IMPORTANT: If you plagiarize any information, that is, if you copy and paste or copy
“word for word” from any of the websites or sources you use, you will have a zero for this
assignment, also try to use the book as reference Hockenbury & Hockenbury, Psychology, 6th
Exploring Ideas of Intelligence: Part 2 of the Assignment
Background: Western culture places high value on intelligence, so much that we begin intelligence testing of our children as soon as they enter the public school system. Children are routinely tested, using a variety of instruments. Testing is followed by school counselors meeting parents to provide feedback regarding the child’s performance. Parents often compare their children’s scores, even though their children may not have been assessed using the same instruments, or under the same circumstances. Children may then form a sense of identity based on the results of their intelligence test. Likewise, teachers may label children based on the results of their tests; in either case self-fulfilling prophecies can result. If a child has an average or above average IQ, labeling can have positive implications; however, if the child has below average IQ, labeling can have negative implications. There is real controversy as to whether intelligence tests, developed early in the twentieth century in large part by white well-educated men, are biased against other cultures and ethnic groups. A lot of controversy has raged over the book, The Bell Curve: Intelligence and Class Structure in American Life (Free Press, N.Y. 1994) authored by Richard Herrnstein and Charles Murray which cited a wealth of data from cognitive abilities tests showing racial/ethnic group differences. There are many web sites devoted to this controversy. Many psychologists feel that items are not culture-free and that environment stimulates or inhibits intellectual growth and feel socioeconomic variables are central to explaining the difference in IQ scores. Others feel that intelligence has a strong biological genetic base that environment has a minor developmental effect on intelligence, the ability to learn.
Part 1: Defining Intelligence
In your own words, define intelligence. Should people know their IQ scores? What are the pros
and cons of knowing your IQ score? Discuss the answers to these questions in several
Part 2: Analytical IQ using the Mensa Workout
ï‚· Log on to the following website: http://www.mensa.org/
ï‚· This is the website for Mensa International
ï‚· First read the section “Mensa Information”
ï‚· Next, go to the section “Mensa Workout”
o You will take the Mensa Workout by selecting “Start the Mensa Workout”
o This workout will take you approximately 30 minutes
ï‚· This is NOT an IQ test. Some of the questions are similar to those found on an analytical
ï‚· When you are finished with the workout, answer the following questions (DO NOT send
me the results of the workout!)
o What was your experience in taking this workout? Were you anxious,
o If this were a “real IQ test” what are some factors that could contribute to a
person not performing their best?
o Did the questions on this workout seem culture-free or biased?
o What is more important to the development of intelligence – nature or nurture?
Part 3: Sternberg’s Triarchic Theory of Intelligence
Given the thee-part definition of intelligence as proposed by Robert Sternberg, do you
feel that any one aspect of intelligence is more important than the others? Defend your
perspective and provide an example.
Part 4: Gardner’s Theory of Multiple Intelligence
Go to the following website:
Read the section “Pluralization of Intelligence”
Imagine that you are an educational psychologist. You have been asked to design an
activity or lesson that promotes one or more of Gardner’s intelligences. Choose a level of
education that you will focus on (elementary school, middle school, or high school). What
do you propose?
|Due By (Pacific Time)||07/26/2014 12:00 am|
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