Objective; MMPI b. Projective; TAT c. Functional; NEO-PI-R d. Intelligence; Stanford-Binet 3. Which of the following is a multicultural issue for any of the psychological instruments customarily used in the United States? a. Level of acculturation b. Preconceived notions c. Theoretical orientation d. Distortion of information 4. One of the common concerns associated with IQ testing is that a. a wide variety of human behaviors is being measured b. a person's performance is compared against others’ performances c. testing is used to learn about cognitive strengths and weaknesses d. there is a possibility of racial bias 5.
My impression of the IAT is that it may be accurate, but it really depends on the person taking it. These test are not accurate just used for research but I still feel as though it’s a better way to administer the test. The test made me think about the way they ordered to images and words and kept rearranging them making you use both your dominant and non-dominant hand to
In this paper, I will discuss the IQ test, as well as other tests, used for measuring intellectual power and the effect intellectual power may have on future learning ability. Since 1905, when Alfred Binet and Theodore Simon established the first intelligence test, researchers have continuously developed techniques to identify children who may have difficulty performing at the average level in school. Binet and Simon decided the best way to measure this ability, or inability, was to test the child on basic school-like tasks. These included vocabulary tests, comprehension of facts and relationships, mathematical equations and verbal reasoning. Lewis Terman of Stanford University then modified this intelligence test in 1937.
These principles relate to things such as experience, interpretation, prior learning, motivation, consequences and diversity. The first principle is: “The specific experiences that people have affect what they know and what they can do”. Both definitions of learning state that learning is due to experience. People will learn from their experiences in places such as school, work, and home, and the lessons they have learned will affect future learning. The second principle is: “Peoples interpretations of their experiences influence the specific things they learn from those experiences”.
Abstract In making attributions for behavior, individuals will encounter information patterns indicating stimulus, person, or circumstance causation. The aim of this study is to investigate the influence of consensus, distinctiveness and consistency information on person and situational attributional judgments. Participants; fifteen second year psychology students; answered 24-hypothetical Events Questionnaire individually, coded their responses, exchanged questionnaires, tallied and rated each question, then analyzed their class’s results (dependent samples t-test). The study supported the hypotheses high consensus causes more situation attributions than low however, did not support high distinctiveness causes more situation attributions than low; and high consistency causes more situation attributions than low. Results confirmed consensus, distinctiveness, and consistency effected person and situational attributional judgments but varied in ratings for different conditions.
He also felt that in order for people to truly learn and remember what they learn, they would need to become more “active” in the learning by “asking questions, do things hands on, to essentially re-create things in their own mind and transform them as is needed” they will remember the lessons for a longer period of time. The intelligences that Gardner described are in chapter 2 (Alexander, Clugson, and Tice, 2010, pp. 39-40), and are listed as Logical-Mathematical, Linguistic, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, and Intrapersonal. Garner believed as well that these intelligences, which are separated in the brain anatomically, “complement each other and function concurrently in enabling a person to build skills and solve problems.” For example, a person running a clothing boutique may need to use Bodily-Kinesthetic skills, Spatial intelligences, and Logical-Mathematical to stock the store with items for purchase in an appealing way, based on size and layout of the store, number of pieces available, and sometimes by price of the item. Their Intrapersonal, Linguistic, and Interpersonal skills would also come
It is the position of this paper that standard intelligence tests merely measure one aspect of intelligence; this being academic ability in a timed, exam setting. Consequently, these tests are valid for predicting academic performance but not necessarily success in life. This is because intelligence is not limited to just academic ability, as illustrated in Gardner’s theory of Multiple Intelligences (Neisser, 1996). Gardner ascertains that standard psychometric tests of intelligence merely measure intelligence within a limited number of domains. These being linguistic, logical and some factors of spatial intelligence.
Rather, they interpret observations and several preexisting prototypes of others to enable us to create a richly detailed impression of another. Thus, getting to understand how the process by which these prototypes are shaped, changed, shared across a group of people that constitute a culture and how individuals apply them in categorizing others is a critical to understand identity(Spears, Lea, & Lee, 1990). According to the Social Identity Theory, individuals do not have a
Do we need performance tests or culture –fair test? Why or why not? Testing, in education and psychology, is an attempt to measure a person's knowledge, intelligence, or other characteristics in a systematic way. There are many types of tests. The results of one person's performance may be compared with those of many others who have taken the same test.
In addition to that, the practical and academic intelligence which are able to develop independently or conflict with each other and the culture’s values might shape in child’s development direction. There is part from the first article, which I also disagree, “...everyone raised in a particular culture will share equally in that culture’s style of thinking...”, so that I do not think that the cognitive development of people are based on just the culture. The second article of the paper is about the cultural conditions on intelligence tests. According to researches in the article, nonverbal or visual intelligence tests are based on cultural conditions. There is an argument which explains the needs of adapting the intelligence tests to other cultures.