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6/25/2012 1:33:00 PM
Sternberg distinguishes three aspects of intelligence Analytical (academic problem-solving)- answering well-defined problems with a single correct answer Creative- reacting and adaptively to new situations and generating novel ideas Practical- required for everyday tasks, frequently ill-defined with multiple solutions
Traditional intelligence tests predict school performance well, but not vocational success - Sternberg and Wagners (1995) test of pratical managerial intelligence measures: Writing effective memos How to motivate people When to delegate tasksand responsibilities How to read people How to promote your own career * This test predicts performance ratings and earnings of high salaries Emotional Intelligence- the ability to perceive, express, understands, and regulates emotions. Characteristics include: Being self-aware Not getting overwhelmed by emotions Delaying gratifications in pursuit of long-term rewards John Mayor and Peter Salvory Intelligence Test- A method for assessing an individuals mental aptitude and comparing them with those of others, using numerical scores Simon Binet created the first intelligence test (1857-1911) Mental Age- A measure of intelligence test performance. Its the chronological age that most typically corresponds to a given level of performance Lewis Turman brought Binets test to America Results were not the same, changed test to Stanford-Binet Intelligence test Eugenics movement believer William Sterns developed the intelligence quotient (IQ) IQ is (mental age/ chronological age) x 100
Wechsler Adult Intelligence Scale- The most widely used intelligence test, contains verbal and performance (nonverbal) subtest Principles of Test Construction
1. Standardization- defining scores by comparison with the performance of a pretested standardized group Flynn Effect- test scores tend to increase over time Normal Distribution- a bell shaped pattern of scores that forms the normal curve, standardized tests result to form this 2. Reliability- the extent to which a test has consistent results Alternative forms Test/ Retest Split-Half 3. Validity- Extent to which a test measures or predicts what is it supposed to do Content Validity Criterion- Related Validity
Genetic and Environmental Influences on intelligence - Twins/ adopted studies and kids raised in enriched/ neglected environments indicate that both genes and environment contribute to individual differences in intelligence scores Controversial Issue: o Intellectual brightness- Social positions o Social standings- unequal opportunities o Schooling/ Intelligence Relationship -Genetic difference within groups does not mean genetic differences between groups Stereotype Threat- a self- confirming concern that one will be evaluated based upon a negative stereotype -Blacks -Women Racial groups differ in their average score on intelligence tests: - Average intelligence score for whites is 100 - Average intelligence score for African Americans is 85 - Average intelligence score for Hispanics is between 85-100
- The gap has dropped in recent studies due to the factors weve talked about Other differences European New Zealanders outscores native Maori New Zealanders Israeli Jews outscore Israeli Arabs Most japs outscore the jap minorities, Burakumin Those who can hear outscore the deaf
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Conformity- adjusting ones behavior or thinking to coincide with a group standard What were the results of the Solomon Asch study? People will do the wrong thing, even if they know the right one, just to not feel uncomfortable. (Participants agreed with confederates even though they were obviously wrong, 75% of participants guessed the wrong line at least once, 1/3 of the time overall they guessed wrong) Conditions that strength conformity: If a person feels incompetent/ insecure If a person admires status/ attractiveness of the group When the group is unanimous with at least 3 people When a culture encourages respect for social standards
Reasons for conformity: Normative Social Influence- influence resulting from a persons desire to gain approval or avoid disapproval Informational Social Influence- influence resulting from ones willingness to accept others opinion about reality Obedience- following the outright commands, usually from someone in a position of authority Milgram Study- delivered shocks to incorrect answers, shocks increased in pain, students would beg to not be shocked, but the testers refused to shock even though they felt terrible, 63% of people went the entire way through all of the shocks (450 bolts), people were shocked even if answer was right due to researchers telling the testers to shock them (the people never actually were shocked, the tester was being tested, not the student) Obedience was the highest when: - The experimenter (authority figure) was nearby - The experimenter was perceived to be legitimate - The experimenter was supported by a prestigious institution - The learner/ victim was at a distance or depersonalized
- The participant saw no one else disobey the experiment Take home message from the conformity and obedience studies - Under strong social influence, ordinary people can be perpetrators of terrible acts. These studies have been applied as an explanation of the Holocaust and fraternity hazing rituals
6/25/2012 1:33:00 PM
6/25/2012 1:33:00 PM
Personnel Psychology: Selecting and Assessing Employees Selection aims to match peoples strengths with work that requires those strengths. Here are some things a personnel psychologist does: o Conduct job analysis to identify KSAs (knowledge, skills, and abilities) o Create a test that measures KSAs o Gather data to ensure test predicts performance on the job Flow- the involved focused state in which one loses track of self and time resulting from optimal engagement of ones skills (in the zone) Interviewer Illusion- Interviewers are overconfident in their ability to predict long-term performance based on an unstructured interview. Better predictors include: Aptitude tests Work samples Job knowledge tests
Structured Interview Interviews use pre-designed questions to measure KSAs Interviewers treat all applicants the same Candidates present with work situations and asked to explain how they would handle them now or in the past Reduce memory distortion and biases Leadership Transformational Leadership o High standards o Individualized attention to workers o Motivate others to identify and commit to the groups mission Motivating Achievement Achievement Motivation- the desire for significant accomplishments for mastering skills or ideas, and for rapidly attaining a high standard Performance= Ability x Motivation
Managing Well Effective leaders harness strength, set goals and choose an appropriate leadership style o Harness strength- fit people to jobs that utilize their strengths or modify the jobs to fit the people o Set goals- challenging reasonable goal + feedback = achievement o Leadership style- Task (focuses on goals and organizing work) vs. Social leadership (builds teamwork) *All depends on situation, but effective leaders use two or all three *Voice effect- employees are more likely to accept a result when they are given a voice/opinion when deciding a solution Human Factors Psychology: Perception and the Human Factor