Learner as an Individual — I (Intelligence, Multiple Intelligences) — Hard

Q1. Consider the two statements on Multiple Intelligence theory: Assertion (A): A single IQ score is inadequate to describe an upper-primary learner's full range of abilities. Reason (R): Howard Gardner argued that intelligence is not one general capacity but a set of nine relatively distinct intelligences, each person possessing some of each. Choose the correct option

• A. Both A and R are true and R supports A
• B. Both A and R are true but R does NOT support A
• C. A is true but R is false
• D. A is false but R is true

Q2. Which of the following pairings of intelligence and example is NOT correctly stated?

• A. Verbal-Linguistic — poets, writers, orators
• B. Spatial — sailors, surgeons, sculptors, painters
• C. Musical — mathematicians, logicians
• D. Bodily-Kinesthetic — dancers, athletes, crafts people

Q3. Per Howard Gardner's theory of multiple intelligences, what would be the characteristics of a person with 'Logico-mathematical' intelligence?

• A. Sensitivity to the sounds, rhythms and meaning of words
• B. Ability to reason about the visual-spatial world accurately
• C. Ability to produce and appreciate pitch, rhythm and aesthetic quality of musical expressiveness
• D. Sensitivity to and capacity to detect patterns, handle long chains of reasoning

Q4. Consider the two statements: Statement I: Intelligence-test standings tell us what a learner CAN do. Statement II: School marks tell us what a learner HAS done. Which of the following is correct?

• A. Only Statement I is correct
• B. Only Statement II is correct
• C. Both Statements I and II are correct
• D. Neither Statement I nor Statement II is correct

Q5. A Class 7 teacher asks herself: 'How can I provide experiences that require students to classify different types of objects in the environment and analyse their classification schemes?' Per Gardner's MI theory, which intelligence is she trying to promote?

• A. Linguistic Intelligence
• B. Inter-personal Intelligence
• C. Naturalistic Intelligence
• D. Bodily-Kinesthetic Intelligence

Q6. Sohan, a Class 5 student in a village school in Bihar, has a chronological age of 10 years. On the standard intelligence test his mental age comes out to 8 years. As per the IQ formula, his IQ is closest to

• A. 80
• B. 100
• C. 120
• D. 125

Q7. Consider certain widely held but incorrect beliefs about intelligence. Which of the following is NOT a misconception?

• A. An individual's intelligence level is fixed.
• B. Nothing can be done to become more intelligent.
• C. Intelligence Quotient (IQ) does not measure intelligence.
• D. Intelligence is the functional effectiveness of a person's abilities.

Q8. Consider three different views (A, B, C) of how IQ, EQ and SQ relate. View A is shown as three overlapping circles (a Venn-style diagram). View A treats IQ, EQ and SQ as

• A. Strictly separate domains with no overlap and no shared region
• B. Three quotients that overlap each other and share a common region
• C. A strict hierarchy with SQ at the apex over EQ over IQ
• D. EQ as merely the sum of IQ and SQ

Q9. The operations 'teamwork, leadership, awareness, relationship management' are placed under which quotient — and what does this imply for an upper-primary teacher mediating a peer dispute?

• A. Under IQ — the teacher should rely chiefly on knowledge and analysis to resolve the dispute
• B. Under EQ — the teacher should draw on awareness of emotions, relationship-management skills and leadership
• C. Under SQ — the teacher should depend purely on intuition and vision
• D. Under chronological age — the teacher should let the older student decide

Q10. An upper-primary teacher in Rampur plans every Class 7 lesson using at least four different activity channels — words, visuals, group work and movement. Which claim best justifies her plan?

• A. Intelligence level is fixed at birth, so the teacher must compensate from outside
• B. Each individual possesses at least some of each of the nine intelligences, in varying degrees
• C. Only Logico-Mathematical intelligence matters for school learning
• D. Naturalist intelligence is the most important of all nine

Q11. Consider the statements about Mental Age (MA): Statement I: Mental age is found by referring a learner's test score to age-graded norms or standards developed for the test. Statement II: With the SAME mental age, the YOUNGER child will have a HIGHER IQ. Which is correct?

• A. Only Statement I is correct
• B. Only Statement II is correct
• C. Both Statements I and II are correct
• D. Neither Statement I nor Statement II is correct

Q12. Per Table 6.2, which of the following pairings of Gardner's intelligence and end-state performance is correctly matched?

• A. Spatial — Therapist
• B. Intra-personal — Salesperson
• C. Linguistic — Sculptor
• D. Bodily-Kinesthetic — Athlete

Q13. An upper-primary headmaster wants to group every Class 6-8 child by a single IQ score and assign each group to a fixed 'level' for the year. Which of the following is the STRONGEST objection to this plan?

• A. Single-IQ grouping perfectly matches Gardner's MI theory
• B. Single-IQ grouping ignores Gardner's claim that intelligence is plural and that each child has at least some of each of the nine intelligences
• C. Single-IQ grouping is supported by of the unit
• D. Single-IQ grouping is the only way of teaching adolescents recognised by the unit

Q14. Consider the two statements about Emotional Quotient (EQ): Assertion (A): A Class 8 student's EQ can be raised by sustained school-level work — group activities, reflection diaries, mentoring. Reason (R): EQ is the product of heredity and environment. Choose the correct option

• A. Both A and R are true and R supports A
• B. Both A and R are true but R does NOT support A
• C. A is true but R is false
• D. A is false but R is true

Q15. Intelligence can be defined as 'the functional effectiveness of a person's abilities'. Which of the following classroom situations best illustrates this functional view, as opposed to a fixed-trait view?

• A. Two Class 7 boys score 75/100 in a written maths test — both are equally intelligent because the marks are equal.
• B. A Class 8 girl uses her grasp of fractions to halve a kitchen recipe correctly at home — her abilities are effectively put to work in a real situation.
• C. A school records IQ scores at admission and never measures intelligence again, treating the score as the child's permanent level.
• D. The teacher assumes a slow learner can never improve, because intelligence is fixed at birth.