Thursday, January 30, 2020

Development of intelligence test performance Essay Example for Free

Development of intelligence test performance Essay Intelligence can be defined in several ways, ranging from broader definitions such as the ability to cope with life, to more specific definitions such as skill in problem-solving and reasoning. Intelligence tests are implemented by psychologists in order to assess such skills, and a quantitative measure of this intelligence is usually presented in the form of an IQ (intelligence quotient). IQ scores are the basis of much research into the development of intelligence test performance. One cultural factor which may have an affect on a childs measured intelligence is mother love; attachments may play a part in childrens cognitive development. This hypothesis can be tested by studying children who have been separated from an attachment object (i.e. a parent), and Skeels Dye found evidence to suggest that the formation of an attachment improves intelligence test performance. In their study, 13 of the most mentally retarded infants in an orphanage were moved to an institution for mentally retarded women, where they would form an attachment with a mildly retarded woman. Over the next four years, those who had moved had an average IQ gain of 32 points, compared with an average reduction of 21 IQ points for those who remained in the orphanage; this difference was still evident 27 years later. This study can be commended for its implications: at the time the accepted view was that IQ was constant throughout life, but the study showed that, with the right treatment, IQ can be significantly improved. Another factor in IQ development is quality of education. Schweinhart et al.s Perry Preschool Project provides evidence for this; compared to children given no pre-school education, those who had been given quality pre-school education appeared not only to have improved IQs later in life, but they were also less likely to commit crime and drop out of high school. This finding is duplicated by Operation Headstart, which provided children from disadvantaged homes with pre-school programs. There was an average IQ gain of 10 points in the first year and, although the IQ scores returned to average levels, subsequent progress such as high school graduation was higher in those who had taken part in the project. This indicates that an increased quality of education may lead to an increase in IQ. Another cultural factor that may influence the development of measured intelligence is a childs home environment. Bradley et al. Identified six factors, including parental involvement and the provision of play materials, which were significant in a childs development of intelligence, and called it the HOME inventory. If the HOME score of a child was low, a childs IQ may have declined between 10 and 20 points between the ages 1 and 3, whereas the opposite was true for those with high HOME inventory scores. This theory would be supported by Piaget and Vygotsky, the theories of both of whom suggest that the provision of age-appropriate play materials are likely to improve cognitive development. In addition, Vygotsky emphasises the role of culture in cognitive development, which is very much in line with the HOME inventory study. It may even be that diet is a cultural factor which has an influence on a childs development of intelligence. In a study by Schà ¯Ã‚ ¿Ã‚ ½nthaler Bier, children who had been given vitamin-mineral supplements performed better on a non-verbal IQ test than those who had been given a placebo. This supports the idea that diet has an influence on intelligence, but it it not necessarily the case that supplements improve IQ; the researchers suggested that it was a poor diet that diminished IQ, and the improved diet restored the cognitive abilities of the children who previously had a poor diet. The idea that it is environmental cultural factors, rather than race and genetic cultural factors, that have an effect on a childs intelligence test performance is supported by Scarr Weinberg, who found that both white and black children, when adopted by middle-class white families, performed better on IQ tests at age 7 than the average for their respective ethnic groups. They attributed this improvement to growing up in a culture of tests and schools, and exposure to better healthcare and socialisation. However, in a follow-up study ten years later, it was found that the black childrens IQs were not notably higher than the average for their group, indicating that an upbringing in a white, middle-class home had little or no influence on their intelligence. However, this does not necessarily indicate that it is a genetic cause, since skin colour and intelligence are believed to have very different genetic structures. It may be in indirect genetic influence, in that black children raised in a white home have lower self-expectation, or that they socialise with other black children at school (which may have more of an influence than their white, middle-class home). IQ tests have, however, been heavily criticised for lacking reliability, as an IQ result from one test can vary dramatically with an IQ result from another. Additionally, they have been criticised for being culturally biased; there are many different types of thought (e.g. language, problem-solving, pattern recognition, reasoning), and some types of thought are more valued in some cultures than in others. This may extend to sub-cultural differences between people of different socioeconomic status. For example, it has often been found that black American children perform less well on IQ tests than white children, however, Serpell (1979) found that white children performed significantly less well than black children on an IQ test aimed at black Americans. This brings into question the use of IQ tests as a valid method of measuring intelligence.

Tuesday, January 21, 2020

Assesment centers :: essays research papers

Assessment Centers An Assessment Center can be defined as "a variety of testing techniques designed to allow candidates to demonstrate, under standardized conditions, the skills and abilities that are most essential for success in a given job" (Coleman, 1987), it consists of a standardized evaluation of behavior based on multiple evaluations including oral exercises, counseling simulations, problem analysis exercises, interview simulations, role play exercises, written report/analysis exercises, and leaderless group exercises. These centers allow the candidates to make proofs of their knowledge through a number of job and special situations (Joiner, 1984). Assessment centers are varying concerning the number and type of exercises which are included. The most common exercises are the in-basket and the oral exercise. In the in-basket exercise, the candidates are given time to review the material and initiate in writing whatever actions they believe to be most appropriate in relation to each in-basket item. When time is called for the exercise, the in-basket materials and any notes, letters, memos, or other correspondence written by the candidate are collected for review by one or more assessors. Often the candidates are then interviewed to ensure that the assessor(s) understand actions taken by the candidate. If an interview is not possible, it is also quite common to have the candidate complete a summary sheet. Recently, the in-basket has become a focus of interest because of it's usefulness in selection across a wide variety of jobs (Schippmann, Prien, & Katz, 1990). A variety of techniques have been used to develop in-baskets. Quite often information on an in-basket's development is not available for review because the reports do not contain the critical information. A recent review indicated that nearly 50% of the studies do not describe how the in-basket was constructed (Schippmann, et al., 1990). There is also a great deal of variation among the ways in which the in-basket is scored. There is a range of objectivity in scoring with some scoring systems utilize almost entirely human judgment, while others utilize a purely objective approach. The in-basket exercise may be thought of as an approach which assesses a candidate's "practical thinking" ability by having a candidate engage in implicit problem solving for a job-relevant task. It is now well recognized that a content valid approach to constructing an in-basket is one which is professionally accepted as a technique which has passed legal examination. However, despite the acceptance by the courts and practitioners, the reporting basis for content validity is often deficient.

