PSYC12_LEC 7.docx

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Department
Psychology
Course
PSY100H1
Professor
Dwayne Pare
Semester
Winter

Description
PSYC12: LECTURE 6/7 – STEREOTYPE THREAT 1 No class next week! Group Differences in Measurement of Intellectual Prejudice  Most profitable in psychology Major & O’brien 2005  Model of stigma and reactions of stigma  People make a decision on whether they will appraise or not?  Volitional responses – threats to identity o May disidentify from a domain o May engage in ingroup comparisons  Nonvolitional response o May evoke stress, anxiety, arousal o Biological response difficult to control o Outcome of this can be poor test performance Male-Female Math Performance Difference  Males perform better than females  Boys as they get older, show a bigger difference in performing better in math than girls  Standardized D score Black-White IQ distribution  Curves largely overlap  Intuitions are largely the same, but there is a difference where whites are seen as smarter than blacks  Based on averages Ask yourself  Male and female traditional roles  Females tend to be at home, many weren’t allowed to go to school, were nurturers  Men had to find ways to support the family and getting a good education to get a good job is one of them  Iq test written in a way where only white’s would know the answers  Access to education via SES  Who made the test and grading Origins of Intelligence  Nature – genetics, biological disposition  Nurture – socializing environment Genetics  If you have smart parents, it’s likely you’ll be smart  If you’re smart, then your siblings are smart  Correlation between parents and children is 0.47  Correlation between a parent and any child unrelated genetically is 0  Parent and child share more than biology o Share same house and values  Monozygotic twins share 100% of DNA = genetic clones  Parents treat them similarly o Share same environment  Fraternal twins are no different than other siblings o 50% share of genes  Twins reared apart is highly related more than fraternal twins reared apart o Different homes (adopted)  Genetic overlap between biological mother and child is 50%, 0% between adopted mother and adopted child Environment  IQ more similar for identical twins when reared together than reared apart  Fraternal twins share more of environment than regular siblings o Same home o Born at same time o Dressed he same o In same grade  Impoverished o Children working in ship yards have lower IQ for as long as they live in the environment o Genes don’t change over course of life time Nature vs Nurture?  Both plays a role  Genetics plays a role more than environment in intelligence  50% of intelligence differences between men and women, blacks and whites, rich and poor may be due to other factors, not genetics! Within vs Between Group Differences  Variability in seeds themselves  Height of plant grown by seed is genetically determined  One soil is good, other soil is bad = nutrient quality o Differences in how high plants grow  Environment plays a large role in explaining group differences than genetics Does the difference exist?  SAT is like IQ  Gap ishigh 120 pts  Rapid change in performance over time, strongly supports environmental factors because genetics don’t change o Persistently stay around 90  There is a difference  Eliminate idea that there’s no difference Are the tests unfair?  Tests are biased against nonwhite people?  Tests predict different things for whites and nonwhites?  External bias – does it predict anything for people and does it predict the same thing for different groups o X axis = IQ o Y axis = gpa o IQ scores should predict how well you do in university o Does seem to predict something o People who scored poorly on IQ tend to do poor in terms of gpa and vice versa o N
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