Intelligence tests are usually based on cognitive skills and learning that are needed in a Western society in order to succeed both in an educational and occupational setting. Intelligence tests usually are formulated under a Western ideal of ‘clever’ and can not account for various other ways in which ‘clever’ might be idealized in other cultures. It also usually relies on strong verbal content and the products of western schooling. Behaviour or intellect surrounding certain subjects may not be considered in the intelligence test but may be crucial to a certain society (e.g. create herbal medicines, or navigate the open sea), thus emphasizing the unbefitting nature of intelligence tests when assessing intelligence in non-western cultures. Moreover, different societies may propose different solutions to the same problem, because they think about the same problem in very different ways and within the context of their culture.
[4 marks]
b) Provide an approach to remedy the challenges mentioned above.
One approach is to not base intelligence tests on the knowledge base of any culture; choose reasoning patterns that rather reflect the ability to process and assess stimulus patterns. The Raven test is an example of this. [2 marks] 2. “Cognitive abilities are not the only mental determinants of how well people perform on intellectual and academic measures. Beliefs are also very important. Our beliefs about others’ capabilities can affect how we respond to them”. a) Describe what the term “stereotype threat” means AND A stereotype threat is when a person assumes that certain behaviours or attitudes they display would risk confirming negative stereotype(s) of their social group, in the minds of others. The stereotype threat has been shown to have far-reaching implications, such as compromised performance levels in area in the area being threatened by potential negative stereotypes. The stereotype threat may be a potential contributing factor to gender and racial gaps in academic performance. [4 marks] b) Explain how it influences cognitive performance by using evidence to support your answer. It is believed that stereotype threat causes anxiety and as a result may compromise performance. This has been shown through tests; one of which was done by Steele and was based on academic performance. To see if the stereotype threat did in fact affect performance, they evoked two widely held-stereotypes: that women have less mathematical ability than men, and that African-Americans haver less intellectual abilit than white Americans. The results showed a dramatic change between the group where no stereotypes were evoked (control group) and the group where stereotypes were evoked. The results showed that in the control group there was only minor differences between different racial groups or between males and females in terms …show more content…
Compare and contrast the value of the psychometric approach vs. the cognitive approach to intelligence.
[4 marks]
4. “Proponents of emotional intelligence point to the important adaptive advantages of emotional skills…”
a) Provide a definition for emotional intelligence, and
Emotional intelligence is the ability to recognise and read one’s own, and others’, emotions accurately. The ability to not only read emotions accurately but to also respond to them properly, and to be able to regulate one’s own emotions as well to discriminate between different feelings and label them appropriately. It can be considered in four major components: perceiving emotions, using emotions to facilitate thoug, understanding emotions and managing emotions.
[3 marks]
b) Describe the adaptive advantages of emotional
[4 marks]
b) Provide an approach to remedy the challenges mentioned above.
One approach is to not base intelligence tests on the knowledge base of any culture; choose reasoning patterns that rather reflect the ability to process and assess stimulus patterns. The Raven test is an example of this. [2 marks] 2. “Cognitive abilities are not the only mental determinants of how well people perform on intellectual and academic measures. Beliefs are also very important. Our beliefs about others’ capabilities can affect how we respond to them”. a) Describe what the term “stereotype threat” means AND A stereotype threat is when a person assumes that certain behaviours or attitudes they display would risk confirming negative stereotype(s) of their social group, in the minds of others. The stereotype threat has been shown to have far-reaching implications, such as compromised performance levels in area in the area being threatened by potential negative stereotypes. The stereotype threat may be a potential contributing factor to gender and racial gaps in academic performance. [4 marks] b) Explain how it influences cognitive performance by using evidence to support your answer. It is believed that stereotype threat causes anxiety and as a result may compromise performance. This has been shown through tests; one of which was done by Steele and was based on academic performance. To see if the stereotype threat did in fact affect performance, they evoked two widely held-stereotypes: that women have less mathematical ability than men, and that African-Americans haver less intellectual abilit than white Americans. The results showed a dramatic change between the group where no stereotypes were evoked (control group) and the group where stereotypes were evoked. The results showed that in the control group there was only minor differences between different racial groups or between males and females in terms …show more content…
Compare and contrast the value of the psychometric approach vs. the cognitive approach to intelligence.
[4 marks]
4. “Proponents of emotional intelligence point to the important adaptive advantages of emotional skills…”
a) Provide a definition for emotional intelligence, and
Emotional intelligence is the ability to recognise and read one’s own, and others’, emotions accurately. The ability to not only read emotions accurately but to also respond to them properly, and to be able to regulate one’s own emotions as well to discriminate between different feelings and label them appropriately. It can be considered in four major components: perceiving emotions, using emotions to facilitate thoug, understanding emotions and managing emotions.
[3 marks]
b) Describe the adaptive advantages of emotional