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.
Major types of microbial cell shapes.
The major muscles of the human body, anterior side.
Different parts of the body mature at different rates. “General” refers to the body as a whole: the
Reactions in assimilation of ammonia and major fates of the fixed nitrogen
Prenatal Diagnostic Tests
Maternal age is the major risk factor for autosomal trisomies of all types. By age 42, about one in