Validity of Main Intelligence Tests

Validity of Main Intelligence Tests Nowadays, it is getting more and more people comparing self to others in order to define their standards among the other. Besides of comparing achievements and richness, intelligence is one of the most popular items to be compared. Based on the intelligence scores, people get to prejudge and define others; this may cause people with low intelligence scores withdraw from socializing and other psychological problems. Intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings (Gardner, 1993, p. 33). The purpose of this paper is to study whether the main intelligence tests are valid measures of peoples ability to perform intelligently. According to the past researches, it is found that the main intelligence tests such as Ravens Standard Progressive Matrices, Standard-Binet Intelligence Scale, and Wechslers tests are valid to predict peoples academic achievements (Freberg, Vandiver, Watkins, Canivez, 2008; Hale, Fiorello, Ka vanagh, Hoeppner, Gaither, 2001; Pind, Gunnarsdottir, Johannesson, 2003; Rushton, Skuy, Bons, 2004; Smith, Martin, Lyon, 1989). One of the studies which found that Wechslers tests are valid measures in predicting peoples academic achievements was done by Freberg et al. (2008). The aim of the study was to examine the validity of Wechsler Intelligence Scale for Children Third Edition Full Scale IQ scores in measuring future academic achievement based on the significant difference among the WISC-III four factor scores: Freedom from Distractibility, Perceptual Organization, Verbal Comprehension, and Processing Speed (Freberg et al., 2008, p. 135). The study was participated by 202 students who were assessed twice over three years for special education qualifications. Participants age ranged from 6 to 13 years. Participants were divided into two groups according to the absence or presence of a significant variability between the WISC III four factor scores, and then the WISC III four factor scores were matched across groups on Full Scale IQ scores, sex, age, ethnicity and disability such as specific learning di sability, serious emotional disturbance, and mental retardation. In the study done by Freberg et al. (2008), the results were analysed by using hierarchical multiple regression showed that the WISC III Full Scale IQ was a valid measure of reading achievement (r = .65) and math achievement (r = .75) in the occurrence of significant factor score discrepancy. The results of this study support present argument because Freberg et al. (2008) found that WISC III Full Scale IQ could be a powerful and valid predictor of future academic achievement, where the higher the IQ score, the better it is in reading achievement and math achievement. However, the sample size in this study was too small to generalize the result to every aspect, so it is recommended that future research should be done with larger sample sizes. Besides, this study focused solely on the WISC III, which could be replaced by WISC IV, due to this limitation, it is suggested that this study should be replicate by using WISC IV or different kind of cognitive ability test to examine the g eneralizability of this study. Besides of the study done by Freberg et al. (2008), there is another study done by Hale et al. (2001) also found that Wechsler Intelligence Scale for Children Third Edition is a valid measure to predict childrens academic achievement. There were 174 children who age ranged from 6 to 16 years participated in this study. In order to be involved in this study, they needed to complete the 12 subtests to analyse factor scores and WISC III Full Scale IQ. Other than that, they needed to have Full Scale IQ between 80 and 120, and to have a significant discrepancy between logical or rational functioning and no less than one academic achievement area. Children were not included if they had a record of epilepsy, brain injury or any other medical condition that would affect psychological functioning. Archival data of 6-year period were collected to examine the presence and absence of medical histories. According to the results in the study done by Hale et al. (2001), it showed that Full Scale IQ was positively correlated with all the academic achievements Verbal Comprehension (r = .68), Reading Comprehension (r = .33), Reading Decoding (r = .33), Spelling (r = .39), Written Language (r = .33), and Math Computation (r = .44). The results of this study support present argument Hale et al. (2001) also found Wechsler Intelligence Scale for Children Third Edition as a valid measure to predict academic achievements such as verbal comprehension, reading comprehension, and math computation. It means when the children score higher in Wechsler Intelligence Scale for Children Third Edition, it is predicted that the children can also score higher in academic achievements as mentioned above. This study used a clinic-referred sample of children with learning disabilities, so the results in this study may not be generalized to school-based samples of children with learning disabilities or norm al children. Thus, future studies could look at whether the same performance patterns present for different group of populations. Apart from Wechsler Intelligence Scale, Ravens Standard Progressive Matrices is also one of the main intelligence tests. A study done by Pind et al. (2003) found that Ravens Standard Progressive Matrices is a valid measure to predict childrens academic achievement. In the study, participants that were actually assessed were 665 children who age ranged 6 to 16 years, but it ended up only 550 children were chosen to the actual standardised sample. The tests were run as group tests in a group of 10 children. Administrator