Paola studies intelligence. She gives children a number of different tasks and finds that their performance on the tasks are correlated. This finding supports which view of intelligence?

Question

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Paola’s study examines whether performance across a variety of cognitive tasks co-varies, which touches on theories of the structure of intelligence. 
Option 1: 'The view that there is one intelligence for school like tasks and another for social and emotional tasks.' This describes a bivariate or domain-specific split between academic and social-emotional domains, which implies distinct intelligences for different contexts. The correlation of task performances across varied cognitive tasks would not support this sharp separation; if anything, it challenges a strict division. 
Option 2: 'The view that intelligence is learned from experience.' This perspective emphasizes experiential or environmental learning rather than a stable structure of cognitive abilities that produce correlated performance across tasks. The described finding of correlated task performance aligns more with an underlying stable ability than with learning from experience alone. 
Option 3: 'The view of a generalized intelligence.' This option posits a single overarching cognitive ability (often called g) that influences performance across diverse tasks. If tasks are correlated, that pattern is classic support for a general intelligence factor because it suggests shared variance across different kinds of cognitive tasks. 
Option 4: 'The view that there are many different intelligences that work together when children perform tasks.' This describes multiple intelligences working in concert, implying weaker or more modest correlations among disparate tasks, since different intelligences would contribute to different tasks. The reported finding of correlation across tasks argues against a purely multiplicity view without common underlying ability. 
In summary, the observed correlation across various tasks is most consistent with a single, generalized intelligence factor that affects performance in many domains, while the other options either posit distinct, uncorrelated domains or focus on learning rather than structural overlap.

Paola studies intelligence. She gives children a number of different tasks and finds that their performance on the tasks are correlated. This finding supports which view of intelligence?Single choice

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