Question

1. This summer, you want to take a week-long vacation in Europe, but cannot afford it. Pick one of the problem-solving strategies (subgoals, working backward, or analogies) and use it to solve this problem.
2. Describe the difference between an aptitude and an achievement test. Provide an example of each kind of test. When would you be most likely to use each type of test?

3. Describe the general research findings on stereotype threat. Describe one way in which the effects of stereotype threat can be reduced.

Answer 1

Answer:

1. Problem-solving strategy: subgoals

2. The difference is the preparation you need to get for the tests.

3. The general research finding on stereotype threat tend to show the risk of confirming negative stereotypes about an individual’s racial, ethnic, gender, or cultural group.

Explanation:

1. If I want to take a week-long vacation in Europe and I can´t afford it, I need to break the great plan into sub goals , so that when I reach each sub goal, it will be a step closer to my great plan of affording the trip. The first step is to determine the exact amount needed to achieve for the trip; next is to look for suitable jobs for me to do and go for the next step in getting it and keep it long enough to save the determined amount to afford my vacation, that way the complex problem is easier identifying the obvious steps or subgoals.

2. The difference between an achievement test and an aptitude test is that in an achievement tests you need previous preparation, that is a study guide if you aim a good score, for example college entrances tests – SAT, ACT, EXPLORE and CUNY.

In an aptitude test you don´t need to get prepared as this tests scores the fields you have ability in or potential, as the test for the armed forces: ASVAB, including AFQT.

3.  The experiments performed by Claude Steele and Joshua Aronson, on black college students, who were reminded about racial group poor results statistics. They indeed performed worse on standardized tests compared with their white peers, but if their race was not reminded, their performance was similar to their white peers.  This was heightened awareness of racial stereotypes, situational factors that strengthen or weaken the stereotype-threat effect.

Stereotype threat can be reduced in a classroom, for example, teaching teachers to void subtle signals regarding their perceptions of inferiority that can cause stereotype threat to perform below.