intelligence 2

Question 1

IQ testing today

Answer 1

• Adiministered and scored by trained professionals
• very strict guideline:what order to give it
• most tests are continuously re-normed
• -For the population being tested (an america iq shoul be different then a canadian)

To re-determine what an IQ means should look like as time goes on (cohrots differs iqs )

Question 2

why would some one take it

Answer 2

In some regions/schools, used to
quality for…
* Learning disability diagnosis and
access to supports
* Access to special education classes
* Access to giftedness programs and
supports

• Sometimes used in court cases,
  policy
  (Example: death penalty in US)

Question 3

is it helpful

Answer 3

• is correleted with many other variables:
  -job performence
  -attitude
  -health
  -others
• IQ can be used as a tool for reserch and policy decision (example:IQ and Lead)
• IQ can be used as a tool for reserch(policy decisions as well
  -poverty
  -exposure to violence
  -pollution
  -breaks from school

Question 4

it is dengerous

Answer 4

• history of IQ tests being used for eugenics
  
  • IQ testes used to sort
  • IQ tests used for polices on forced sterlization,restrictions on marriage
• It may not be actually measuring intelligence?
  *test performence is sensitive to motivation($$ incentive),to coaching
  
  • bias in testing (focused on western culture and financial means )
  ex; using a test in america in south asia
  ex:pattle bord - only waelthier people got it right

Question 5

but the biggest denger

Answer 5

is that we tend to interprete IQ scores as evidence of a person’s undefelying mental ability not as evidence of their cultural knowlodge,motivation,coaching,stress,hunger on that day

Question 6

what causes group diferences

Answer 6

• social differences,expericens,different families
• culturally biased tests
• stereotype threats

Question 7

Stereotype threat

Answer 7

A psychological burden caused by the concern that one’s performence or bahaviour might comfirm a negative steryotype about one’s group

4-6 starts to see steryotype threat

Question 8

study asian american girls

Answer 8

two steryotypes:
asians:good at math
girl:bad at math

prime either part of their identity: had to colour rice and chopstick or dolls

then they did the math test

results: lower elementary school kids and for middle school kids when their asian identity was primed they did better but when their girl identity was primed they did worst

*upper elementary school sugest that shows that our gender is the best so probably why the math test was good

Question 9

When do gender stereotypes impair math performance? A study of stereotype threat among Ugandan adolescents

Answer 9

• main research questions: does gender stereotypes impair math performence in uganda girls in math?
• methods: pre-test > control condition or sterotypr thread(‘‘his test has consistently shown there to be
  differences between boys and girls’’) > meth test
• results: the stereotype threat presented only when participants expected that the test-giver held gendered expectations
• Implications:Perhaps differences in how steryotypes threat impact us across age/culture are due to when and weather we become aware of stereotypes

Question 10

endorsment

Answer 10

means belif of gender

Question 11

expectations

Answer 11

expecte something on gender

Question 12

intelligence mindset

Answer 12

• Fixed mindset(Entity theory):intelligence and talent are fixed at birth
• Growth Mindset(incremental theory:intelligence and talent can go up or down

Question 13

intelligence mindset

Answer 13

• predicts response to challange failure(growth mindset > wants to work in harder questions while fixed mindset > wants to work on easier questions)
• associated with academic outcome(growth mindset better outcomes)
• Growth mindset can be taught through intervention ‘’ you did well’’ rather then ‘‘you are so smart’’ this have shown better acdemic performence later

Question 14

some contraversy!!

Answer 14

some study haven shown growth linked to better performence

maybe it depends on who is benefitial for

Question 15

growth mindset and culture

Answer 15

• main research questions:are there cultural differences in mindsets, and in the association between mindsets and better academic performance?
• (in china they have more of a fixed mindset, they also comparing to the us belived that academic achivement doesnt really represent intelligence)
• methods: corelational study
• results:
  
  • in china they had a more fixed mindset then in the US
  • minset did not have such predictive power (of academic achivment) as in the US>mindset did not really matter(no corelation!)
• implications:
  
  • Differences acrosss culture (in the US)

Question 16

for who does growth mindset benefit

Answer 16

• americans
• low-achiving students
• when teachers and peers are also supportive of growth mindset belifs “you can stiil growth!’’
• when context allows growth- allowing students to go to harder questions if needed