...Primacy Effect of Intelligence and Ability Paola Barrios Florida International University Abstract A study was performed using 3 different surveys reflecting one of three patterns. The first was “Improves”, the second was “Worsens”, and the third was “Random”. Using these 3 surveys, 123 participants were observed while they made changes to the responses on their paper. The participants were asked to mark the right answer on the first page as the researcher spoke the letters to each question. After the first study was done the participants were asked to turn over to the second page and answer the survey questions without looking back at their first page. This study demonstrated there is no significance in the primacy effect in intelligence and ability. (Feldman &Bernstein, 1977) states there was a primacy effect with subjects that performed better initially by remembering they had done better than those subjects who began poorly and then improved. Primacy Effect of Intelligence and Ability Primacy Effect has become a popular study in our nation and has been conducted and investigated by many experimenters and researchers worldwide. (Jones &Goethals, 1972) have received the greatest support for explanation of the primacy effect in ability attribution. (Allen & Feldman, 1974; Jones, Rock, Shaver, Goethals, & Ward, 1968) have demonstrated that early success or failure in an actor has a large influence on ability, even if the actor has...
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...Arizona, USA creativity, intelligence, and problem solving: a defmition and design for cross-cultural research and measurement related to giftedness Abstract A new definition of giftedness is proposed based on a review of the constructs of intelligence, creativity, and problem solving. A research design employed in a series of studi~s of giftedness in children and adults is presented, along w1th a summary of important results. Finally, implications of the design for both research and practice are outlined. Intelligence A central concept in many theories and definitions of intelligence is solving problems or adaptation to one's environment. Although the phrase "problem solving" is not always found, the concept of "adaptation" or "ability to adapt", a central concept in many definitions (Binet & Simon, 1909 (cited in Terman, 1916); Boynton, 1933; Colvin, 1921; French, 1962; Piaget, 1981; Pintner, 1921; Stern, 1914; Wechsler, 1941 ), implies that individuals encounter situations (problems) to which they must devise ways of reacting. Thus, they are solving problems. Later theorists and researchers revised these general concepts of "adaptation" by adding the idea of adapting to the cultural as well as the biological environment (Laboratory of Comparative Human Cognition, 1982_; Goodnow, 1976; Charlesworth, 1976; Olson, 1976; Ne1sser, 1976; Gardner, 1983). In an introduction to an edited book on conceptions of intelligences, Sternberg & Salter (1982) ...
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...Women in Psychology Tamara Walker University of Phoenix CERTIFICATE OF ORIGINALITY: I certify that the attached paper is my original work. I affirm that I have not submitted any portion of this paper to any previous course, and neither has anyone else. I confirm that I have cited all sources from which I used language, ideas, and information, whether quoted verbatim or paraphrased. Any assistance I received while producing this paper has been acknowledged in the References section. I have obtained written permission from the copyright holder for any trademarked material, logos, images from the Internet, or other sources. I further agree that my name typed on the line below is intended to have, and shall have, the same validity as my handwritten signature. Student's signature (name typed here is equivalent to a signature): _ Tamara Walker__________________________ ___ Women in Psychology Psychology is continuously evolving within itself and the practice alone. Even though several men had dominated the field, women began to come onto the seen and began to make significant contributions to psychology. Psychology has been around for a very long time and throughout that time there have been some very influential women. The contributions of women in psychology have also been overlooked in much of psychology’s history. Many women have contributed to the way that people think, live and even their careers that they have chosen. Some of these women...
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...Title: Humanist and Behavioral Traditions EDU 528: Methods of Teaching in Adult Education Professor: Helen Mc Eachin Ladreine E. Price Date: 12 May 2012 Strayer University Although Jean Piaget (1896 – 1980) was looked upon as a patriarch of cognitive theories during his time, his interest in human thinking worked towards evaluating results of children intelligence tests as he tracked relationships between their ages and what types of mistakes were made. Absorbed with this information, he realized that different mistakes are made predictably by and within a certain age group which then forced his attention into what was found. With his observations, he concluded that children were not less intelligent than adults, but they actually think differently. Santrock, John W. (2008) Piaget established what is now known as the Cognitive theory, a behaviorism theory that applies emphasis to structure and development of individuals thought processes; as with memory, decision making and resolution, from youth to adulthood. Piaget, J. (1990) Piaget described key processes used by individuals in its attempt to become accustom to: assimilation and accommodation. Both of these processes are used throughout life as the person increasingly adapts to the environment in a more complex manner. Assimilation is the process of using or transforming the environment so that it can be placed in preexisting cognitive structures. Accommodations are the processes of changing cognitive structures...
