The implication of this hypothesis, and research into the subject in general, shows that test outcomes do reflect at least in part cultural factors. There are "cultural differences in valued and therefore trained strategies to solve certain cognitive tasks" as well (Ibid). That these differences have been identified within cognitive science illustrates that cultural bias does not simply reflect differences in cognitive potential among members of certain groups, but rather that it reflects differences in the ways that cognitive potential is operationalized.
Shiraev and Levy (n.d.) argue this case further. They cite research that shows that people adapt the way that they operationalize their intelligence to their local setting. They cite the examples of an Indian chess master, who uses the same psychological mechanisms in playing chess as a farmer would use to secure a deal on a new tractor. The example is apt -- chess-like problem solving strategies are found on IQ tests while bargaining is not usually found on some tests.
In contrast to the many studies that have identified clearly the difference between cognitive...
IQ Discrimination The concept of general ability or intelligence has in the past been the most important single way of accounting for individual differences. IQ (Intelligence quotient) is usually assessed by measuring performances on a test of a number of different skills, using tasks that emphasize reasoning and problem solving in a number of different areas. Early assessments of IQ were done in France by Alfred Binet in 1905, as part
person is given a raw score on a particular test the person has no way of knowing how their score compares with other scores on the same test. For example, if a person got a raw score of 62 on a test of reading the person really does not know what that score means relative to the scores of other people who took the same test. When people describe
Intelligence Testing The author of this report is asked to answer three general questions about intelligence. The first question asks for the general underpinnings and genesis of the discussions about intelligence including what was suggested by Binet as well as the general definition and formulations of the intelligence quotient, or IQ. The second question and discussion is about the challenges to the definition of intelligence as offered and suggested by Gardner,
Rhetoric of Critical Thought Daniel Kahneman, who wrote "Thinking, Fast and Slow," has spent many years dissecting the way people think, and how they arrive at thoughts. He is a psychologist who for many years worked with a fellow psychologist named Amos Tversky who passed away before the two could publish much of their findings and win the Nobel Prize. However, his greatest work, and Nobel Prize, were not for
Psychological Assessment Confidentiality Disclaimer Reason for Referral Identifying information Developmental History Medical and Psychiatric History Short Family and Social History Short History of School Behavior Tests Administered Standardized Instruments Information Assessment Techniques Mental Status Examination and Behavioral Observations Results Form Testing The following results were obtained with respect to the different domain of functioning of Sebastian based on information from multiple sources. Cognitive-Intellectual-Executive Functioning Social-Emotional Functioning Diagnostic Impression Confidentiality Disclaimer: There is a chance that the subject of the report or those who are closely associated with
Culturally Biased Intelligence Assessment Intelligence assessments have existed since the early twentieth century and have continued to be a topic of debate. We all know full well that intelligence assessment is critical to the type if academic success that we achieve in life. One of the primary tools used to assess intelligence is the IQ test. However, the intelligence quotient test has been under scrutiny for decades because it is believed
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