Chapter 7- Intelligence and Cognitive Abnormalites

Chapter 7- Intelligence and Cognitive Abnormalites -...

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Chapter 7: Intelligence and Cognitive Abilities Cognitive Abilities - Stanford-Binet’s test items are classified as verbal most questions require the understanding and use of language. - David Wechsler created an alternative intelligence test that divided abilities into the categories of verbal and performance skills. - The verbal subsets provide verbal answers by performing certain tasks Supply factual knowledge (information) Defining vocabulary items (vocabulary) Performing basic arithmetic computation (arithmetic) Repeating a series of digits (digit span) Understanding similarities between objects (similarities) Properly interpreting social conventions(comprehension) - Performance subsets no verbal responses, people respond by performing some action Arranging pictures into a sensible story (picture arrangement) Duplicating designs with blocks (block design) Completing pictures that have some missing part (picture completion ) Assembling cut up figures of common objects (object assembly) Learning and rapidly applying digit symbol codes (digit symbols ) - Weschsler’s test Shows differences between the scores of men and women Women scored higher on the verbal subtests, men scored higher on the performance subtests Combined scores do not show gender contrasts, subtest scores always have Men’s estimation of their spatial and mathematical abilities as higher than women’s. This bias applies more strongly to men who rated themselves as more masculine, but rated themselves lower in musical ability than women Stereotypes of abilities higher in intellectual ability but
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lower in social and emotional intelligence than women This test: conform to gender stereotypes of abilities - SAT test do not measure innate abilities not necessarily mean that women and men are inherently different in what these tests measure. Verbal performance - Girls have some advantages in verbal performance - Rapidity and proficiency with which girls acquire language compared to boys, an advantage that girls maintain throughout elementary school - Girls advantage in reading and writing in 4 th , 8 th and 12 th grade writing ability is persisted throughout college - Women do not talk more than men. λ Research : evaluated speaking behavior in women and men and found no significant difference in the number of words uttered each day - Gender differences in verbal performance= 1% 99% is related to other factors. - BUT: Girls develop language earlier than boys but boys catch up/ women
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write more fluently and quickly Mathematical and Quantitative Performance - Before age 13 no differences, or certain advantages for girls in mathematical performance - Age 13 girls who excels at arithmetic computation do not become women who are poor at such tasks differences occur in what constitutes mathematical and quantitative performance. -
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Chapter 7- Intelligence and Cognitive Abnormalites -...

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