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...Rajendran, Downey & Stough :Assessing Emotional Intelligence in the Indian workplace: a preliminary reliability study. 55 Assessing Emotional Intelligence in the Indian workplace: a preliminary reliability study Diana Rajendran (drajendran@swin.edu.au) Department of Management Swinburne University, PO Box 218, Lilydale, Victoria, 3140, Luke A. Downey: (ldowney@swin.edu.au) Brain Sciences Institute Swinburne University, PO Box 218 (H99), Hawthorn Vic 3122, Australia. Professor Con Stough (cstough@swin.edu.au) Professor in Cognitive Neuroscience, Director, Brain Sciences Institute. Swinburne University, PO Box 218 (H99), Hawthorn Vic 3122, Australia. Abstract The concept of Emotional Intelligence (EI) has recently attracted a great amount of interest from HR practitioners and academics alike. Whilst the majority of research in this area has been conducted in Western countries, recent studies have begun to assess the generalisability and validity of the EI concept in cross-cultural settings. The purpose of this paper was to assess the reliability of the Workplace version of the Swinburne University Emotional Intelligence Test (Workplace SUEIT) in an Indian population. The Workplace SUEIT demonstrated adequate reliability in the sample of 110 participants in India, although the mean scores for the sub-scales were significantly lower than in the Australian normative population. The results are discussed in the context that EI tests need to undergo...
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...HISTORY AND SYSTEMS OF PSYCHOLOGY Albert Alexander PSY/310 January 15, 2014 Jacqueline Burnett-Brown, ABD During the years 1850 and 1950 Leta Stetter Hollingworth was a woman who made significant contributions to the field of psychology. As a married woman she was expected to take care of the home working was not an option. Discussing her background, perspective, and contributions in depth will give understanding to why she was a pioneer in the field of psychology. Were other women pioneers or was she the only during this time? The plains of northwestern Nebraska would be the birthplace as well as the place Leta Stetter Hollingworth, a very important woman in the field of psychology, would be laid to rest. Born on May 25th 1886, near the town of Chadron in Dawes County, her parents were Margaret Elinor Danley and John G. Stetter. Her mother was a very sweet, soft spoken and petite woman who died after giving birth to her third child. Her father owned entertainment halls and bars. He was also a rancher and a peddler, just to name a few. He was a charming man, but was so irresponsible that he left his three daughters with their grandparents for ten years after the death of his wife. Leta was a sensitive child, also mature for her age, she showed her maturity by keeping a journal of thoughts that she would have. Her father remarried when she was twelve years old, that’s when Leta and her sisters went to live with him and his new wife in Valentine, Nebraska. This living...
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...r. c o m / l o c a t e / l i n d i f Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population Tatiana V. Kornilova, Sergey A. Kornilov ⁎, Maria A. Chumakova Department of Psychology, Moscow State University (Lomonosov University), Mokhovaya St., 11/5, 125009, Moscow, Russian Federation a r t i c l e i n f o a b s t r a c t The study examined the relationship between implicit theories, goal orientations, subjective and test estimates of intelligence, academic self-concept, and achievement in a selective student population (N =300). There was no direct impact of implicit theories of intelligence and goal orientations on achievement. However, subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 50% of its variance. The obtained pattern of results is presented via structural equation models and interpreted within a dynamic regulative systems framework suggesting the importance of further studying complex sets of achievement predictors that include ability, personality and mediating constructs. © 2009 Elsevier Inc. All rights reserved. Article history: Received 12 November 2007 Received in revised form 7 August 2009 Accepted 10 August 2009 Keywords: Achievement Implicit theories Intelligence Subjective evaluations Academic self-concept 1. Introduction A...
