1) Intelligence is hard to define. The traditional approach to intelligence is the psychometric approach. Briefly explain what it is and what does the psychometric approach measures and focuses on?
2) Explain what the term "Stereotype Threat" that happens to an individual of a different cultural when they are trying to take an IQ test.
3) How is this disadvantage? Provide an example to support your statement.
4) What can be done to reduce Stereotype Threat?
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(1) The traditional approach to intelligence is the psychometric approach. Briefly explain what it is and what does the psychometric approach measures and focuses on?
Researchers have used numerous methods to define and measure intelligence. The psychometric approach defines intelligence as measuring or quantifying factors such as verbal comprehension, memory ability, perceptual speed and reasoning (Cohen & Swerdlik, 2005). As they point out, most of the research has been aimed at measuring students' IQ's and their ability to achieve academic success has been carried out with the use of scientific tests. For example, in a study conducted with non-psychologists the behavior most commonly associated with intelligence were "reasons logically & well"... displays common sense" keeps an open mind" and reads with high comprehension. Cohen and Swerdlik provide a definition for unintelligence as "does not tolerate diversity of views" "does not display curiosity" and is "inconsiderate of others (p. 233). From the perspective of psychologists, intelligence was perceived in general as having practical problem-solving ability, verbal ability and social competence. Further, academic intelligence include descriptions such as verbal ability, problem solving ability, and social competence as well as specific behaviors; and everyday intelligence included all of these plus character, and interest in learning culture. However, researchers have misused IQ tests ...
This solution describes the conditions under which stereotype threat occurs, and lists strategies for reducing the threat
Cognitive Psychology: Stereotyping and Prejudice
explores how cognitive psychology is used in the development of high-stakes academic competency tests to mitigate prejudice and stereotyping in the test items. Include the following:
1. A brief review of the theories of cognitive psychology and their applications to learning and instruction.
2. A discussion of how cognitive psychology can mitigate prejudice in the creation of high-stakes academic competency test items.
3. A discussion of how cognitive psychology can mitigate stereotyping in the creation of high-stakes academic competency test items.
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