Jodie Allen
Unit 2 AOS 1
Chapter 15
Chapter 16 Suggested Answers
Investigate 16.1
Students’ own responses.
Review 16.1
1
•
Intelligence—a hypothetical construct about an individual’s capacity to learn,
remember, problem-solve and comprehend.
•
Intelligence quotient (IQ)—the measure of one’s performance on a specific
intelligence test relative to the performance of others of the same age.
2
An individual’s capacity to learn, remember, problem-solve and comprehend.
3
•
Sternberg (1995) – genetic syndromes such as Down syndrome can limit
intelligence in sufferers.
•
Bouchard & McGue (1981; 1993)—twins raised together and raised apart have
high intelligence correlations.
4
A good environment to be raised in (access to necessities and supportive networks
and resources).
5
How intelligence is identified (viewed, understood and measured) has to be seen as
not discriminatory to certain sectors of society, as well as ensuring the intellectual
development of certain sectors of society aren’t being neglected or unfairly
advantaged/disadvantaged.
6
Research on twins allows biological/genetic factors to be controlled or managed, so
the impact of environmental factors can be examined or more closely studied.
7
Most twin studies are based on data from middle-class families, which are not
representative of all people. Identical twins more likely to be treated the same by
other people and exposed to the same circumstances as their twin sibling.
8
Identical twins, whether raised apart or together, share 100 per cent genetic material
and appear to have very similar IQ scores (high correlation). The IQ scores of
individuals compared with siblings and parents who share 50 per cent of genetic
material have much lower correlations. Individuals who are reared together (exposed
to similar environments) also have weak correlation results and may contribute as
siblings reared apart have very low correlations versus siblings reared together.
Investigate 16.2
Students’ own responses.
Oxford Psychology Units 1 & 2
ISBN 978 0 19 556716 8 © Oxford University Press Australia
Jodie Allen
Unit 2 AOS 1
Chapter 15
Review 16.2
1
2
•
Heredity—genetic influence on a trait intelligence.
•
Heritability coefficient—an estimate of the influence of heredity on intelligence.
It is a hypothetical figure only as heredity and environment appear to interact and
contribute to intelligence. It is an estimate only. It applies to a group of people and
cannot be applied to an individual. Most research has been conducted with white
middle-class communities and we can only generalise findings to such groups.
Investigate 16.3
Students’ own responses.
Review 16.3
1
2
•
Sternberg (1995)—genetic syndromes such as Down syndrome can limit
intelligence in sufferers.
•
Bouchard & McGue (1981; 1993)—twins raised together and raised apart have
high intelligence correlations.
•
Intelligence can be limited by the genetic material one carries. Identical twins,
who share 100 per cent genetic material, have very similar scores even if raised
apart. Although they share 50 per cent genetic material, fraternal twins, siblings
and parents may not always share the genes involved in intelligence, resulting in
poor correlation results.
•
Sherman & Key (1932) and Stoddard (1943)—being raised in a deprived
environment (e.g. an orphanage) can limit intellectual development and IQ score
results. Scarr & Weinberg (1977; 1983) found that the intelligence of children
may be enhanced when they are moved from deprived environments to more
beneficial situations.
•
Locurto (1990)—adoption studies found adopted siblings raised together have
more similar IQ scores than those raised apart, as do adopted children to their
adoptive parents.
•
Flynn (1984, 1999)—the Flynn Effect shows that the IQ of a generation is
greater than that of the previous generation by an average of three to four points.
This suggests that the improvements are due to environmental effects, such as
the better living standards of the new generation. Genetics don’t explain this
increase as evolutionary changes take more than a decade to occur.
Oxford Psychology Units 1 & 2
ISBN 978 0 19 556716 8 © Oxford University Press Australia
Jodie Allen
Unit 2 AOS 1
Chapter 15
Review 16.4
1
The lower limit and upper limit of an individual’s intelligence (or IQ) potential.
2
Heredity (genes) sets a range for the intelligence or IQ of an individual, whereas the
environment determines where in that range an individual lies.
3
N/A in text form.
4
A heritability coefficient of 0.54 suggests that heredity, rather than environmental
factors, contributes just a little more than a half to the intelligence of this group of
people.
5
•
The amount of effort someone puts into achieving their goals.
•
The opportunities they have access to due to family, social or location networks.
•
Any of their abilities or skills that are valuable to the circumstance.
•
Random chance.
Investigate 16.4
Students’ own responses.
Test Your Understanding
1
d
2
b
3
a
4
a
5
a
6
b
7
c
8
d
9
a
10 c
11 b
12 d
13 b
14 c
15 c
Oxford Psychology Units 1 & 2
ISBN 978 0 19 556716 8 © Oxford University Press Australia
Jodie Allen
Unit 2 AOS 1
Chapter 15
16 Heredity, environment.
17 50 per cent.
18 Heritability coefficient, 0.0, 1.0.
19 Reaction range.
20 a
b
21 •
Research on twins allows the biological/genetic factors to be controlled or
managed, so the impact of environmental factors can be examined.
Most twin studies are based on data from middle-class families, meaning the
findings are not representative of all people. Identical twins are more likely to
be treated the same by other people and exposed to same circumstances than
siblings.
The professional conduct of the experimenter is paramount. The experimenter
must be sufficiently knowledgeable in the area, make clear any limitations of
their conclusions and ensure that the tests and theories tested are fair.
•
Client confidentiality must be maintained, with the results only available to
relevant people with adequate permission, and used only for the purposes for
which they were intended.
•
Participants must be debriefed, especially if testing was involved, to explain
fully what the results mean and, more importantly for any area such as this,
what they don’t mean.
SAC
Aim
Demonstrate an integrated understanding of environmental or genetic factors contributing
to an individual’s intelligence.
Task
Create a visual poster (A3 or larger) that will be displayed to Year 7 students on either of
the following topics:
•
evidence for how the environment contributes to an individual’s intelligence
•
evidence for how genetics contributes to an individual’s intelligence.
Oxford Psychology Units 1 & 2
ISBN 978 0 19 556716 8 © Oxford University Press Australia
Jodie Allen
Unit 2 AOS 1
Chapter 15
Assessment
You will be assessed using the following rubric.
Addressing the topic
chosen
Depth of information
provided
Suitability of the language
for Year 7 students
Ideas expressed visually
Visual attractiveness
References
Thorough
focus on the
topic
Rich
information
provided
Language very
suited to
audience
Ideas clearly
expressed
visually
Attractive
appearance
Provided in
APA format
Oxford Psychology Units 1 & 2
Reasonable focus
on topic
Scattered ideas
Adequate
information
provided
Satisfactory
language used
Not enough
information
provided
Language too
complicated
Ideas
satisfactorily
expressed
visually
Satisfactory
appearance
Provided
Ideas only
expressed in
words
Poor appearance
Not provided
ISBN 978 0 19 556716 8 © Oxford University Press Australia