Monday, January 13, 2020

I Born In Refugee Camp In Nepal

A person who does not have own home country and is settled down in another country, who is dependent on the government for water, food, shelter, and education, is known as a Refugee. Nepal has lots of these kinds of Refugee camps. I was born in camp, and while there, I had a lot of struggles just to survive. My parents are from Bhutan. One day the Butane's government exiled about more than one hundred thousand citizens, which included my parents, from their own country. They leave their own land forcefully. The Nepal government gave land to live on for those people as refugees but never gave citizenship.The entire refugee population started struggling to get food for even one day. Many parents killed their own kids because they didn't have enough money to buy food for their child. Many parents threw their babies in the garbage, and many people died because of poor sanitation. Due to the lack of electricity people had to finish their work before nightfall. When the government, after t en years finally began providing education, we, the students, had to start doing homework as soon as we got home from school. If we didn't finish it, we had to do homework to candle light or kerosene lamp.After living a congested life in the refugee camp, we heard about an opportunity from MOM (International Organization for Migration) about third country resettlement. We decided to come to America to make our future bright. Three months after I arrived in the USA joined middle school. There were lot s of students in my class and they always gave me unusual names in their language e and laughed at me for no reason. At that time, I knew very few English words so couldn't say anything to them. When graduated middle school, I went to SST. Gregory.There, I found all the t coachers, students, and parents to be helpful. My freshmen and sophomore year I had a lot of struggles to learn English. Learning English was hard many times couldn't even pronouns e a simple word, but I learned after many struggle. This is my second semester in Harold Washington college. I chose to go to city college at first because of my family financial condition an d my struggle on English language, and now is much better than before, so have started to HTH ink about my future, started to think about those problems which I had faced when I was in the re fugue camp.Because of that I choose to be an electric and electronic engineer and fix those e problems we had in the refugee camp that prevented me from studying at night. I have had to overcome many struggles to be in the position I am in and my family has been a great support to me. I want to make my future bright and achieve my am through your school. Decided to study engineering because I always wanted to know how machines work, and to be creative in my work. I have always enjoyed challenging myself, and want to be in career which would demand that I use all my knowledge to find solutions.

Sunday, January 5, 2020

Residency Requirements For Congress - Weird Details

The residency requirements for Congress contain one of the most unusual quirks in American politics: You dont even have to live in a congressional district to be elected to serve in that seat for the House of Representatives. In fact, nearly two dozen members in the 435-member  House live outside of their congressional districts, according to published reports. This sometimes happens because long-serving members see district lines redrawn and find themselves in a new district, The Washington Post noted. What the Constitution Says If you want to run for the House of Representatives, you must be at least 25 years of age, a citizen of the United States for at least seven years and be an Inhabitant of that State in which he shall be chosen,† according to the  Article I, Section 2 of the U.S. Constitution.   And thats it. Theres nothing that requires a member of the House to live within their districts boundaries. Notably Few Hurdles According to the House Office of History, Art Archives, The Constitution placed notably few hurdles between ordinary citizens and becoming a member of the U.S. House of Representatives. The founders wanted the House to be the legislative chamber closest to the people—the least restrictive on age, citizenship, and the only federal office at the time subject to frequent popular election. Members of the House are elected every two years, and generally, their re-election rate is very high. Speaker Need Not Be a Member Oddly enough, the Constitution doesnt even require the highest-ranking officer of the House—the speaker—to be a member. When Speaker John Boehner stepped down the from the post in 2015, several pundits made the case that the House should bring in an outsider, even a dynamic (some would say  bombastic) voice such as Donald Trump or former Speaker Newt Gingrich, to lead the disparate factions of the Republican Party.   Open to Merit James Madison, writing in the Federalist Papers, stated: â€Å"Under these reasonable limitations, the door of this part of the federal government is open to merit of every description, whether native or adoptive, whether young or old, and without regard to poverty or wealth, or to any particular profession of religious faith.† Senate Residency Requirements The rules for serving in the U.S. Senate are a bit tighter. Though they, too, require members to live in the state they represent, U.S. senators are not elected by districts and represent their entire state. Every state elects two people to serve in the Senate. The Constitution also requires members of the Senate to be at least 30 years old and a citizen of the United States for at least nine years. Legal Challenges and State Laws The U.S. Constitution does not address residency requirements for local elected officials or members of state legislatures. It leaves the matter up to the states themselves; most require elected municipal and legislative officials to live in the districts where they were elected. States cannot, however, enact laws requiring members of Congress to live in the districts they represent because state law cannot supersede the Constitution. In 1995,  for example, the U.S. Supreme Court ruled that qualifications clauses were intended to preclude the states from exercising any [power over Congressional requirements] and, as a result, the Constitution fix[es] as exclusive the qualifications in the Constitution. At that time, 23 states had established term limits for their members of Congress; the Supreme Court decision made them null and void. Subsequently, federal courts struck down residency requirements in California  and Colorado. [This article was updated in September 2017 by Tom Murse.]