Fluent Essays

One page, APA formatting, double space, Times New Roman, 12 size font1) Choose a topic out of the chapters we read2) Search in the library for a peer reviewed article relating to the topic you chose3) Read carefully the Abstract, Introduction, and Conclusion sections.4) Write the one page assignment following the APA style of academic writing:In one line at the top of the page write your full name, ID, Date, PSYC 102 BVFor example: Dino Shodaki; 3398746202; February 3, 2020; PSYC 102 BV {1/15}In the second line write the topic you chose in the title of the assignment in 12 size font, not larger! For example: Library Search - Adolescence Anxiety {1/15}Describe the steps you took in searching the online library for a relevant article (first paragraph of 3-4 sentences). {3/15}Explain in your own words why you chose this article (second paragraph in 2-3 sentences). {3/15}In your own words summarize the sections of Abstract, Introduction, and Conclusions (third paragraph of 5-6 sentences). {3/15}Write the reference of the article you chose according to APA style of formatting at the end of the page. {3/15}Submit the assignment on time with the PDF article on Canvas .3._myers12_dynamics_of_intelligence_mod30.pptx Unformatted Attachment Preview Module 30 The Dynamics of Intelligence PSYCHOLOGY in modules David G. Myers C. Nathan DeWall Twelfth Edition Stability or Change? (part 1) ▪ Cross-sectional evidence for intellectual decline ▪ People of different ages are compared with one another. ▪ Older adults give fewer correct answers on intelligence tests than do younger adults. ▪ Decline of mental ability with age is part of the general aging process. Stability or Change? (part 2) ▪ Longitudinal evidence for intellectual stability ▪ The same people (cohort) are restudied and retested over a long period. ▪ Findings indicate that intelligence remains stable, and on some tests it even increases. Stability or Change? (part 3) ▪ It all depends. ▪ After adjusting for participant loss, a steeper decline in intelligence was revealed, especially after age 85. ▪ Intelligence is not a single trait, but several distinct abilities. ▪ Adjusting for processing speed and using wisdom tests suggest continued intellectual competence in many older adults. Aging and Intelligence ▪ Crystallized intelligence: Accumulated knowledge, as reflected in vocabulary and wordpower tests. ▪ Increases as we age, into middle age ▪ Fluid intelligence: Ability to reason speedily and abstractly, as when solving unfamiliar logic problems. ▪ Decreases with age; declines gradually until age 75 and then more rapidly after age 85 Cross-Sectional Versus Longitudinal Testing of Intelligence at Various Ages ▪ In this test of one type of verbal intelligence (inductive reasoning), the cross-sectional method produced declining scores with age. ▪ The longitudinal method (in which the same people were retested over a period of years) produced a slight rise in scores well into adulthood. (Data from Schaie, 1994.) With Age, We Lose and We Win Stability Over the Life Span (part 1) ▪ Before age 3: Casual observation and intelligence tests only modestly predict future aptitudes. ▪ By age 4: Intelligence test performance begins to predict adolescent and adult scores. ▪ Late adolescence: Remarkable stability of aptitude scores; +.86 correlation. Stability Over the Life Span (part 2) ▪ Deary and colleagues study ▪ After nearly 70 years of varied life experiences, the test-takers’ two sets of scores showed a striking correlation of +.66. ▪ Johnson study ▪ Scots born in 1936, and tested from ages 11 to 70, confirmed the remarkable stability of intelligence, independent of life circumstance. ▪ When 207 survivors were retested at age 87, the correlation with their age 11 scores was +.51. Intelligence Endures Why Do Intelligent People Live Longer? ▪ Deary (2008) ▪ Intelligence facilitates more education, better jobs, and a healthier environment. ▪ Intelligence encourages healthy lifestyles. ▪ Prenatal events or early childhood illnesses could influence both intelligence and health. ▪ A “well-wired body,” as evidenced by fast reaction speeds, may foster both intelligence and longer life. Extremes of Intelligence ▪ One way to evaluate the validity and significance of any test is to compare people who score at the two extremes of the normal curve. ▪ The low extreme ▪ The high extreme Let’s look at each of these. The Low Extreme of Intelligence (part 1) ▪ Diagnosis of an intellectual disability ▪ Low intelligence test score (70 or below; 2 standard deviations below average) ▪ Difficulty adapting to normal demands of independent living ▪ Conceptual skills ▪ Social skills ▪ Practical skills ▪ In mild forms, intellectual disability, like normal intelligence, results from a combination of genetic and environmental factors (Reichenberg et al., 2016). The Low Extreme of Intelligence (part 2) ▪ Down syndrome ▪ Condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21 ▪ U.S. Supreme Court (2014) ▪ Recognized the imprecision and arbitrariness of fixed cut-off intelligence scores of 70 ▪ Required states with death row inmates who scored just above 70 on such tests to consider other evidence The High Extreme of Intelligence ▪ Terman study ▪ High-scoring children were healthy, well adjusted, and unusually successful academically. ▪ After many decades, Terman’s group had attained higher levels of education and accolades. ▪ Critics ▪ Question the percentage of gifted children and tracking by aptitude ▪ Suggest enriched gifted education may widen educational gaps ▪ Agree that children have differing gifts that are well served with appropriate developmental placement ... Purchase answer to see full attachment