Rafii
QUESTIONS AND ESSAY PLANS
1(a). Describe one theory of intelligence. (9 marks)
Paragraph 1 Introduction
Introduce learning theory and Ericsson et al.’s (1993) ideas on deliberate practice, particularly their suggestion that deliberate practice is all that is needed for expert performance. Describe evidence for, such as Ericsson and Chase’s (1982) study of the university student, SF, and Ericsson et al.’s (1993) research on violinists in a German music academy.
Paragraph 2
Outline research on savants and their special expertise. Describe Ceci and Liker’s (1986) research on individuals who spent thousands of hours acquiring knowledge of harness racing and Grabner, Stern, and Neubauer’s (2007) research on adult tournament chess players.
1(b). Evaluate the theory described in part (a). (16 marks)
Paragraph 1 Introduction
Use evidence against, such as Sloboda et al.’s (1996) research, which found no difference in the amount of practice required to achieve a given level of performance. Also use the fact that the mean IQ of those in very complex occupations is much higher than the population mean of 100.
Paragraph 2
Discuss the positive applications. However, on the other hand consider the issue of cause and effect in research on deliberate practice. Then discuss the sample bias of research on intelligence and expertise.
Paragraph 3
Consider that a key weakness of the learning approach is reductionism and explain why this is the case. Conclude why a multi-perspective is better and use Hunter’s (1983) research as evidence.
2. Discuss Gardener’s theory of multiple intelligences. (25 marks)
Paragraph 1 Introduction
Introduce Gardner’s theory by describing the criteria that he said needed to be met to become a multiple intelligence, and then the seven intelligences.
Paragraph 2
Outline evidence for, such as: Gardner’s research on geniuses, Lisle’s (2007) research on adult participants with intellectual difficulties, and case studies of savants with
1(a). Describe one theory of intelligence. (9 marks)
Paragraph 1 Introduction
Introduce learning theory and Ericsson et al.’s (1993) ideas on deliberate practice, particularly their suggestion that deliberate practice is all that is needed for expert performance. Describe evidence for, such as Ericsson and Chase’s (1982) study of the university student, SF, and Ericsson et al.’s (1993) research on violinists in a German music academy.
Paragraph 2
Outline research on savants and their special expertise. Describe Ceci and Liker’s (1986) research on individuals who spent thousands of hours acquiring knowledge of harness racing and Grabner, Stern, and Neubauer’s (2007) research on adult tournament chess players.
1(b). Evaluate the theory described in part (a). (16 marks)
Paragraph 1 Introduction
Use evidence against, such as Sloboda et al.’s (1996) research, which found no difference in the amount of practice required to achieve a given level of performance. Also use the fact that the mean IQ of those in very complex occupations is much higher than the population mean of 100.
Paragraph 2
Discuss the positive applications. However, on the other hand consider the issue of cause and effect in research on deliberate practice. Then discuss the sample bias of research on intelligence and expertise.
Paragraph 3
Consider that a key weakness of the learning approach is reductionism and explain why this is the case. Conclude why a multi-perspective is better and use Hunter’s (1983) research as evidence.
2. Discuss Gardener’s theory of multiple intelligences. (25 marks)
Paragraph 1 Introduction
Introduce Gardner’s theory by describing the criteria that he said needed to be met to become a multiple intelligence, and then the seven intelligences.
Paragraph 2
Outline evidence for, such as: Gardner’s research on geniuses, Lisle’s (2007) research on adult participants with intellectual difficulties, and case studies of savants with