Also, parents and teachers pay much attention to children’s academic achievement. Once their children’s academic achievement are lower than others’, they may look for for the reasons. However, birth order is quite possible one of the reasons. For instance, Zajonc (1976) reported that first born siblings scored higher on intelligence tests than their later born siblings. Thus, it is important to study the relationship between birth order and children’s academic achievement.
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.
In a recent study, a group of children were asked to rank instruments in order of preference. 77.1% of the girls preferred a female instrument while 72.9% of the boys preferred a male instrument (Harrison and O’Neill, 2003). This clearly shows that such stereotyping extends to children as well. There are many factors which can influence a child’s instrument preference, and these factors can be classified into “nature factors” and nurture factors”. Nature factors refer to forces that naturally alter a child’s disposition toward certain instruments, while nurture factors refer to external influences which induce children to favour certain instruments.
The validity of Intelligence Tests in predicting life success On the surface, measuring ‘intelligence’ seems like a relatively simple task. Conventionally, one would take a psychometric intelligence test that is normed against scores for his age group, and then be given a score where 100 is the average for that group. This appears logical, using an intelligence test to measure intelligence. However, the validity, and specifically, the theoretic framework behind such tests needs to be examined. 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.
The findings of the research was reported to have adequate reliability and validity. The researchers also found a statistically significant difference favoring the treatment group on two of the four schedules. The independent variable did not relate directly to academic achievement. The researchers also conducted an experimental study to evaluate the effects of the FAST program (Families and Schools Together) The study was conducted with Yup’ik children focusing on mathematics concepts of area and perimeter. Assignments of subjects was prepared by randomly assigning teachers to one group or the other.
The origins of the exam system lie in the Han period, but the early scholarly examinations were consolidated during the Sui period, and began to be truly effective under the Tang Dynasty. However, the Civil Service Examination System of Imperial China served as a qualification system for scholars who wanted to become officials in the Chinese government. Between the Tang period and the late Qing, the civil service examinations dropped out of use for short periods and underwent occasional reform. But the content remained remarkably constant. The core texts consisted of the Four Books and the Five Classics so many young men were spending their entire lives to study these for so they could pass the examinations.
Can intelligence change? To what extent is intelligence malleable? Extended Essay: Psychology Name: Candidate number: School: Nörre Gymnasium Word count: 37811 Abstract This essay investigated the research question: To what extent is intelligence malleable? It was necessary to start by presenting the debate on defining intelligence since there is not a complete consensus among psychologists, however, this paper accepted a definition which is generally accepted by respected psychologists; that ‘intelligence is the ability to deal with cognitive complexity’ (Gottfredson, 1998). In presenting and analysing empirical evidence such as Howe (1997) supporting the thesis that intelligence can, in fact, change under the right conditions and given enough time, a strong indication of malleability is provided.
Or is it the pupils themselves who hold the answer? It has been argued that genetic inheritance determines intelligence (Richardson & Spears, 1973, p. 10) which would account for low attainment for some ethnicities. There is also a growing belief amongst Afro Caribbean boys that low attainment and restrictive speech equals masculinity and popularity within the subculture of school; failure is seen as achievement. It should also be considered, that although statistics still show low attainment of some minorities is apparent, the data of GCSE achievement shows improvement within all minorities. Is it the case that the issue has been tackled and in time will disappear?
Those studies showed that singletons aren’t measurably different from other kids – except that they, along with firstborns and people who have only one sibling, score higher in measures of intelligence and achievement (Sandler 3). Although numerous studies have discredited such stereotypes by demonstrating the positive outcomes of being only
So are our behavioral traits and characteristics learned and capable of change? Or are our behaviors innate and predetermined by our genetic makeup? Personally I believe a little bit of both theories; although some of our human traits are not subject to change, such as genetic qualities of hair and eye color, other characteristics like intelligence or athleticism, I believe, can be altered by human will power or choice. I do not believe human behavior is innate and that our lives are limited by genetic and biological factors. With the right environment, nurture, and determination I’m sure one can excel to their full capacity in traits such as intelligence or athleticism.