The formula for IQ is:

This allows for a score of 100 to be the average regardless of age. A 9-year-old who has a mental age of 9 has an IQ of 100. A 9-year-old who has the mental age of an 8-year-old has an IQ of 89. Thanks to this formula, it can be assumed that the average citizen has an IQ of 100, regardless of age.

The formula for IQ is:

This allows for a score of 100 to be the average regardless of age. A 9-year-old who has a mental age of 9 has an IQ of 100. A 9-year-old who has the mental age of an 8-year-old has an IQ of 89. Thanks to this formula, it can be assumed that the average citizen has an IQ of 100.  

Respondent behaviors occur as automatic responsees to stimuli. For example, dogs salivate in response to food, so the salivation is a respondent behavior. Additionally, the knee-jerk reflex is a popular example of a respondent behavior in humans.

In accordance with Bandura's social-learning theory, children who witnessed the aggressive behavior also acted aggressively toward the doll. The experiment also included an element of having the children watch the adults being rewarded, punished, or not experience any consequence whatsoever.

Fluid intelligence concerns the ability to solve abstract problems and to use new information effectively, and tends to decrease as we age. Crystallized intelligence involves the use of information recalled from previous education and experience, and does not decrease with age (and may even get better as we get older). Statements I and III are both true.

The definition of a behavioral approach is that all of the components can be observed, and no subjective inquiry is required. In this methodology, something happens to provoke learning (antecedent stimuli), an observable behavior occurs, and a consequence follows. An example of this process could be a toddler touching a hot stove, recoiling its hand, and never touching the stove again. The process of learning can be clearly explained through observation alone, without delving into how the information was processed in the toddler’s mind, or searching for the underlying biological basis for the learned behavior.

Learning-disabled children are not lower in general intellect. The definition of a learning disability is adequate performance in some areas (e.g. mathematics or language) along with poor performance in another area (e.g. reading). Deficits in cognitive mapping and visual-spatial information processing are more likely attributable to a developmental disability due to a genetic disorder such as Down’s syndrome. Learning-disabled children, as compared to children without learning disabilities, may struggle at any stage of information processing from attention disorders to information encoding or retrieval.

Experiments always involve the active manipulation of variables. If we are only measuring differences between groups (e.g. gender) or variables (e.g. genetics or environmental factors), that would be considered a correlational study, not an experiment. The term "anecdotal evidence" implies a small set of personal observations, and does not meet the criteria for a scientific inquiry such as an experiment. 

Individual learning ability is impacted by both the environment (e.g. nurture) and genetics (e.g. nature) in several ways. Genetic factors include (a) the structure and function of specific brain regions related to learning and memory, (b) variations in how sensitive one is to stimuli such as sound or colors and (c) a person’s inherent level of emotionality. All of these factors can play a role in learning because each can facilitate or inhibit the acquisition and/or retention of knowledge.

Research about learning differences between men and women is mixed, and there does not appear to be conclusive evidence of any inherent biological differences. Most studies seem to indicate that when differences are found, they can be explained by the level of familiarity the individuals have with the subject to be learned or by stereotypical expectations about gender. Although hormones may not affect overall intellect, hormone levels can impact performance at a given point in time and impact learning.