Exam 8: Section 1: Intelligence and Academic Achievement

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The stability of intelligence as a psychological trait does not mean that it is completely unaffected by external factors. In fact, research has shown that the amount of emphasis children and their parents place on academic success, as well as the type of discipline parents use, can have an impact on the stability of children's IQs.

For example, children who are raised in environments where academic success is highly valued and encouraged are more likely to engage in activities that stimulate cognitive development, such as reading, problem-solving, and critical thinking. On the other hand, children who experience harsh or inconsistent discipline may struggle with emotional regulation and have difficulty focusing on academic tasks, which can impact their cognitive development.

In light of these associations, there are several things parents can do to help their children improve their IQs. First and foremost, parents can create a supportive and stimulating home environment by providing access to books, educational games, and activities that promote cognitive development. Additionally, parents can model a positive attitude towards learning and academic achievement, and provide encouragement and praise for their children's efforts and accomplishments.

Furthermore, parents can also implement consistent and fair discipline strategies that promote self-regulation and responsibility, which can help children develop the focus and perseverance needed for academic success. By taking these steps, parents can play a crucial role in supporting their children's cognitive development and helping them reach their full intellectual potential.

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Prereading skills that are associated with later reading ability include phonological awareness, letter recognition, vocabulary development, and print awareness. Phonological awareness refers to the ability to recognize and manipulate the sounds of language, such as rhyming and segmenting words into individual sounds. Letter recognition involves being able to identify and name letters of the alphabet. Vocabulary development is the understanding and use of words, while print awareness is the understanding of how print works, including knowing that print carries meaning and how to track print from left to right.

These prereading skills are causally related to later reading ability, as research has shown that children who have strong phonological awareness, letter recognition, vocabulary, and print awareness skills are more likely to become successful readers. For example, children who struggle with phonological awareness may have difficulty sounding out words and recognizing familiar words, which can impact their reading fluency and comprehension. Similarly, children who have limited vocabulary knowledge may struggle to understand the meaning of words in context when reading.

The causal relationship between these prereading skills and later reading ability is supported by numerous studies and educational interventions that have shown improvements in reading ability when these skills are explicitly taught and developed. However, it is important to note that while these prereading skills are strongly correlated with later reading ability, they are not the only factors that contribute to reading success. Other factors, such as motivation, background knowledge, and access to books and literacy-rich environments, also play a role in a child's reading development.