Two years ago Sean took an intelligence test and earned a score of 99. Recently he took the same test and earned a score of 102.
Yet at school Sean earns straight-A grades, and his teachers consider him to be an outstanding student. Given what you've learned about intelligence tests and IQ scores, choose the most likely explanation for the apparent discrepancy between Sean's IQ score and school performance. a. Sean probably gets support for academic achievement from family and friends and is motivated to do well at school.
b. School grades are notoriously poor measures of school achievement; Sean's IQ scores are better indicators of what he has learned at school.
c. Sean must have been feeling poorly both times that he took the test, because IQ scores are generally very accurate predictors of children's school grades.
d. Intelligence tests and school grades measure such different abilities that the discrepancy does not require any explanation.
Answer: Two years ago Sean took an <em>intelligence test</em> and earned a score of 99 and recently earned a score of 102. Yet at school Sean earns straight-A grades. The apparent <em>discrepancy</em> between Sean's IQ score and school performance is because <u>Intelligence tests and school grades measure such different abilities that the discrepancy does not require any explanation.</u>
Explanation:
Grading in the school process is a method used to assess and categorize <em>student achievement</em> .
The classification of the IQ is the practice of classifying the score obtained in IQ tests with categorical labels, however it is proven that it <em>is not the only thing that determines the success of a person</em>. The intellectual quotient is an estimator of the general intelligence resulting from some of the standardized tests designed for this purpose. It is considered that the <u>human brain is complex enough to not be able to measure intelligence with a single factor</u>. The standard IQ test measures how smart a person is, traditionally, based on math or language. <u>All other areas </u>in which a person can excel or have natural capacity <u>are not taken into consideration</u>.
c. the Americans were more interdependent than the Japanese
Explanation:
American students tends to be more interdependent than the Japanese students as researched by Kleinknecht and colleagues (Kleinknecht, Dinnel, Kleinknecht, Hiruma, & Harada) in 1997.
