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08 Dec 2015, 10:16
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55% (02:02) correct
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Some researchers propose that creativity is no longer correlated to intelligence above a specific IQ level. They cited results of a study that show high to moderate correlations between intelligence and creativity in preschool children with IQ below 120 and low to no correlation in children with IQ above 120. However, the proposal of the researchers is not unquestionable. Some other studies (using the WISC) found no significant correlations between intelligence and creativity with the exception of a positive relationship within the group having an IQ above 140. Using a different intelligence test (CAT), the correlations between CAT intelligence scores and creativity remained insignificant for groups with IQ below 140.
What roles do the boldfaced statements play?
A. The first is an objection that has been raised against a judgment presented by the argument; the second is a further support for that objection.
B. The first is an objection that has been raised against a judgment that the argument calls into question; the second is a support for that judgment.
C. The first is a result presented as a support for the position that the argument calls into question; the second is a result presented to weaken another result that opposes that position.
D. The first is a result presented to support the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
E. The first is a result presented to weaken the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
What roles do the boldfaced statements play?
A. The first is an objection that has been raised against a judgment presented by the argument; the second is a further support for that objection.
B. The first is an objection that has been raised against a judgment that the argument calls into question; the second is a support for that judgment.
C. The first is a result presented as a support for the position that the argument calls into question; the second is a result presented to weaken another result that opposes that position.
D. The first is a result presented to support the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
E. The first is a result presented to weaken the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
08 Dec 2015, 10:16
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Official Solution:
Some researchers propose that creativity is no longer correlated to intelligence above a specific IQ level. They cited results of a study that show [b]high to moderate correlations between intelligence and creativity in preschool children with IQ below 120 and low to no correlation in children with IQ above 120. However, the proposal of the researchers is not unquestionable. Some other studies (using the WISC) found no significant correlations between intelligence and creativity with the exception of a positive relationship within the group having an IQ above 140. Using a different intelligence test (CAT), the correlations between CAT intelligence scores and creativity remained insignificant for groups with IQ below 140.
What roles do the boldfaced statements play?
[/b]
A. The first is an objection that has been raised against a judgment presented by the argument; the second is a further support for that objection.
B. The first is an objection that has been raised against a judgment that the argument calls into question; the second is a support for that judgment.
C. The first is a result presented as a support for the position that the argument calls into question; the second is a result presented to weaken another result that opposes that position.
D. The first is a result presented to support the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
E. The first is a result presented to weaken the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
The position (of some researchers) that the argument calls into question: creativity is no longer limited by intelligence at or above a specific level of IQ – That is, at IQ levels higher than a certain value, intelligence and creativity are not correlated. (For explanation’s sake, let us call this position A).
Result 1 from “a study” (first boldfaced part):
High to moderate correlation for IQ 120: supports the position A.
Result 2 from WICS:
No significant correlation for low IQ, positive correlation for IQ>140: opposes the position A.
Result 3 from CAT (second boldfaced part):
No significant correlation for IQ < 140 ("remained"): supports result 2.
A. The first boldfaced part (result 1) and the second bold faced part (result 3) oppose each other. This option indicates that both the bold faced parts are “on the same side".
B. The first boldfaced part (result 1) does not object to the position (judgment) of the researchers that the argument calls into question, rather it supports. The second boldfaced part does not support the position (judgment), rather it opposes.
C. The second boldfaced part does not weaken, but strengthens another result (result 2) that opposes the position (of the researchers) that the argument calls into question.
D. CORRECT. Fixes all errors. Result 1 supports the position and result 3 supports result 2 that opposes the position.
E. The first boldfaced part does not weaken, but strengthens the position of the researchers that the argument calls into question.
Answer: D
Some researchers propose that creativity is no longer correlated to intelligence above a specific IQ level. They cited results of a study that show [b]high to moderate correlations between intelligence and creativity in preschool children with IQ below 120 and low to no correlation in children with IQ above 120. However, the proposal of the researchers is not unquestionable. Some other studies (using the WISC) found no significant correlations between intelligence and creativity with the exception of a positive relationship within the group having an IQ above 140. Using a different intelligence test (CAT), the correlations between CAT intelligence scores and creativity remained insignificant for groups with IQ below 140.
What roles do the boldfaced statements play?
[/b]
A. The first is an objection that has been raised against a judgment presented by the argument; the second is a further support for that objection.
B. The first is an objection that has been raised against a judgment that the argument calls into question; the second is a support for that judgment.
C. The first is a result presented as a support for the position that the argument calls into question; the second is a result presented to weaken another result that opposes that position.
D. The first is a result presented to support the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
E. The first is a result presented to weaken the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
The position (of some researchers) that the argument calls into question: creativity is no longer limited by intelligence at or above a specific level of IQ – That is, at IQ levels higher than a certain value, intelligence and creativity are not correlated. (For explanation’s sake, let us call this position A).
Result 1 from “a study” (first boldfaced part):
High to moderate correlation for IQ 120: supports the position A.
Result 2 from WICS:
No significant correlation for low IQ, positive correlation for IQ>140: opposes the position A.
Result 3 from CAT (second boldfaced part):
No significant correlation for IQ < 140 ("remained"): supports result 2.
A. The first boldfaced part (result 1) and the second bold faced part (result 3) oppose each other. This option indicates that both the bold faced parts are “on the same side".
B. The first boldfaced part (result 1) does not object to the position (judgment) of the researchers that the argument calls into question, rather it supports. The second boldfaced part does not support the position (judgment), rather it opposes.
C. The second boldfaced part does not weaken, but strengthens another result (result 2) that opposes the position (of the researchers) that the argument calls into question.
D. CORRECT. Fixes all errors. Result 1 supports the position and result 3 supports result 2 that opposes the position.
E. The first boldfaced part does not weaken, but strengthens the position of the researchers that the argument calls into question.
Answer: D
