Question 1

What types of tasks and behaviors are intelligence tests most and least closely related to?

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Question 2

What is an IQ score? Discuss the stability of IQ scores and describe the factors that affect score stability. Determine whether it is possible to raise an individual's IQ score and provide the rationale for your decision.

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Question 3

Define the term learning style and note whether it is possible to alter an individual's learning style.

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Question 4

Describe the basic premise of Gardner's theory of multiple intelligences. What are the multiple intelligences?

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Question 5

How may your increased awareness of learning styles guide you, as a reflective teacher, in the planning of student instruction?

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Question 6

Describe how making educational decisions for students based solely on an IQ number can be dangerous.

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Question 7

Name and describe the learning style dimension, proposed by Witkin, that relates to the context in which information is presented to students.

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Question 8

Define gender bias as it occurs in the classroom. Suggest one reason that teachers may unwittingly engage in this behavior.

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Question 9

Researchers have found that significantly more males than females choose careers in math or science. The most likely reason for this imbalance is that

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Males often receive more societal encouragement and support to pursue careers in math and science, contributing to the gender imbalance in these fields. This encouragement can come from various sources, including family, educators, and media, reinforcing gender stereotypes and influencing career choices.

Question 10

Describe Robert Sternberg's theory of intelligence. Identify the dimensions of intelligence included in his theory and describe the one that would be relevant to a transfer student who is trying to "fit in" with his or her new classmates.

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Question 11

Discuss the similarities and differences between Sternberg's and Gardner's theories of intelligence. Include in your discussion the name of each theory and a brief description of its basic premises.

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Question 12

List and describe at least three ways that gender bias affects students.

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Question 13

Describe how Sternberg's triarchic view of intelligence may be applied to instruction and assessment in your classroom.

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Question 14

Compare the learning style of a reflective student to that of an impulsive student, as described by Jerome Kagan.

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Question 15

A high school girl elects to take trigonometry and biology but not calculus and physics, aspires to a career in nursing rather than computer science, and rarely participates in class discussions. This pattern most likely reflects the effects of

Accepted Answer

This pattern likely reflects gender bias, as societal expectations and stereotypes about gender roles can influence the academic and career choices of individuals, steering them towards fields traditionally associated with their gender.

Question 16

Describe how you would accomplish the goals of accurately assessing what students have learned and expanding their learning style repertoire.

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Question 17

Lorraine, a husky fifth grader, does not like that her classmates call her "Big Lor." When her teacher asks her in front of the class how she feels about the commonly used nickname, Lorraine indicates that she does not mind and that it doesn't bother her. This is an example of

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Lorraine's response is an example of "loss of voice," which refers to the phenomenon where individuals, often due to societal pressures or norms, do not express their true feelings or opinions. In this case, Lorraine does not communicate her discomfort with the nickname, possibly to avoid conflict or further attention.

Question 18

Gilligan has identified a phenomenon that she calls "loss of voice." Describe this phenomenon and indicate the potential implication it has for a constructivist approach to teaching.

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Question 19

Explain the difference between intelligence as a capacity and intelligence as it is measured by contemporary tests.

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Question 20

Explain why we no longer believe that IQ scores are fixed and cannot change.

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Quiz 4: Understanding Student Differences