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Lecture 11: Intelligence & Achievement (Intelligence (Wechsler…
Lecture 11: Intelligence & Achievement
Intelligence
Tend to follow normal distribution with most having an average of 100
Flynn effect
occurs even in rural societies such as Kenya
attributed to environmental causes such as better education, health and nutrition
increase in average intelligence of the world population over successive generations
Wechsler Intelligence Scale for Children Test (WISC-IV)
Perceptual reasoning
Shown pictures, asked to complete missing details, arrange into logical sequences and recreate abstract designs
Processing speed
Speed of deciphering & understanding info
Verbal comprehension
comprehension of language, ability to solve word problems
measure vocabulary and general knowledge of the world
Working memory
Simple arithmetic & memory tasks
Correlates
best single predictor of academic achievement, can explain 25% of variation
correlate with years of schooling, level of employment and workplace success
Defining intelligence
Gardner's theory of multiple intelligences
Spatial
Good with visualisation, maps and 3D models
Mathematical
good with math, logic, discovering patterns
Musical
Good with melodies, rhythm, musical patterns
Kinesthetic
good with complex motor skills, manipulating objects
Linguistic
Good with words, language
Interpersonal
good at sensing other ppl's thought & feelings
LetMeKnowIfIMustStripNaked
Intrapersonal
Able to recognise own abilities & accomplishments
Naturalistic
good at understanding plants, animals & relations in nature
Sternberg's Successful Intelligence Theory
Creative abilities
Inventing, discovering, creating
Practical abilities
Using & acting on info in the appropriate way
Analytic abilities
comparing, analysing, computing, evaluating
Cattell's Theory
Fluid intelligence
ability to think flexibly, solve new problems, learn in new situations
Crystallised intelligence
Ability to use acquired skills & knowledge
Differences
Sex differences
Male
Better spatial capabilities
More extreme IQ scores
Female
Better language capabilities
Less variance in IQ scores
May be due to diff in upbringing-->social influence on sex differences
Ethnic differences
eg. African Americans only performed worse when the negative stereotype about their race was made salient
children from stigmatised groups e.g African Americans are more aware of stereotypes
Stereotype threat: fear of confirming to a negative stereotype creates anxiety and distracts the individual-->poor performance
In US, school engagement decreases over time
Changes in environment
Greater emphasis on evaluation
at lower levels, don't really have gradings/streaming/comparisons
when at higher level, grouped according to abilities, not everyone performs equally. Children don't feel special anymore
Children have less control
At higher levels, teachers need to cover more material
lessons have more structure, more rules to follow
Poor environment-stage fit
individuals are most successful when the environment best suits them
decline in engagement
Changes in children
Desire for autonomy
Competing interests
Concern with evaluation by peers
Individual differences
Dweck's Model
Entity Theory
intelligence is fixed
Performance goal (doing well is more impt than learning)
when face high challenges, likely to give up cos feel threatened-->helpless, low engagement
Incremental theory
Mastery goal (want to improve skills, gain knowledge)
so whether high/low challenge, likely to persist because they see it as part of the learning experience-->high engagement
belief that intelligence can be changed with effort
Role of praise
Children were given an easy task-->provide a measure of how performance changed with diff kinds of praise
Children then filled a questionnaire measuring Incremental theories, Mastery goals, Engagement
2.Children later failed at a difficult task that is rigged
Praising effort increases performance, praise ability decreases it, no praise better than praise ability
1.Children succeed at an easy task, then either praised for
ability
or
effort
or no praise
conclusion: how we praise children shape the theories they form about ability and success
Response to challenge
70% mastery response
engaged, effort attributions, +ve affect
30% helpless response
disengaged, ability attributions, -ve affect
Role of parents
Autonomy supportive parenting
Allow child to initiate own behaviour
Encourage solving problems on their own
more likely to lead to high engagement, achievement
supports learning rather than outcomes, leads children to feel autonomous & have control over mastery to be good at the task
Controlling parenting
exert pressure to meet external standards
Regulate child's behaviour
Role of self-control
eg. Marshmallow task-->predicts achievement 10 yrs later
affects engagement
Delay of gratification:ability to put off an immediate reward for a better reward in future