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PSY202 Note 3

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0% found this document useful (0 votes)
9 views6 pages

PSY202 Note 3

Reading Note

Uploaded by

baytonie
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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§ Relate old ideas to new

8. Intelligence and Testing:


8.1. The IQ score – not significant:
- IQ scores in the U.S. are relatively good in predicting grades in school
à Those IQ tests related to what we study in school
- IQ scores are only one predictor for school grades
8.2. Validity:
- Correlation of IQ to high school grades is about .60
- Correlation of IQ scores to college grades is .30- .50
- SAT scores correlation to grades is about .47
- IQ scores relatively well correlated to job success
- In general, those who do well on IQ tests do well in school

8.3. The major intelligence test is the Weshsler


There are different Weshsler tests for different tests for different ages. Weshler tests
divided to two part: Verbal IQ and Performance IQ.
- WAIS: adult
- WISC: school age (up to 16)
- WPPSI: preschool (4 – 6.5)
- Ex: Handout
à Verbal Subtests: such as vocabulary comprehension, and knowledge of general
information
o Information: How many senators are elected from each states? 2
§ à Related to Schooling (opportunity to learn)
o Similarities: How are computers and books alike?
§ à Both: Aptitude: Capacity to learn and related to Schooling
o Arithmetic (..): If one baseball card costs three cents, how much will five baseball
cards cost?
§ à Schooling
o Vocabulary: Define lamp
§ à Aptitude
o Comprehension: What should you do if you accidentally break a friend’s toy?

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§ Both?
à Performance Subtests: such as arranging puzzle pieces to match a given pattern
à Is this a good measure of aptitude or capacity of learn? Is this expected from a IQ test? Some
questions related to opportunity to learn (schooling).
- The average IQ is 100. 68% of people score within 15 points (85 -115) above or below the
average score of 100. 95% of people score within 70 to 130.

9. Intellectual Disability: Refer to someone has significant deficits in general mental abilities,
such as reasoning, problem solving, or academic learning. (IQ is 70 or below)
à Can you wear clothes? Can you tie your shoes? Can you cross street? Can you make
changes? Can you use public transportation?
à Found out that many people that have IQ lower than 70 are function very well. They get the
lower grade because they may left out of school, have to work, … à Ridiculous to call them
“disable.” à Disability have to have report about difficult in functioning in daily life.
à They are people with Savant Syndrome: A condition in which a person with generally
limited mental abilities exhibits exceptional skill or brilliance in a specific area.
- People have Intellectual Disability often because of some reasons:

9.1. Organic (biological)


- Using alcohol in pregnancy.
- About ½ of those considered to be retarded are thought to have a biological cause such as
Down Syndrome of FAS
- Cultural or familial: education, health care and early stimulation

9.2. Learning Disabilities:


- Should not be confused with intellectual disability
- Those with learning disabilities generally score within the average or above average on IQ
scores
- One or more areas of difficulty – e.g., reading, writing, language and math.
9.3. Nature vs. Nurture
- Both genetics and environment influence how people score on IQ tests
- Heredity and environment are inseparable factors in intellectual development
- Genetics and environment do not stand alone. They operate together (interaction)

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9.3.1. Roles of Genetics:
- Family, twin and adoption studies
- Logic – if IQ scores of identical (monozygotic) twins are more similar than fraternal
(dizygotic) twins then genetics plays a role in IQ scoring
o Familial Studies
§ Parents and children: .35 - .45 (moderate)
§ Siblings: .41 - .4 (moderate)
§ Identicals (raised together) .86 (strong correlation)
§ Indenticals (raised apart) .72 - .75 (strong correlation)
à Why together and apart are different? Because of Environment
§ Fraternals (raised together) .57 - .62 à Show Environment plays a
role in IQ scoring. Fraternals >< Siblings because they were born together,
raised together and treated the same à higher correlation.
- Adoption Studies
o Adoption studies show children’s IQs more correlated with biological than adoptive
mother
o For low income children, heredity has less meaning in determining IQ scores for
affluent children. à Related to opportunity. They have less opportunity to learning
that influence the score.

