Investigating IQ Level and Key Stage Two Results
I am going to look at two variables for my data handling
investigation; IQ level and Key Stage two results. I am going to
investigate whether a studentÂ’s level of IQ affects their attainment
grades in their Key stage two tests. For my investigation I will be
using data from Solent high school regarding 11-14 year old pupils.
IQ is the ratio between a personÂ’s mental age (mental attainment based
on the average age of a child at that level) and their chronological
age multiplied by 100, and this produces the average IQ as 100.
MA/CA x 100 = IQ, from this both MA and CA are continuous measures
therefore the resulting IQ will be continuous, yet in normal usage IQ
is always quoted as discrete data..
I am going to add together the results for Maths, English and Science
for all the Key Stage 2 results to give a total Key Stage 2 result.
This will enable me to plot one set of data results instead of 3.I
will then be able to see if there is any correlation between the 2
variables. This is also discrete date as the values are all whole
numbers.
My first hypotheses I will be testing is:
‘Pupils with a higher IQ level tend to have higher Key Stage 2
results.Â’
The second hypotheses I will be testing:
‘Male students have a higher IQ on average than females’
I think my first hypotheses is true because if a pupil has a higher
level of intelligence it stands to reason that they will be able to
achieve a better grade in their Key Stage two tests.
I think my second hypotheses is true becauseÂ…Â…Â…Â…Â…Â…Â…Â…
I will need to collect data about 11-14 year olds including their IQ
levels and their Key stage two results. I will get this data from the
Itchen Intranet about Solent high school. I will then record my data
in a spreadsheet on excel.
The data will be useful because it will give me real data about pupils
The data we gathered from our analysis are presented in a formal way on the following page.
The Kaufman Brief Intelligence Test, Second Edition, also referred to as KBIT-2, is a test designed to measure verbal and nonverbal intelligence in people ages 4 to 90 years of age (Harris, 2013). The KBIT-2 has three subtests: two Verbal subtests and one Nonverbal subtests. The KBIT-2 Manuel typically takes between 15 to 30 depending on the age of the participant (Kaufman & Kaufman, 1990). This is shown in Table 1, with the distribution of times and how they change depending on age.
The Kaplan–Meier estimator is a product limit estimator that is used for estimating the survival function from lifetime data [24]. The aim of this estimator is to estimate a population of patients’ survival curve from a sample. This estimator is used in addition to the Receiver-operator characteristic ROC curve to evaluate the performance of the prediction model [25-27]. Of course, if every patient is followed until death, the curve may be estimated simply by computing the fraction surviving at each time. However, in most medical studies patients tend to drop out, become lost to follow up, move away, etc. The Kaplan-Meier analysis allows estimation of survival over time, even when patients drop out or are studied for different lengths of time.
Piaget has played an important part in helping people understand more about children and the process of a child’s cognitive development. Throughout this lab report, there will be questions asked of two young children. The first child’s name is Makayla. She is 9 years old and has just started fourth grade. The first Piagetian task that was given to the children is referred to as the conservation of mass task. During this task, the children rolled two equal amounts of play dough into two separate balls. Afterward, Makayla was asked if these two separate balls had the same amount of play dough. She responded yes, because they came from the same container so they are the same amounts. The children were then asked to roll one ball of play dough into a snake. Afterward, Makayla was asked if the ball and the snake had the same amount of play dough. She replied yes, because its all still from the same size container so they are the same amounts. The second task that was asked of the
The key difference between Walter Isaacson’s, author of “The Genius of Jobs”, and Carol Dweck’s, author of “The Secret to Raising Smart Kids”, perspective of intelligence lies in their thought of inherent ability; Isaacson believes that intelligence is a natural gift that can be expanded upon, but Dweck would respond by agreeing to a degree but believing that the beauty of intelligence lies in that expansion.