was in the classroom to describe and to guide the children throughout the tests. To make sure coding of the answers accurately, every test form was keyed into computer twice. According to the results, Ravens Standard Progressive Matrices had higher positive correlation with mathematics as compared with the positive correlation of Ravens Standard Progressive Matrices and language subjects. Besides, Ravens Standard Progressive Matrices also had remarkable positive correl ations with the Icelandic National Examinations in fourth grade (r = .38), seventh grade (r = .64), and tenth grade (r = .53). The results of this study support my argument because it testified the usefulness of Ravens Standard Progressive Matrices to measure intelligence and to predict students academic achievements in Icelandic National Examinations, where the higher score the students got in Ravens Standard Progressive Matrices, the higher they could score in Icelandic National Examinations. Not only Ravens Standard Progressive Matrices is a valid measure to predict academic achievement, Rushton et al. (2004) found that Ravens Advanced Progressive Matrices is also a valid measure in predicting academic achievement. There were actually 392 students from University of the Witwatersrand took the Ravens Advanced Progressive Matrices, but it was cut down to 306 students by not including those without biographical data, high-school grades, or examination scores, or those who listed their age that over 23, or those who were in a small sample sizes. One hundred and seventy seven of them were Africans while another 129 were non-Africans, their age ranged from 17 to 23 years. Ravens Advanced Progressive Matrices and other academic tests were administered by authors and his colleagues during regular class period. Students received 50 rand each as reward when they passed up the answer sheets. Based on the results in the study done by Rushton et al. (2004), for the Africans, results indicated that Ravens Advanced Progressive Matrices correlated positively with English Test (r = .29), Similarities Test (r = .14), and High-school Grade Point Average (r = .22). While for the non-Africans, Ravens Advanced Progressive Matrices also correlated positively with English Test (r = .25), Similarities Test (r = .26), and High-school Grade Point Average (r = .16). Contrary to expectation, Ravens Advanced Progressive Matrices was not correlated with University Grades either for Africans or non-Africans. The results of this study support present argument because Rushton et al. (2004) examined the validity of Ravens Advanced Progressive Matrices which indicated that it is a valid measure to predict academic achievement although it failed to predict University Grades. It was mentioned that Africans were not Smith et al. (1989) did a Stanford-Binet Intelligence Scale Fourth Edition validation study on predicting academic performance. This study compared and assessed the performance of students with learning disabilities on the Kaufman Assessment Battery for Children and the Stanford-Binet Intelligence Scale Fourth Edition. The sample included 18 students with learning disabilities who ranged in age from 8 to 11 years. Every student was diagnosed before as having learning disability by taking intelligence test individually. Every student was arranged to take the Kaufman Assessment Battery for Children test and Stanford-Binet Intelligence Scale Fourth Edition test in counterbalance sequence by psychologists in school. The time spent between tests was 5 to 22 days, with an average of 12 days. Results in the study done by Smith et al. (1989) showed that the Kaufman Assessment Battery for Childrens Mental Processing Composite was positively correlated with Sequential Processing (r = .77), Simultaneous Processing (r = .92), and Achievement (r = .48), while Stanford-Binet Intelligence Scale Fourth Editions Test Composite was also positively correlated with Verbal Reasoning (r = .96), Abstract or Visual Reasoning (r = .89), and Quantitative Reasoning (r = .78). These results indicated that Kaufman Assessment Battery for Children and Stanford-Binet Intelligence Scale Fourth Edition are valid measures of students with learning disability to perform intelligently. The results of this study support present argument because Kaufman Assessment Battery for Children and Stanford-Binet Intelligence Scale Fourth Edition also found to be valid to predict academic achievement positively. The limitation of this study was the sample of participants. As relationship between intelligence s cales and academic achievements were examined in this study, participants were needed to do certain solving problems, reading, spelling, or writing questions, thus, students with learning disabilities might not be able to solve or answer some of the questions which would affect the results. Therefore, future researches are needed to examine the generalizability of the results for different samples of students with learning disabilities. As a conclusion, main intelligence tests such as Ravens Standard Progressive Matrices, Standard-Binet Intelligence Scale, and Wechslers tests are found to be valid to predict peoples academic achievements (Freberg et al., 2008; Hale et al., 2001; Pind et al., 2003; Rushton et al., 2004; Smith et al., 1989). According to the scores from intelligence scales, academic achievement might be able to be predicted; however, it does not mean people can get the good result without paying certain amount of efforts on getting impressive results. Therefore, intelligence scales can be good measures or tool to predict how well is the people able to achievement, but it cannot assure the prediction if the person does not pay any effort.

