Our
readers may, therefore, expect at an early date a judicial view of the
astronomical and cosmological situation.”—National Baptist, Philadelphia,
July 8, 1886. Editor, Dr. Wayland. [We hope that the Rev. R. M. Luther will
give us the means of publishing his decision before many more editions of
the “Hundred Proofs” be issued. We are afraid that he finds the business
much more than “child’s play.”]

“‘One Hundred Proofs that the Earth is Not a Globe,’ by William Carpenter,
is published by the author, whose novel and rather startling position is
certainly fortified by a number of argumentative points, which, if they do
not shake the reader’s preconceived notions on the subject, will, at least, be
found entertaining for the style in which they are put.”—Evening Star,
Philadelphia, July 22, 1886.

“His ‘Proofs’ go a long way towards convincing many that his ideas on the
subject are practical and sensible.”—Fashion Journal, Philadelphia, July,
1886. Editor, Mrs. F. E. Benedict.

“ ‘One Hundred Proofs that the Earth is Not a Globe’ is a curious little
pamphlet that we can commend to all interested in astronomy and related
sciences. It may not upset received notions on the subject, but will give
cause for much serious reflection. Published by the author, Wm. Carpenter,
Baltimore, Md. Price 25 cents.”—The Saturday Evening Post, Philadelphia,
July 31, 1886.

“Here now is an able thinker of Baltimore, Professor William Carpenter,

who presents the claims of the Zetetic philosophy to be considered the
leading issue of our times …. One of the great proofs of the truth of the
philosophy is that the regular astronomers do not dare to gainsay it …. They
are well aware there is no South pole …. Prof. Carpenter, in a treatise that
has reached us, furnishes 100 proofs that the earth is flat, and while we
cannot say that we understand all of them we appreciate the earnestness of
his appeals to the moral people of the community to rise up and overthrow
the miserable system of error that is being forced upon our children in the
public schools, vitiating the very foundations of knowledge. What issue can
be more noble or inspiring than Truth vs. Error? Here is an issue on which
there can be no trifling or compromise. In the great contest between those
who hold the earth is flat and they who contend that it is round, let the flats
assert themselves.”—Milwaukee Sentinel, Aug., 1886. [From a long article,
“The Great Zetetic Issue.”]
LETTERS TO PROFESSOR GILMAN, OF THE JOHNS
HOPKINS UNIVERSITY.

71 Chew Street, Baltimore, September 10, 1886.

Prof. Gilman, Johns Hopkins University—Sir: On the 21st ultimo I wrote to

ask you if you received the pamphlet, which I left for you at the University
twelve months ago, entitled “One Hundred Proofs that the Earth is Not a
Globe,” and, if so, that you would kindly give me your opinion concerning
it. I write, now, to ask you if you received my letter. I am quite sure that you
will consider that the importance of the subject fully warrants the endeavor
on my part to gain the views which may be entertained by you respecting it.
The fifth edition will soon be called for, and anything you may urge—for or
against—I shall be happy to insert in the “appendix.” I send, herewith, a
copy of the fourth edition of the pamphlet.

Yours sincerely, William Carpenter.

71 Chew Street, Baltimore, October 7, 1886.

Professor Gilman—Dear Sir: I am now preparing the appendix for the fifth
edition of my “One Hundred Proofs that the Earth is Not a Globe,” and I
should be glad to receive your opinion of this work to insert in the said
appendix. I can offer you from a few lines to a page, or two if necessary. Of
course, if this work as a whole be a fraud, it must be fraudulent in all its
parts; and each one of the “hundred proofs” must contain a fallacy of some
kind or other, and the thing would justify your disapprobation—expressed
in few words or many. If, on the other hand, the work is what it professes to
be, it will certainly claim your approval. Yours sincerely, W. Carpenter.
71 Chew Street, Baltimore, October 14, 1886.

Prof. Gilman—Dear Sir: A week ago I wrote you a letter to tell you that I
should be glad to receive your opinion of the “Hundred Proofs that the
Earth is Not a Globe,” of which work 5,000 copies are now in circulation. I
wrote this work (26 pages) in one week, without neglecting my daily
business: surely, you can reply to it in a week from this time. I will give you
from one to four pages, if you wish that amount of space, and send you fifty
copies, if you desire to have them, without putting you to the slightest
expense. I will even take any suggestion you please to make as to the title
which shall be given to this extra edition of my work containing your reply
or opinions. I should be sorry to be under the necessity of printing this
letter, with others, in my next edition, in the place of any such reply or
expression of opinion; for I feel sure there is no one in Baltimore who is
more capable of giving an opinion on this great subject. Trusting to hear
from you in a few days, I am, Dear Sir, Yours truly,

William Carpenter.

