Answer to Question 1
Traditional tests of intelligence, such as the Stanford-Binet or the Wechsler Intelligence Scale for Children IV, consist of various subtests that measure cognitive abilities that relate strongly to one another and to performance in the classroom. Actually, some psychologists suggest that these types of tests might better be called scholastic aptitude tests. The major limitation of these types of tests is that the cognitive aptitudes they attempt to measure are not directly observable and, therefore, are not directly measurable. We may directly observe only the behaviors (responses to test items) that result from the brain function and experience of the individual. The thing being directly measured is not intelligence, but is the individual's ability to respond successfully to tasks that are believed to be indicative of success in school. It follows from this that intelligence test scores predict academic success, for the next year or so, following the test. They do not predict marital happiness, job success, or life happiness.
Answer to Question 2
The three ways that self-efficacy affects motivation to learn is through choice of goals, expectations for success, and attributions for success and failure.
Phylogenetic tree based on the distribution of 120 alleles in 42 populations from around the world,
Population of Major Civilizations of Europe, Asia, and Africa, AD 1500
Birth Order and Intelligence
Procedures and Diagnostic Tests Related to the Eye
Wintrobe tube and Westergren tests are used to measure the ESR.
Functional brain imaging is the major method of cognitive neuroscience. This image—taken from the ...