Communication in Marriages

Communication in Marriages The article by Schoenberg â€Å"Can we talk? Researcher talks about the role of communication in happy marriages† have some good points. Even though people are too busy to communicate and think things will be fine, communication is important in a marriage because not communicating in your marriage could lead to a divorce and could lead towards other marital problems. I can relate to this article on self-disclosure in my relationships. The social penetration theory â€Å"suggests that self-disclosure deepens, in stages, as relationships develop† (Sole, 2011, Chapter7 Summary, Key Terms). I have to agree with this theory because as you get to know someone more you are able to disclose more about yourself, but you must feel close to that person and have trust before you can disclose certain information about yourself. In my past relationships due to trust issues, I have had a hard time disclosing personal information or letting people get close in my intimate relationships. I believe it has caused problems my marriage now is not my first and I know part of the reason my past marriages did not work was because of poor/lack of communication. I would have to agree that self-disclosure is important and directly related to satisfaction in relationships because of my own experience. Experiencing something, first hand is the best way of knowing. In order for any relationship to progress and develop you, need to open up and communicate, â€Å"Research consistently has shown a link between happy marriages and â€Å"self-disclosure,† or sharing your private feelings, fears, doubts and perceptions with your partner† (Schoenberg, 2011). If you are self-disclosing and talking about more than just your day with your partner how can you not have a happy marriage you two are going to have some intimate connection. Keeping in mind that men and woman are different in how they communicate or even how they express their feelings. I do know there are similarities between men and women no matter what gender you are, you are going to want to feel loved and cared for. It is important to not just communicate but watch your partner and see how the need affirmation. I usually try not to generalize things; I have been trying to teach myself with things it does not have to be all or nothing. With this research study, I would have to say I feel I fit into their category as a woman I do better with verbal affirmation. Although people are too busy to communicate and think things will be fine, communication is important in a marriage for two main reasons. First, not communicating in your marriage could lead to marital problems. However, most importantly, not communicating in your marriage could lead to a divorce. Reference Schoenberg, N. (2011, February 6). Can we talk? Researcher talks about the role of communication in marriages. Houston Chronicle. Retrieved from ProQuest Newsstand. Document ID: 2260839481 Sole, K. (2011). Making connections: Understanding interpersonal communication. San Diego, CA: Bridgepoint Education, Inc. (https://content. ashford. edu)

Cosi: Lewis Changes by Directing the Play

How are ideas about betrayal and loyalty explored through the structure of the play-within-a-play? The most obvious structural feature is the ‘play-within-a-play’, which highlights the parallels between the characters and themes in Mozart’s opera, and those in Nowra’s play. Both the opera and play revolve around issues of loyalty, fidelity and betrayal. The backdrop of war is also a significant feature of both texts: the Vietnam War in the 1970s (in Cosi) and the Albanian battle for independence from the Ottoman Empire in 1790 (in Cosi Fan Tutte).Wars also involve loyalties and betrayals, and their chaos on a grand scale underscores the chaos in the lives of the characters in the opera and the play. (Sue Sherman : English for Year 12) †¢According to Mozart’s  Cosi  Fan Tutte, the issue of fidelity is depicted to be an ideal that is never achieved. †¢Since ‘women are like that’ – the interpretation of ‘cosi fan tutte', Mozart encouraged the belief that men should simply accept women are indeed disloyal in relationships. Nowra illustrates this same idea about women and infidelity through Lewis and Lucy’s relationship. While Lucy is ‘sleeping’ with Lewis, she is also ‘having sex’ with Nick.When Lewis discovers Lucy’s betrayal, she waves aside his shock, defending that ‘it is not as if we’re married. ’ The revelation does indeed prove that Cosi Fan Tutte is correct in stating that, ‘woman’s constancy is like the Arabian Phoenix. Everyone swears it exists, but no one has seen it. ’ †¢Although the women in both Cosi Fan Tutte and Cosi are shown to be unfaithful, so are the men. While the men in Cosi Fan