It is a step of defining the goals of the projects and the results are aimed at reaching certain levels of productivity of customer satisfaction. The second stage is measure, and it is the stage of collecting data and facts and evaluating current operational performance. The third stage is analyze with the purpose of developing methods and theories that will best suit the solving of the problem; it is also a stage of detecting cause-and-effect ties of the processes. The fourth stage is improve, it is aimed at generating ideas for reaching the desired process improvement. Finally, there is the control stage that is about monitoring the operations to find out whether the process of improvement is smooth and the problems were solved (Meredith & Shafer,
Is There a Racial Difference in Intelligence? Starting with birth, most Americans are consistently measured and their abilities consistently assessed. While no clear definition of intelligence has been adopted universally, in general, definitions stress either an ability to adapt to environment, the capacity to learn, or the ability to think abstractly. Like the
In this world, there are many different individuals who are not only different in demographics but also different neurologically. Due to an immense amount of people it is important to first understand each individual, in order, to better understand them and to help them when it comes to certain areas such as education, the work force, and etc…. For this reason psychologists have aimed to further understand individuals through the use of psychological assessments. This paper aims to examine a particular assessment tool, the Stanford-Binet Intelligence Scales (Fifth Edition), which measures both intelligence and cognitive abilities (Roid, 2003). This assessment is usually administered by psychologists and the scores are most often used to determine placement in academics and services allotted to children and adolescents (despite their compatibility for adults) (Wilson & Gilmore, 2012). Furthermore before the investigation dives into the particulars of the test, such as its strengths and weakness’, it is best to first learn more about the intelligence scales general characteristics.
Cognitive development is very crucial in the development of a child. A friend of mine, Julie just recently had a perfect baby boy. Since Julie found out she was pregnant she has been reading book after book, each book that she has read talks about cognitive development, but never really explains what cognitive development is or how to improve ones development. Julie has asked me to help her to understand what she can do to give Hunter the best optimal cognitive development though out his life. I'm going to start by telling Julie exactly what cognitive development is, the four stages of cognitive development and what kinds of activities to do together as he gets older. I believe that this will help Hunter develop into a very smart child he most likely will be ahead of his classmate's in school and will excel through out his life.
· When I have collected my results I will place them in a table like
According to the website, I have an IQ of 113. I feel as though a site like www.iqtest.com could produce a “g” score because they make you pay too see an analysis of your results, which indicates to me that they put some effort into producing fairly accurate scores. General intelligence, also known as “g”, describes an individual’s specific mental ability, which is measured by tasks on an IQ test (Myers p. 405). The site breaks down your overall IQ results into different categories of intelligence and gives you an IQ score for how well you tested in a given area. For example, there is a category for “spatial intelligence” which is ones ability to predict what actions will happen based on varied conditions (Website). By looking at the broken down results you can compare areas you have strengths in, versus the areas you might struggle in. This is in accordance to what Charles Sherman found when he discovered that people who score high in one area tend to score high in similar categories (Myers p. 405). For a person to see what their “g” score would be they would simply have to look at which category they scored highest in and from that they would see in which area they have the highest intelligence in.
Intelligence by definition is “the ability to acquire and apply knowledge and skills” (Oxford Dictionary, 2014). However, many psychologists argue that there is no standard definition of ‘intelligence’, and there have been many different theories over time as psychologists try to find better ways to define this concept (Boundless 2013). While some believe in a single, general intelligence, others believe that intelligence involves multiple abilities and skills. Another largely debated concept is whether intelligence is genetically determined and fixed, or whether is it open to change, through learning and environmental influence. This is commonly known as the nature vs. nurture debate.
Over the last couple of months I have had the opportunity to student teach at Crim Elementary School. During the few months that I was there, I was placed in a preschool classroom. I was able to learn a lot of different techniques and strategies that I will be able to use in my future classroom. Every student has a different personality so I was excited to get into the classroom and observe how to help each student. For this paper, we were asked to choose three different theories. These theories were used to help us understand every child’s developmental level. The three theories that I chose to do were Piaget’s three stages, temperament, and behaviorism-operant conditioning. One thing that I was excited to see was how often these theories
The ongoing debate on whether nature or nurture is responsible for intelligence seems to be a never-ending argument. There will probably be no definite answer to this argument any time soon, but answers such as Dr. Bigot's prove how intolerant of other opinions people can be. To say intelligence is entirely based on genetics, or one's environment, for that matter, is utterly extremist. An interaction of both nature and nurture is responsible for intelligence.