9.3.2. Role of Environment


- Many environmental factors influence IQ scoring
o Nutrition
o Health
o Prenatal factors
o Education (Ceci)à Ceci suggest that less go to school score less on tests and they
lose actually capacity to score on tests over the summer. Kids go to school around?
§ Abededarian program:
o Stimulating home environment (dendritic connections)

10. Group Differences in Test Scores Have Multiple Determinants


- One of the most contentious areas in psychology concerns group differences in intelligence.
- Gender:

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o There is no overall sex difference in intelligence
o Recent research brings into question earlier accepted differences in verbal and math
skills
o Different between males and females is becoming smaller
§ Why? Because changing for opportunity for women. They involve in Math
and science more and more.

11. College Graduation:


- Males are graduating from college at a lower rate than females
o 4-year degree:
§ 56% males
§ 62% females
o 2-year degree:
§ 26% males
§ 32% females
- African Americans, Hispanic Americans, American Indians graduate at a lower rate than
do White Americans and Asian Americans.
- What factor influence college graduation rates in general?
o Tuitions – Income
o Jobs, Family member to take care.
o Motivation
o Men go down? Women go up? à Culture: Men were expected to work and earn
money. Women have motivations to equal men. We are not sure why… L
- What factors influence success in classes?
o Pay attention
o School: size of class
o Teacher: expectation
- What can help students overcome setbacks
o Forgiveness grades
o Require certain basic course (find what you want to do)

12. Theories to help explain differences in academic performance:


12.1. Stereotype Threat (Claude Steele)

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- For groups about which there are stereotypes, when stereotypes are triggered (primed)
performances is influenced.
- Ex1: Stanford students, women with the same SAT and math score. Divide into Two
group, using random assignment.
o 1st group: These are challenges and have fun.
o 2nd group: Looking to see how perform as women.
à 2nd group performs less well. Women vs. math is stereotype, that trigger
stereotype and create anxious.
- Ex2: Same as Ex1 but with African and Hispanic American à 2nd: Look at how you
perform as a particular group à Perform less well à Interfere with performance.

12.2. Perception of Opportunity (John Ogbu)


- In “caste-like” societies, individuals may think that their opportunities are limited and
become less motivated
- Low effort syndrome
à He looks at performance in different areas around the world à Found that in groups of
“caste-like” think that they have less opportunities and they have low effort syndrome.
à Ex: It turns out that if we study hard in school and do well in school and can’t get a
job? It is low effort syndrome. Why would I work hard?

12.3. Teacher expectations (Robert Rosenthal)


- Teacher expectations (conscious and unconscious) may influence student performance.
Ex: Randomly pick students in class and told the teacher that they would do well. Then
after a year, he found out that these kids get better in school and IQ.
à Record and video tape the class for year and realize that the teachers treat these kids
differently. They are conscious that they treat all kids equal, but unconscious, they treat
them differently. They spend more time with these kids they expected to do better.

12.4. Mindset (Carol Dweck)


- Fixed mindset – belief that intelligence is static, built-in
- Growth mindset – belief that intelligence is related to effort, seeking help and finding
learning startegies that work.

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à Fixed mindset: You do well or you’re not do well.
à Growth mindset: tends to do better than fixer mindset. They also can solve problems
easier at school. They give up lesser.

12.5. Belonging and Interpretation of Setbacks (Yeager, Walton and Cohen)


- Students, who come to understand that they belong in school and that we all have setbacks,
persist and succeed at a higher rate than those who don’t.
à Do I belong in college? Am I prepared? Is this what I expect to be?
à “Yes” answer lead to succeed in school.

12.6. GRIT (Duckworth)


- Study a Persistence
- Develop a measure and evaluation of GRIT (means not give up.)
- Discipline to avoid temptations; fortitude and “stick-to-it-iveness”
à Stick to it till you are going to do better. You don’t give up because you have goals.

13. Where are we?


- There are different ways to conceptualize intelligence. How we define intelligence
influences how we measure it.
- We do not know how malleable IQ scores are. IQ scores remain relatively stable from
adolescence through middle age. There have been increases in IQ scores over the past three
generations.
- IQ scores predict relatively well school performance and some job performance.
- Genetics and environment both contribute to how well one scores on IQ tests; the impact of
genetics is influenced by environment.

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