From Last Class: Small Groups Exercise

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From Last Class Small Groups Exercise
Do you think children should be told their IQ
score? Do you think parents should be told their
childs IQ score?
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Intelligence Lecture (Contd)

• Ethnic and Socioeconomic Variations in IQ
• Explaining Individual and Group Differences in
  IQ
• Development of Creativity

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Ethnic and Socioeconomic Variations in IQ
Socioeconomic status A measure of a familys
social position and economic well-being that
combines 3 inter-related, but not completely
overlapping, variables 1) years of education 2)
the prestige of and skill required by ones job
and 3) income, which measures economic status
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Genetic Influences

• Identical twins reared together .86
• Identical twins reared apart .76
• Fraternal twins reared together .55
• Fraternal twins reared apart .35
• Siblings reared together .47
• Siblings reared apart .24

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Test Bias

• If a test samples culturally specific knowledge
  and skills that not all groups of children have
  had equal opportunity to learn, then it is a
  biased, or unfair measure

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Test Bias

• Language Customs
• Ethnic minority families often foster unique
  language skills that dont match the expectations
  of most classrooms and testing situations

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Test Bias

• Test Content
• Researchers argue that IQ scores are affected by
  specific information acquired as part of
  majority-culture upbringing

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Test Bias

• Testing Conditions
• Testing conditions may favour certain ethnic
  groups over others

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Reducing Test Bias

• Dynamic Testing An approach to testing in which
  purposeful teaching is introduced into the
  testing situation to find out what the child can
  attain with social support
• 3 Factors that Differentiate this Approach
• A focus on the processes involved in learning and
  development (rather than on intellectual
  products)
• Provision of feedback after each task (rather
  than no feedback)
• An examiner-child relationship based on teaching
  and helping that is individualized for each child
  (rather than a neutral relationship that is
  identical for all children

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Home Environmental Factors
Shared environmental influences Factors that
pervade the general atmosphere of the home and as
a result similarly affect all children living in
it (e.g., parental modeling of intellectual
activities Non-shared environmental influences
Factors that affect one sibling differently from
another (e.g., birth order and spacing)

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Development of Creativity
Creativity The ability to produce work that is
original (that others have not thought of before)
and that is appropriate (sensible or useful in
some way)

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Development of Creativity
Divergent Thinking The generation of multiple,
unusual possibilities when faced with a task or
problem associated with creativity Convergent
Thinking The generation of a single correct
answer to a problem the type of cognition
emphasized on intelligence tests

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Development of Creativity
Investment Theory of Creativity Investing in
novel projects depends on diverse cognitive,
personality, motivational, and environmental
resources, each of which must be present to
catalyze creativity.

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Development of Creativity

• Cognitive Resources
• Problem-finding
• Ability to define the problem
• Alternating between divergent and convergent
  thinking
• Reliance on insight processes
• Evaluating competing ideas
• Knowledge

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Development of Creativity

• Personality Resources
• Innovative style of thinking
• Perseverance and tolerance of ambiguity
• Willingness to take risks
• The courage of ones convictions

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Development of Creativity

• Motivational Resources
• Task focused rather than goal-focused

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Development of Creativity

• Environmental Resources
• Family life focused on the childs needs
• Challenging school environment

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Video

• Acquiring the Human Language Playing the
  Language Game