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March 4

Course: PSYCH 111, Spring 2008
School: Michigan
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lecture Todays Other Aspects of Intelligence Nature vs Nurture of Intelligence Exam Review 1 Emotional Intelligence The ability to perceive emotions The ability to understand emotions The ability to manage emotions The ability to use emotions 2 Intelligence and Creativity There is more to creativity than intelligence, although it correlates somewhat with intelligence. Expertise: A well developed...

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lecture Todays Other Aspects of Intelligence Nature vs Nurture of Intelligence Exam Review 1 Emotional Intelligence The ability to perceive emotions The ability to understand emotions The ability to manage emotions The ability to use emotions 2 Intelligence and Creativity There is more to creativity than intelligence, although it correlates somewhat with intelligence. Expertise: A well developed knowledge base. Imaginative Thinking: The ability to see things in novel ways. Adventuresome Personality: Seeks new experiences rather than following the pack. Intrinsic Motivation: Motivated to be creative from within. A Creative Environment: Creativity blooms in creative and supportive environment. 3 Is Intelligence Neurologically Measurable? Increased concentration of neurons in areas of the frontal lobe Gray matter concentration in people with high intelligence. 4 Brain Function Studies of brain functioning show that people who score high on intelligence tests perceive stimuli faster, retrieve information from memory quickly, and show faster brain response times. People with higher intelligence respond correctly faster to the above question. 5 What is giftedness? 6 QuickTime and a YUV420 codec decompressor are needed to see this picture. 7 Genetic and Environmental Influences on Intelligence No other topic in psychology is so passionately followed as the one that asks the question, Is intelligence due to genetics or the environment? 8 Genetic Influences Studies of twins, family members and adopted children together support the idea that there is a significant genetic contribution to intelligence. 9 Adoption Studies Verbal ability correlation between children and parents. 10 Relative contribution of genes and evironment on IQ raised separately are highly similar in IQ (0.86) monozygotic(identical)twins dizygotic (fraternal) twins raised together (0.6) adoptive siblings (~0.0) 11 Heritability of IQ 12 Heritability of IQ TheproportionsofIQvarianceattributabletogenes andenvironmentvarywithsocioeconomicstatus. Inimpoverishedfamilies,60%ofthevarianceinIQis accountedforbythesharedenvironment,andthe contributionofgeneswasclosetozero. 2003studybyEricTurkheimer,AndreanaHaley,MaryWaldron,Brian D'Onofrio,IrvingI.Gottesman 13 Early Intervention Effects Environment can create dramatic differences in intelligence Romanian orphans with minimal interaction human had delayed development. 14 Does faster mean better? Faster speed of processing linked to higher IQ Faster development not necessarily linked to higher IQ 15 QuickTime and a YUV420 codec decompressor are needed to see this picture. 16 Group Differences in intelligence Test Scores Why do groups differ in intelligence? And how can we make sense of these differences? 17 Ethnic Similarities and Differences To discuss this issue we begin by two disturbing but agreed upon facts: Racial groups differ in their average intelligence scores. High-scoring people (and groups) are more likely to attain high levels of education and income. 18 Racial (Group) Differences If we look at racial differences, on average intelligence, white Americans score higher than black Americans (Avery and others, 1994). European New Zealanders score higher than native New Zealanders (Braden, 1994). White-Americans Average IQ = 100 Black-Americans Average IQ = 85 Hispanic Americans 19 Reasons to believe these differences are NOT genetic The races are remarkably alike genetically. Intelligence is greatly affected by environment- on average just as much as by genes. We know that there are big disparity in educational environment in the US today (Kozol). 20 Difference between blacks and whites Over the course of high school gap widens Over the course of college gap closes Difference due to inequality vs equality of environments 21 Stereotype Threat Stereotype threat is a self-confirming concern that one will be evaluated based on a negative stereotype. This phenomenon appears in some instances in intelligence testing among African-American and among women of all colors. 22 Conclusions Intelligence- can be thought of in many different ways Always reflects a combination of aptitude and experience 23 Exam Review 24 Work and Sex Work- attitudes, interviewers, leadership styles, predictors of success Effects of sex hormones How they affect behavior What they do and dont protect you from Condoms + teen sex Causes of Homosexuality Need to belong 25 Genes, environment and evolution Heritability of personality Evolutionary psychology Individualist vs. Collectivist culture 26 Intelligence Intelligence- g vs multiple intelligences, Gardner and sternberg Intelligence and heritability Stereotype threat Emotional intelligence 27