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...determination of EITHER (a) personality OR (b) intelligence. Draw on recent research to illustrate and support your answer. Intelligence has always been a very confusing topic in psychology. It can be a very difficult term to define since every individual can be intelligent in a particular aspect. Each and every person varies with their skills to adapt to the environment and how they can solve and understand intricate concepts. There are many different types of intelligence as there are many different skills in the world and they are all assessed on various criteria (Sternberg & Kaufman, 2001). The conceptualization of intelligence is still not set for certain as there are many different measures of intelligence. There is no standard measurement for intelligence and so there is no universal agreement of what intelligence actually is either (Plomin & McClearn, 1993). The research of intelligence found many different factors that determine the intelligence of an individual. The role of biology and genetic inheritance in the determination of intelligence is quite crucial. The genetic inheritance can be found out through how the child inherits the intelligence of the parent through IQ tests When mentioning the biology of intelligence, apart from the genetic inheritance that has to be researched through twin studies and adoption studies, hormones and neurotransmitters also has to be looked into in order to find out the biology of intelligence. The amount of nutrients that a child...
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...Alfred Binet Alfred Binet was a french psychologist who was born in 1857 and died in 1911. He is the inventor of the first usable intelligence test, which is known today as the IQ test. His main goal was to indentify students who needed special attention in when it came to learning. With the help of his collaborator,Theodore Simon, he published the last revision of his intelligence scale right before his death in 1911. Further refinements of the scale were published after his death, but they are all known as IQ tests. He was the only child and was born into a well educated family, his mother an artist and his father was physician. His parents divorced at a young age and he moved to Paris with his mother. He attended law school, and planned on going to medical after earning his degree but later decided that he was more interested in psychology. He became somewhat of a self-taught psychologist by reading books by Charles Darwin, Alexander Bain, and others. In 1894, he conducted one of the first psychological studies into chess, to study the cognitive facilities. He hypothesized that chess depends upon the qualities of psychology in visual memory but after studying chess masters, it was concluded that memory was only the part of cognition in the game process. The line of psychological chess research was later followed up during the 1950s by Reuben Fine and later by Adriaan de Groot. After attending law school and earning his degree in 1878, he got his first formal...
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...Intelligence Testing Article Analysis PSY 450 May 21, 2012 Joseph Gaines Intelligence Testing Article Analysis In earlier years many of the intelligence test that had been developed were culturally biased. The early intelligence test favored people that were from urban areas and not people from rural areas. The early intelligence test also favored people who were of the middle class status and not those of the lower class status. The earlier intelligence test also favored people who were white rather than people who were black. In this paper the author will review several different articles that are related to intelligence testing. The definition of intelligence may vary among the different cultures (Rogoff, 1990). An example of the differences among cultures and the way they view intelligence is European Americans think of intelligence in technical skills terms whereas people that are from Kenya consider intelligence to be someone who is an active participant in family and social life. Another example of the way culture views intelligence is people from Uganda view someone as being intelligent if they know the right thing to do and then they follow through with the right actions. Another example is the of the variations on how intelligence is viewed from culture to culture is the latmu people that are from Papua New Guinea, they believe people who have the ability to remember 10, 000 to 20,000 clans as intelligent. The people of the Carolina Island people believe that...
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...PSY 201 Week 7 assignment 04/15/2012 Testing Intelligence • What is an intelligence quotient? How is this score determined? The intelligence quotient is a score that is measured by one’s chronological and mental age, and then multiplied by 100. The use of this test is to basically determine the I.Q. of an individual, while taking into account their experience because of their age. To determine the mental age of an individual, a test was given that was developed by Alfred Binet. This test was discovered by testing an equal amount of students, that teachers had labeled dull and bright, and giving them all the same test and averaging the results to determine how close to their age they were. This was contributed to the I.Q. exam. The test arranges the chronological age of an individual as the denominator and the mental age as the numerator. This fraction is then multiplied by one hundred, coming up with the intelligence quotient for that individual. With the experimentation of the test, the determination can be made that an individual that has a mental age equal to their chronological age will have an I.Q. of one hundred. It can also be said, that someone with the mental age greater than their chronological age will have an I.Q. over one hundred. Averaging the test, the most common I.Q. score is one hundred. • Describe the kinds of characteristics commonly assessed in an IQ test. The approaches that determine the characteristics vary...