Tutte do not actively participate in adultery, they do fabricate their departure to the war and also disguise themselves as ‘Albanians. ’ Their deception is also a betrayal to their wives. Meanwhile , Don Alfonso manipulates everyone. As seen in Cosi, Lewis is unfaithful to Lucy as he kisses Julie during rehearsals. †¢Julie later reveals that she has a girlfriend who she would prefer to be with, confirming that both men and women are unfaithful in relationships. (source: VCE Study Guides) Quotes on Fidelity/Betrayal „Women are never true.? „Women like to pretend they don’t play around, but they’re just more secretive about it. They don’t brag about it like men.? „Women are flesh and blood too.? „I don’t like men’s double standards.? â€Å"Women’s constancy is like the Phoenix of Arabia.Everyone swears it exists, but no one has seen it.? Irony in the fact that Henry plays the part of Don Alfonso in Cosi Fan Tutte as Henry firmly believes in truth and fidelity whereas Don Alfonso is cynical about it. â€Å"This Cosi condones the corruption of innocence. Women are told to be tramps. Free love. † â€Å" Whether women can remain true is a tragedy. † â€Å"Don’t insult those pure men. They? re models of fidelity and perfect love. † (Cosi Fan Tutte) â€Å"Only mad people in this day and age would do a work about love and infidelity. † Lewis and Julie kiss demonstrating that men too can be unfaithful.In a way, Nick is also unfaithful in his friendship with Lewis. â€Å"You have enemies for life, but never lovers. † â€Å"Everyone blames women, but I forgive them. If they change their love a thousand times a day, some call it sin, others a drug, but I think it’s the necessity of women’s hearts. † â€Å"That’s how men want us to be – even though they’re not true and faithful themselves. † Wagner â€Å"foreshadows what is going to happen to the couples in the future. A life of torment and adultery. † Nick justifies his infidelity with â€Å"we’re mates, aren’t we? † Nick and Lucy „didn’t last long as both were not into love and fidelity.?

Biography of Hans Hofmann, Abstract Expressionism Pioneer

Hans Hofmann (March 21, 1880 - February 17, 1966) was an American painter born in Germany. He was one of the foremost pioneers of the abstract expressionist movement. As an art instructor for four decades, he influenced some of the greatest painters of the 20th century. Fast Facts: Hans Hofmann Occupation: Painter and art teacherBorn: March 21, 1880 in Weissenburg, BavariaDied: February 17, 1966 in New York, New YorkSpouses: Maria Wolfegg (died 1963), and Renate Schmitz (married 1965)Selected Works: The Wind (1942), Pompeii (1959), Song of the Nightingale, (1964)Key Accomplishment: 1963 New York Museum of Modern Art retrospective that toured three continents.Notable Quote: In nature, light creates the color. In the picture, color creates the light. Early Life and Education Born to a German family in Bavaria, Hans Hofmann demonstrated a keen interest in science and mathematics from an early age. At age sixteen, he followed his fathers career path and took a job with the government. The younger Hofmann worked as an assistant to the director of Public Works. The position allowed him to indulge his love of mathematics while patenting a wide range of devices, including a portable freezer for military use and a radar system for sailing ships. During his government employment, Hans Hofmann began to study art. Between 1900 and 1904, while living in Munich, he met his future wife, Maria Miz Wolfegg. He also befriended Philipp Freudenberg, owner of the high-end department store Kaufhaus Gerson and a passionate art collector. Still Life. Geoffrey Clements / Getty Images Through Freudenbergs patronage over the next decade, Hans Hofmann was able to move to Paris with Miz. While in France, Hofmann immersed himself deeply in the avant-garde painting scene. He met Henri Matisse, Pablo Picasso, Georges Braque, and many others. As his reputation grew, Hofmanns painting Akt (Nude) appeared in the 1908 Berlin Secession show. Leaving Germany When World War I broke out in 1914, Hofmann and his wife were forced to leave Paris and return to Munich. The government disqualified him from military service due to a respiratory condition, and he opened an art school in 1915. In 1924, he married Miz. Hofmanns reputation as an art instructor reached overseas, and in 1930, a former student invited him to teach the 1930 summer art session at the University of California at Berkeley. After spending two years traveling between the U.S. and Germany to teach and work, he postponed a return trip to Germany for the foreseeable future. Hans Hofmann lived in the United States for most of the rest of his life, applying for U.S. citizenship in 1938 while Europe was barely a year away from the start of World War II. In 1934, Hans Hofmann opened his art school in New York and offered classes for the next 24 years. In the summer, he moved his instruction to Provincetown, Massachusetts. He earned tremendous respect as an instructor working as a mentor to Helen Frankenthaler, Ray Eames, and Lee Krasner, as well as becoming close friends with Jackson Pollock. Hans Hofmann (American, b. Germany, 1880-1966). Fantasia, 1943. Oil, duco, and casein on plywood. 