1. Compare and contrast the conceptions of intelligence advanced by Binet, Wechsler, Piaget, Galton, Cattell, Spearman, Guilford, Naglieri et al, Thurstone, Sternberg.
 

2. Define the differences between fluid and crystallized intelligence.
 

3. Describe the differences between simultaneous and succesive pocessing. Give an example of each.
 

4. Describe the structure of and theory behind the PASS tests.
 

5. How is intelligence measurement different at different stages of devopment?
 

6. What are the criteria used in defining "giftedness?"
 

7. What is the relationship between intelligence and age across the lifespan?
 

8. What are the effects of the different disabilities on performane during intelligence assessment?
 

9. Cite the major points made by all sides (include the interactionists) in the debate over how much of intelligence is due to genetics or environment.
 

10. State the conclusions reached by the authors of The Bell Curve and give some of the positions taken by its major critics.
 

11. State some of the public policy implicartions of having one or anothert of the above views of intelligence
 

12. Compare and contrast the concepts: culture-free, culture-fair, culture specific , culture- loading, and culture-reduced as applied to intelligence testing.
 

13. Compare and contrast the findings/themes that emerged related to the definition of intelligence from the 1921 Symposium and the more recent discussions in 1986.