71 Chew Street, Baltimore, October 22, 1886.

Prof. Gilman—Sir: This is the fifth letter—and the last—to you, asking you
for an expression of your opinion concerning the “One Hundred Proofs that
the Earth is Not a Globe.” Which would you prefer—to see my words, or
yours, in print? I give you a week in which to decide.

Truly, William Carpenter.

THE JOHNS HOPKINS UNIVERSITY, OF
BALTIMORE.

We are indebted to “Scribner’s Monthly” for the following remarks

concerning this institution:—“By the will of Johns Hopkins, a merchant of
Baltimore, the sum of $7,000,000 was devoted to the endowment of a
University and a Hospital, $3,500,000 being devoted to each. This is the
largest single endowment ever made to an institution of learning in this
country. To the bequest no burdensome conditions were attached.”… “The
Physiological Laboratory of the Johns Hopkins has no peer in this country,
and the other laboratories few equals and no superiors.”

In the First Annual Report of the University (1876) we read:—“Early in the

month of February, 1874, the Trustees of the University having been
apprised by the Executors of Johns Hopkins, of the endowment provided by
his will, took proper steps for organization and entering upon the practical
duties of the trust, and addressed themselves to the selection of a President
of the University. With this view the Trustees sought the counsel and advice
of the heads of several of the leading seats of learning in the country, and,
upon unanimous recommendation and endorsement from these sources, the
choice fell upon Mr. Daniel C. Gilman, who, at the time, occupied the
position of President of the University of California.

“Mr. Gilman is a graduate of Yale College, and for several years before his
call to California, was a Professor in that institution, taking an active part in
the organization and development of ‘The Sheffield Scientific School of
Yale College,’ at New Haven. Upon receiving an invitation to Baltimore, he
resigned the office which he had held in California since 1872, and entered
upon the service of The Johns Hopkins University, May 1, 1875.”—
Galloway Cheston.

“In the hunt for truth, we are not first hunters, and then men; we are first
and always men, then hunters.”—D. C. Gilman, Oct., 1883.
The “One Hundred Proofs that the Earth is Not a Globe” have been running
around within the observation of the master huntsman and his men for a
year or more: now let the hunters prove themselves to be men; and the men,
hunters. It is impossible to be successful hunters for Truth, if Error be
allowed to go scot-free. Nay, it is utterly impossible for the Johns Hopkins
University to answer the purpose of its founder if its hunters for Truth do
not first hunt Error with their hounds and hold it up to ridicule, and then,
and always, keep a watchful eye for the Truth lest they should injure it by
their hot haste or wound it with their weapons. Prof. Daniel C. Gilman, we
charge you that the duties of your office render it imperative that, sooner or
later, you lead your men into the field against the hundred proofs, to show
the world that they are hunters worthy of the name—if, in your superior
judgment, you decide that there is Error to be slain—or, show that your
hunters are worthy of the better name of men, by inducing them to follow
and sustain you, out of the beaten track, in your endeavors to uphold God’s
Truth, if, in your superior judgment, you tell them, “There is a Truth to be
upheld!”

[End of the Appendix to the Fifth Edition. Nov. 9, 1886.]

PROFESSOR PROCTOR’S PROOFS.

“A proof, a proof!” cries Student Brown; says Proctor, “Very well,

If that is all you want, indeed, I’ve plenty I can tell:
But really I have scarcely time, or patience, now, to do it;
You ought to know the earth’s a globe, then, as a globe you’d view it.
I knew it long ago: in truth, ’twas taught me in my cot,
And, then, too old was I to doubt—too young to say ’twas not!”
“And you have never questioned it?” “Why should I, now, friend Brown?
I took it all for granted, just as daddy laid it down.
And as my duty clearly was,—no other way I saw it—
And that’s the reason why, of course, a globe I always draw it.
And so you want a proof! Ah ha: just cross the broad Atlantic,
And then a proof so strong you’ll have, with joy ’twill send you
frantic!”
“You mean, that I shall see the ships come round the old earth’s side—
And up—and o’er the ‘watery hill’—as into view they glide!
No, Proctor, no: you say, yourself, the earth so vast in size is,
The surface seems a level one—indeed, to sight, it rises.
And ships, when coming into view, seem ‘bearing down upon us.’
No, Proctor, let us have a proof—no, no, come—mercy on us!”
“Well, Brown, I’ve proofs that serve to show that earth, indeed, a ball ‘tis;
But if you won’t believe them—well, not mine but yours the fault is.
Why, everybody, surely, knows a planet must be round,
And, since the earth a planet is, its shape at once is found.
We know it travels round the sun, a thousand miles a minute,
And, therefore, it must be a globe: a flat earth couldn’t spin it.
We know it on its axis turns with motion unperceived;
And therefore, surely, plain it is, its shape must be believed.
We know its weight put down in tons exactly as we weigh’d it;
And, therefore, what could clearer be, if we ourselves had made it?
We know its age—can figures lie?—its size—its weight—its motion;
And then to say, ‘’tis all my eye,’ shows madness in the notion.
Besides, the other worlds and suns—some cooling down—some hot!—
How can you say, you want a proof, with all these in the pot?
No, Brown: just let us go ahead; don’t interfere at all;
Some other day I’ll come and bring proof that earth’s a ball!”
“No, Proctor, no:” said Mr. Brown; “’tis now too late to try it:—
A hundred proofs are now put down (and you cannot deny it)
That earth is not a globe at all, and does not move through space:
And your philosophy I call a shame and a disgrace.
We have to interfere, and do the best that we are able
To crush your theories and to lay the facts upon the table.
God’s Truth is what the people need, and men will strive to preach it;
And all your efforts are in vain, though you should dare impeach it.
You’ve given half your theory up; the people have to know it:—
You smile, but, then, your book’s enough: for that will plainly show it.
One-half your theory’s gone, and, soon, the other half goes, too:
So, better turn about, at once, and show what you can do.
Own up (as people have to do, when they have been deceived),
And help the searcher after Truth of doubt to be relieved.
‘The only amaranthine flower is virtue;’—don’t forget it—
‘The only lasting treasure, Truth:’—and never strive to let it.”
ODDS AND ENDS.

