Concepts in Psychology Question Assignment

November 25, 2022

Concepts in Psychology Question Assignment

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Concepts, in, Psychology, Question, Assignment

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We are now far enough in the course where you should easily be able to relate prior concepts to what we are currently learning. In this discussion, please relate material from previous modules to this module:

Please take the “Genius test”. (Links to an external site.)What type(s) of intelligence do you feel the test was trying to capture (you must use terminology from the textbook to receive credit)? Note: this exercise is to get you to become familiar with intelligence testing and should not be taken to heart. If any feelings arise from taking the test please email me.
How was your experience taking the test? Please discuss whether you thought the test was easy or difficult and why, if there were any concepts you didn’t understand (and provide examples) and how you felt when you received your score
How does the work on mindsets relate to intelligence testing? How does it relate to learning and motivation?
After reading about the different theories of intelligence and cultural differences in intelligence testing, how do you think intelligence should be measured? Provide at least two recommendations based on research for designing a more equitable, culturally sensitive intelligence test.

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1. What type(s) of intelligence do you feel the test was trying to capture (you must use terminology from the textbook to receive credit)?

I was not able to answer all the questions on the test, therefore my answer to this question may vary or not if I had finished the 50 questions on the test. However, from the few questions that I was able to respond to, I personally think that the main intelligence being tested here was analytical intelligence which is based on academic problem solving and computation. The reason I say this is because a lot of the questions were mainly mathematical-like. For example, questions where we had to find how many times Casey had to go to the loading dock with his 23 boxes, which really was mainly division and rounding, when having to add odd numbers and figuring out whether they gave an even/odd number, finding out if the 3 numbers on a given list gave the result of 44 and so on. However, there were some analytical questions like the two friends walking certain distances and trying to figure out how far apart they were, if there were 53 letters on a sentence, who was the tallest between Terry, Madelyn and Bernice, and how the QQRRQQQQRQR is to RQQRRQRQRR, these questions where more about analyzing the information we were given and finding a solution.

How was your experience taking the test? Please discuss whether you thought the test was easy or difficult and why, if there were any concepts you didn’t understand (and provide examples) and how you felt when you received your score

There were some questions that were difficult for me like the one about the two friends walking a certain distance, one about the art and a cup (which I still have no idea), and the one about being 13th in line because I wasn’t sure whether to add the person mentioned or not. I am definitely not someone who can solve math problems easily or fast with just using my brain, I need pencil and paper to visualize what I’m doing and solve things better. When I saw that there were 50 questions and 12 minutes to respond I immediately knew I wasn’t going to finish them all under 12 minutes, due to past experiences with exams when there was a huge number of questions against time. I was able to answer 17 questions, technically 18 but I didn’t send it on time, and my result was 28%. In past experiences I have noticed that I struggle with analysis, and it takes me more time than others to analyze something, which is why it’s something I try to work on when I can. Even though my score wasn’t in the average or high scores, I was still surprised I did 28%, before taking the test I didn’t even think I was going to score near 20%.

How does the work on mindsets relate to intelligence testing? How does it relate to learning and motivation?

There are two different types of mindsets in terms of learning, the growth mindset and the fixed mindset. People who have fixed mindsets are more likely to think that they get their result from a test because that’s their limit and therefore can’t do better. Obviously, this can become a problem for people with this type of mindset and could affect their ability to learn and their own motivation (even self-esteem). Someone with a fixed mind will struggle learning because they strictly believe they can’t improve because of their “level” or because they don’t have a certain talent. Therefore, they believe that if they were to try and learn something (and experience trial and error learning or other methods of learning) it would be useless because they wouldn’t be able to progress due to their limitation in either (or both) intelligence and skills. If such a person were to have this kind of mindset, their motivation to do other things (besides the things they can do) is most likely going to be low over time. The reason is because they believe that they can’t improve and have limitations, they’ll be hard on themselves and may even be frustrated with themselves because they may not be as good as others in other areas. On the other hand, this may be different for people with a growth mindset, these are the type of people who believe that they aren’t born with limitations for many things, this helps them to feel more motivated in trying out new things even if they don’t succeed in them. These are the type of people who believe consistency, practice and hard effort can help them become better in various subject areas and skills. Due to this mindset, learning is something that they’ll be positive about because they are aware that learning will help them have more knowledge on doing something and help them get to where they want.

After reading about the different theories of intelligence and cultural differences in intelligence testing, how do you think intelligence should be measured? Provide at least two recommendations based on researchfor designing a more equitable, culturally sensitive intelligence test.

Intelligence Quotient tests seem more to be based on analytical intelligence and on both crystallized and fluid intelligence. A lot of problems that many of us face today, especially when given an assignment at school, tend to be more based on analysis. Analysis is something crucial since it can be applied to the other two intelligences from the triarchic theory. Usually when we face a problem, we analyze the situation (or problem) and then try to figure out a solution (or multiple solutions). Therefore, as for now I think that Alfred Binet’s intelligence measure method is fine as of now with Louis Terman’s modifications (The Stanford-Binet Intelligence Scale). However, does this mean that the rest of the other people who can be intelligent in one or multiple from the 8 intelligences theory aren’t intelligent? No, the reason is because someone who is intelligent is someone who has the ability to understand something (knowledge/skills) and apply what they’ve learned when possible/necessary. Therefore, Howard Gardner’s multiple intelligence theory should be applicable in measurement. I think that the Wechsler-Bellevue Intelligence Scale (s) are another good method of testing intelligence since it involves testing in verbal comprehension, visual spatial, fluid reasoning, working memory and processing speed. Having good scores on these subtests may reflect that a person may be intelligent because they are able to gain information and solve it in various ways (through listening, visualizing it, etc.). Due to some differences in culture, it’s important that one takes a test with the culture/language they may have more knowledge on, or somewhere where the environment is more equal friendly. I think that the fact that tests are always analyzed to see any biases is what matters because it leads to the creation of better improved tests for everyone.

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Concepts in Psychology Question Assignment

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.