Deck 15: A: Reading

Question 1

Which of the following statements are true according to Carol Dweck in her article, Self-Theories of Intelligence?

A) Students with a malleable belief in intelligence are more likely to take risks in learning, put more effort into learning and learn a greater variety of ideas.
B) "Gifted" students should be treated special and be reminded that they were given a great deal of intelligence, and they have a responsibility to the community to utilize their native intelligence.
C) Poorer students, who have a fixed view of their intelligence, often work harder, ask for more help when learning and realize that they will have to adjust to their lower intelligence.
D) Students, who have a malleable view of intelligence, are the smartest students and come from high social class families.

Answer 1

A

Question 2

Dweck, in her article on self-theories of intelligence, restates the results of Rosenthal and Jacobson's (1968) study in which teachers were thought to influence students' classroom performance if they thought the students were smart. However, Dweck argues this study is often misunderstood because:

A) teachers were told the hypothesis of the experiment.
B) teachers were told the students were less intelligent that the school average.
C) the students were evaluated by an experimenter rather than the teacher.
D) teachers were given a "malleable" theory of the students' intelligence.

Answer 2

D

Question 3

In her article, Self-Theories of Intelligence, Carol Dweck valued which of the following persons the most?

A) Charles Darwin for his theory of evolution and his superior intellectual ability.
B) Michael Jordan, who was cut by his high school coach in basketball, and then through his relentless practice became a super basketball player.
C) Thomas Edison for his raw intelligence and his many inventions like the light bulb and phonograph.
D) Tiger Woods for his natural ability as an athlete and his instinctual skill as a businessman to make millions of dollars.

Answer 3

B

Question 4

Carol Dweck and her colleagues discovered from their work on self-theories of intelligence that with gender:

A) males benefit more from a malleable view of intelligence than do females.
B) females who have a fixed view of intelligence are generally superior to males with the same view.
C) males who have a fixed view of intelligence score the same on English tests as females with a malleable view of intelligence.
D) females with a malleable view of intelligence close the gender gap in mathematics with males.

Question 5

When Carol Dweck and her colleagues were working with self-theories and intelligence, they conducted an experiment, in which students completed an easier task and afterwards were given one of three different praises. Then all the students were engaged in a difficult task and they all did poorly. Finally the students were allowed to choose a task that made them look good or pick a task involving risk but could learn more. What did they discover?

A) When children were told "you must be smart at these problems" after the easier task, they generally chose the task where they would learn more because they wanted to prove themselves.
B) When children were told "you did well" after the easier task, they generally picked the task in which they would learn more.
C) When children were told "you must have worked hard at these problems" after the easier task, they generally chose the task where they would learn more because they felt like they could take a risk.
D) It did not matter what the children were told because they all believed their intelligence was fixed and they picked the task to make themselves look good.