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...Final Exam Review – Psychology 101 INTRODUCTION You are influenced by: 1. Physiology of your nervous system 2. 5 Senses 3. Cognition – Thinking and Problem Solving 4. Social Environment 5. Personality 6. Stress & psychological disorders Psychology is the science of what? Behavior * Science Aspect * Based on Experiments * Behavior * What is behavior? Observable through * Neural * Verbal * Social * Etc. * What is behavior driven by? * Mind * Body * Environment Basic Research vs. Applied Research * Basic Research is the seeking of more knowledge but not to solve a problem * Applied Research is using knowledge to solve a problem Figuring out what a part of the brain does is an example of? Basic Research Knowing what a part of the brain does and using that information to analyze why a part of a person’s brain isn’t working correctly? Applied research BEGINNINGS OF PSYCHOLOGY Who established the first laboratory devoted to Psychology, when, and where? * William Wundt, 1879, Leipzig, Germany Before 1800, questions of the mind were reserved for what field? * Philosophy From 1800 to 1879, rapid advances took place in what field? * Physiology Early psychology applied what methods to the study of the mind? * Physiological NEURONS 1600: Descartes & the Garden of St. Germain * Statues “came to life” as...
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...Essay Consider the following scenario: Kara is 10 years old. She has been given an intelligence test. Her mental age is 13. According to Sternberg, what is Kara’s IQ? Conduct research and interpret her score. Choose two theories of intelligence. Write a 150- to 200-word discussion on the components of each theory, and how they differ in relation to Spearman’s g factor. According to Sternberg, Kara’s IQ is 90 because at ages 10,11,12,13 the level of IQ is more than ages above 17 because of initiation to adulthood. Kara’s scores will be high because children with elevated levels of intelligence are more likely to learn in the school setting comparatively to their peers with lower scores. This gives evidence to the relationship between IQ scores and school performance. The triarchic theory of intelligence was created by Sternberg while he was piloting research on human intelligence. The triarchic theory is made up of three components. The first component addresses the relationship between intelligence and experience. The second component addresses the relationship between intelligence and the external world. The final component addresses the relationship between intelligence and the individual’s internal world. This theory is different from Spearman’s g factor in that it takes a more cognitive approach versus a more psychometric method. The theory of successful intelligence gives an explanation for the...
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...DANIEL GOLEMAN’S EMOTIONAL INTELLIGENCE: WHY IT CAN MATTER MORE THAN IQ (1995)1 False facts are highly injurious to the progress of science, for they often long endure. But false views, if supported by some evidence, do little harm. (Charles Darwin, The Descent of Man and Selection in Relation to Sex, 1871)2 Since its publication in 1995, Daniel Goleman’s Emotional Intelligence: Why It Can Matter More than IQ has been the flagship of a fleet of books that Goleman has authored or co-authored, and the foundation text of a world-wide movement that claims that what has been universally regarded as intelligence is merely one type of intelligence – cognitive intelligence – and is not as important as another type of intelligence – emotional intelligence. As the dust jacket of Emotional Intelligence proclaims, it is, “The groundbreaking book that redefines what it means to be smart.” In this document, I will analyze every book and article that Goleman adduced to denigrate the importance of cognitive intelligence, and even more, the tests that measure it. I will demonstrate that not one of them says what Goleman claims it says, and many say the opposite.3 No one denies that emotional strengths and social abilities often contribute to social and occupational success. But Goleman knew two crucial facts about them that he did not tell his readers. In the introduction to Emotional Intelligence, Goleman wrote (pages xi-xii), This mapping [of emotional intelligence] offers a challenge to those...
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...Triarchic theory of intelligence From Wikipedia, the free encyclopedia | This article relies on references to primary sources. Please add references to secondary or tertiary sources. (February 2012) | The triarchic theory of intelligence was formulated by Robert J. Sternberg, a prominent figure in the research of human intelligence. The theory by itself was groundbreaking in that it was among the first to go against the psychometric approach to intelligence and take a more cognitive approach. Sternberg’s definition of human intelligence is “(a) mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life” (Sternberg, 1985, p. 45), which means that intelligence is how well an individual deals with environmental changes throughout their lifespan. Sternberg’s theory comprises three parts: componential, experiential, and practical. Contents * 1 Different components of information processing * 1.1 Componential / Analytical Subtheory * 1.2 Experiential / Creative Subtheory * 1.3 Practical / Contextual Subtheory * 2 Challenges * 3 See also * 4 References * 5 Bibliography Different components of information processing Schematic illustrating one trial of each stimulus pool in the Sternberg task: letter, word, object, spatial, grating. Sternberg associated the workings of the mind with a series of components. These components he labeled the metacomponents, performance...
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