51 1/2 x 36 5/8 in. (130.8 x 93 cm). Gift of the artist. Berkeley Art Museum, University of California. Photo: Benjamin Blackwell. Â © Renate, Hans Maria Hofmann Trust / Artists Rights Society (ARS), New York Abstract Expressionism Hans Hofmann was the only painter of the group of New York-based artists given credit for popularizing abstract expressionism who was directly involved with the Paris avant-garde before World War I. With that connection, he bridged the gap between two of the most influential communities of artists in the 20th century and inspired a generation of painters. In his own work, Hofmann explored color and form. He claimed that art could be given its voice by distilling it to its basics and removing unnecessary material. Among his prominent pieces was The Wind. For years, many historians believed that seeing paintings like it was a key influence on Jackson Pollocks development of the drip painting technique. More recent examination has led art historians to believe that Hofmann and Pollock were experimenting with poured paint at the same time. The Wind (1942). University of California, Berkeley Art Museum In 1944, Hans Hofmann received his first solo gallery show in New York. Art critics celebrated it as a step forward in the exploration of the abstract expressionist style. His work during the 1940s ranged from playful self-portraits executed with bold strokes to colorful geometric shapes that echoed the work of European masters Hans Arp and Joan Miro. Later Work After a retrospective at the Whitney in New York in 1957, Hofmann experienced a late-career renaissance of interest in his work. He quit teaching in 1958 and focused on the creation of art for the final years of his life. Artists and critics alike celebrated his work around the world. In 1963, New Yorks Museum of Modern Art mounted an even more extensive retrospective that traveled across the U.S., South America, and Europe. During the 1960s, Hofmann endured significant sadness due to the passing of many of his artist friends. In response to the deaths of Franz Kline and Jackson Pollock as well as others, he dedicated new pieces to their memory. The most significant blow occurred in 1963 with the passing of Miz due to a heart attack. In the fall of 1965, Hofmann married Renate Schmitz, a woman 50 years his junior. They remained together until his death from a heart attack on February 17, 1966. Hans Hofmann (American, b. Germany, 1880-1966). Memoria in Aeternum, 1962. Oil on canvas. 84 x 72 1/8 in. (213.3 x 183.2 cm). Gift of the artist. The Museum of Modern Art, New York. Â © 2010 Renate, Hans Maria Hofmann Trust / Artists Rights Society (ARS), New York Educator Hans Hofmann was arguably the most influential art instructor of the 20th century. He influenced a generation of young European artists through his teaching in the first years after World War I. Later, particularly in the 1940s, his instruction inspired a generation of American artists. Hans Hofmanns School of Fine Art in Munich focused heavily on the ideas of Paul Cezanne, Wassily Kandinsky, and the Cubists. He offered regular one-on-one critiques, which were a rarity in art schools of the time. Some historians count Hofmanns Munich school as the first ever school of modern art. One of Hofmanns most lasting contributions to the understanding of art was his push/pull theory of spatial relations. He believed that contrasts of colors, forms, and textures created a push and pull in the mind of the viewer that must be balanced. Hofmann also believed that social propaganda or history lessons put an unnecessary burden on paintings and did not make them better works of art. The additional content worked against a vivid depiction of space and the pure magic of creating two-dimensional art on canvas. Legacy As an instructor and mentor, Hans Hofmann was at the center of some of the most significant movements in modern art from the turn of the 20th century to the 1960s. His avid interest in the colorful work of Henri Matisse took the young Hofmann away from a focus on cubism that ultimately led to his work with slabs of color in his mature abstract expressionist work of the 1950s and 1960s. Sources Dickey, Tina. Color Creates Light: Studies with Hans Hoffman. Trillistar Books, 2011.Goodman, Cynthia. Hans Hofmann. Prestel, 1990.