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Michigan - PSYCH - 111
Definition of MotivationA need or desire that energizes and directs behaviorThe healthy life, said Sigmund Freud, is filled by love and work.Culver PicturesAttitudes Towards WorkPeople have different attitudes towards work. Some take
Michigan - PSYCH - 111
PsychotherapyQuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture.PsychoanalysisQuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture.The first formal psychotherapy to emerge was psycho
Michigan - PSYCH - 111
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Michigan - PSYCH - 111
Nature and NurtureGenes, Evolution, and Environment1Behavior Genetics: Predicting Individual DifferencesBehavior Geneticists study our differences and weigh the relative effects of heredity and environment.2Genes: Our Codes for LifeIn the
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Michigan - PSYCH - 111
Todays lecture Gender differencesGender Roles Intelligence differences Introduction to IntelligenceWhat do we mean by IQ? What are alternative theories?1Gender schema theoryChildren understand do not understand biological bases of se
Michigan - PSYCH - 111
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Michigan - PSYCH - 111
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AddictionQuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture.. LSA CONCENTRATION FAIR 2008 Wednesday, March 26, 11:00 a.m. to 3:00 p.m.Michigan Union Ballroom In search of a concentration or double concentration th
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Evaluating TherapiesQuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture.To whom do people turn for help with psychological difficulties?Within psychotherapies cognitive therapies are most widely used, followe
Michigan - PSYCH - 111
Learning and MemoryDivision of these terms reflects the history of psychology1LearningSome kinds of learning are easy Some kinds of learning are very difficult2LearningSome kinds of memory are automatic Some kinds of memory are effortfu
Michigan - PSYCH - 111
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Michigan - PSYCH - 111
Which of the following correlation coefficients indicates the strongest relationship between variables?A. B. C. D. positive .05 negative .25 positive .75 negative .951Which of the following represents the average score in a distribution?A. B. C
Michigan - PSYCH - 111
Why should we study emotions? Are emotions under our control? To what extent are emotions driven by uncontrollable physiological reactions? To what extent are emotions driven by our cognitive appraisal of situations? To what extent are emotions u
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What is development? A process of age-related changes in growth, feelings & thinking across the lifespan. The field of human development seeks to understand constancy & change throughout the lifespan. Scientific Applied InterdisciplinaryCopyrig
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Personality ala FreudId Ego Unconscious, present at birth Guided by the Pleasure Principle Conscious, rational part of mind Emerges in early infancy Source of impulse control Social-moral component (i.e., the Superego conscious) Develops f
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Biological Foundations The foundations of human development are heredity & environment. Genotype The genetic makeup of an individual. Phenotype Each persons directly observable characteristics resulting from both heredity & environment.Copyright
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PSYC 250 - JodlLecture Outline #2: Theoretical Perspectives_I.Major Theories of Human Development: A Crash Course A. Psychoanalytic Theory ala Freud 3 parts of the personality determine an individuals psychological functioning: IdEgoSuper
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Themes for this course Mind-Brain connection Thinking Critically to become more conscious about our everyday actions Relationship between Genes and the Environment How we can use the frontal lobes to overcome the legacy of evolution which give
University of Texas - ME - 306
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University of Texas - ME - 306
Excerpts from this work may be reproduced by instructors for distribution on a not-for-profit basis for testing or instructional purposes to students enrolled in courses for which the textbook has been adopted. Any other reproduction or translation o
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University of Texas - ME - 306
Excerpts from this work may be reproduced by instructors for distribution on a not-for-profit basis for testing or instructional purposes to students enrolled in courses for which the textbook has been adopted. Any other reproduction or translation o