“We do not possess a single evident proof in favor of the rotation”—of the
earth—“around its axis.”—Dr. Shœpfer.

“To prove the impossibility of the revolution of the earth around the sun,
will present no difficulty. We can bring self-evident proof to the
contrary.”—Dr. Shœpfer.

“To reform and not to chastise, I am afraid is impossible …. To attack views

in the abstract without touching persons may be safe fighting, indeed, but it
is fighting with shadows.”—Pope.

“Both revelation and science agree as to the shape of the earth. The psalmist
calls it the ‘round world,’ even when it was universally supposed to be a flat
extended plain.”—Rev. Dr. Brewer. [What a mistake!?]

“If the earth were a perfect sphere of equal density throughout, the waters
of the ocean would be absolutely level—that is to say, would have a
spherical surface everywhere equidistant from the earth’s centre.”—English
“Family Herald,” February 14, 1885.

“The more I consider them the more I doubt of all systems of astronomy. I
doubt whether we can with certainty know either the distance or magnitude
of any star in the firmament; else why do astronomers so immensely differ,
even with regard to the distance of the sun from the earth? some affirming it
to be only three, and others ninety millions of miles.”—Rev. John Wesley,
in his “Journal.”

“I don’t know that I ever hinted heretofore that the aeronaut may well be the
most sceptical man about the rotundity of the earth. Philosophy imposes the
truth upon us; but the view of the earth from the elevation of a balloon is
that of an immense terrestrial basin, the deeper part of which is that directly
under one’s feet. As we ascend, the earth beneath us seems to recede—
actually to sink away—while the horizon gradually and gracefully lifts a
diversified slope, stretching away farther and farther to a line that, at the
highest elevation, seems to close with the sky. Thus, upon a clear day, the
aeronaut feels as if suspended at about an equal distance between the vast
blue oceanic concave above and the equally expanded terrestrial basin
below.”—Mr. Elliott, Baltimore.

In the “Scientific American,” for April 27, 1878, is a full report of a lecture
delivered at Berlin, by Dr. Shœpfer, headed “Our Earth Motionless,” which
concludes thus:—“The poet Goethe, whose prophetic views remained
during his life wholly unnoticed, said the following: ‘In whatever way or
manner may have occurred this business, I must still say that I curse this
modern theory of cosmogony, and hope that perchance there may appear in
due time some young scientist of genius who will pick up courage enough
to upset this universally disseminated delirium of lunatics. The most terrible
thing in all this is that one is obliged to repeatedly hear the assurance that
all the physicists adhere to the same opinion on this question. But one who
is acquainted with men knows how it is done: good, intellectual, and
courageous heads adorn their mind with such an idea for the sake of its
probability; they gather followers and pupils, and thus form a literary
power; their idea is finally worked out, exaggerated, and with a passionate
impulse is forced upon society; hundreds and hundreds of noble-minded,
reasonable people who work in other spheres, desiring to see their circle
esteemed and dear to the interests of daily life, can do nothing better or
more reasonable than to leave to other investigators their free scope of
action, and add their voice in the benefit of that business which does not
concern them at all. This is termed the universal corroboration of the
truthfulness of an idea!’ ”
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One Hundred Proofs that the Earth is Not

Title:
a Globe
Author: William Carpenter
Language: English
Original publication
1885
date:

Catalog entries

Related Library of Congress catalog page: 52055019

Related Open Library catalog page (for source): OL25597135M
Related Open Library catalog page (for work): OL17026383W

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