University of Texas - ME - 306
Excerpts from this work may be reproduced by instructors for distribution on a not-for-profit basis for testing or instructional purposes to students enrolled in courses for which the textbook has been adopted. Any other reproduction or translation o
University of Texas - ME - 306
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University of Texas - ME - 306
Excerpts from this work may be reproduced by instructors for distribution on a not-for-profit basis for testing or instructional purposes to students enrolled in courses for which the textbook has been adopted. Any other reproduction or translation o
University of Texas - ME - 306
Excerpts from this work may be reproduced by instructors for distribution on a not-for-profit basis for testing or instructional purposes to students enrolled in courses for which the textbook has been adopted. Any other reproduction or translation o
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University of Texas - ME - 306
Excerpts from this work may be reproduced by instructors for distribution on a not-for-profit basis for testing or instructional purposes to students enrolled in courses for which the textbook has been adopted. Any other reproduction or translation o
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Excerpts from this work may be reproduced by instructors for distribution on a not-for-profit basis for testing or instructional purposes to students enrolled in courses for which the textbook has been adopted. Any other reproduction or translation o
University of Texas - ME - 306
Excerpts from this work may be reproduced by instructors for distribution on a not-for-profit basis for testing or instructional purposes to students enrolled in courses for which the textbook has been adopted. Any other reproduction or translation o
University of Texas - ME - 306
Excerpts from this work may be reproduced by instructors for distribution on a not-for-profit basis for testing or instructional purposes to students enrolled in courses for which the textbook has been adopted. Any other reproduction or translation o
University of Texas - ME - 306
Excerpts from this work may be reproduced by instructors for distribution on a not-for-profit basis for testing or instructional purposes to students enrolled in courses for which the textbook has been adopted. Any other reproduction or translation o
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CEE 2300 Environmental Engineering Principles S08 Assignment 3 Solution Due Date: Monday, February 25 Total Points: 100 Instructions (20 pts): You may work alone or in groups to complete the homework assignments, but you should solve each problem yo
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14. [7 points] Which cations are present in the dark precipitate formed in step 3? (a) Al3+, Cr3+, and Fe3+ (b) Ni2+, Co2+, and Zn2+ (c) only Fe3+ (d) Co2+ and Ni2+ (e) Fe2+ and Cr3+ 15. [7 points] What is the identity of the colored solution formed
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10. [7 points] The main reason we use aqua regia in experiment #25 is _. (a) to serve as an oxidizing agent. (b) to ensure the solution we are working with is distinctly acidic. (c) to aid in the formation of a precipitate by decreasing the solubilit
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1. [7 points] The solubility product expression for Pb3(PO4)2(s) is (a) [3 Pb2+]3[2 PO43-]2(b) [Pb2+]2[PO43-]3(c) [3 Pb2+]3[2 PO43-]2/[Zn3(PO4)2](d) [3 Pb2+][2 PO43-](e) [Pb2+]3[PO43-]22. [7 points] What is the molar solubility of Ag2C
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Ohio State - CHEM - 123
24. [7 points] Consider the reaction: Ag+(aq) + Cl-(aq) AgCl(s) Given the following thermodynamic data, Substance Hf (kJ/mol) S (J/mol*K) Ag+(aq) 105.9 73.9 Cl-(aq) -167.2 56.5 AgCl(s) -127.0 96.1 determine the temperature (in C) above which the re
Ohio State - CHEM - 123
21. [7 points] The following reaction is exothermic. 2 S(s) + 3 O2(g) 2 SO3(g) What can we say about the spontaneity of this reaction? (a) spontaneous at all temperatures (b) spontaneous only at high temperatures (c) spontaneous only at low temperat
Ohio State - CHEM - 123
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Ohio State - CHEM - 123
18. [7 points] Which of the following is always positive when a spontaneous process occurs? (a) Gsystem (b) Gsurroundings (c) Guniverse (d) Ssystem (e) Suniverse 19. [7 points] Which of the following substances will have the largest standard molar en
Ohio State - CHEM - 123
12. [7 points] The Group II ions are precipitated from acidic solution as sulfides. The precipitating reagent is 5 % thioacetamide and heating to 80 C produces a saturated solution of hydrogen sulfide with the concentration of H2S being 0.10 M. Calcu
Ohio State - CHEM - 123
6. [7 points] A solution contains 0.015 M AsO4 2-, 0.010 M I-, and 0.005 M CO3 2-. If AgNO3 is slowly added, in what order would the silver salts precipitate? For Ag3AsO4, Ksp = 1.0 x 10-22 For AgI, Ksp = 8.3 x 10-17 For Ag2CO3 Ksp = 8.1 x 10-12 (a)