Jaymie TicknorDevelopmental Psychology 3620 Sect. 85311 and 14 October 2013Lecture #17Chapter #8 PowerpointSchool in the U.S.: High school drop out (number 18 for graduation in the U.S.)IQ score is not directly correlated with job and school performanceWhat Affect School Performance?: stronger predictors than IQSocioeconomic status (strongest impact; most important; funding, teachers, family, neighborhood, school qualities, district); self control (second most important; focus; marshmallow experiment; girls outperform boys)Attributions: how do you explain your successes and your failures? (third most important; who do you blame?)Stereotype threat (different categories; if faced with negative stereotype, performance canreflect the stereotype to be true; have the performance become worse than normal)Expectancy effects (self-fulfilling prophecy)Teacher’s expectancy (students improve when teacher has an idea that they can shine)Can also happen to studentsLecture #18Chapter #8 PowerpointRisk Factors associated with Poverty:Poor health due to lack of health care, unsafe living conditions, and poor diet; lack of resources in the neighborhood and structured after-school activities; high rates of depression and posttraumatic stress disorder in both parents and childrenAnxiety linked to caring for a family in a dangerous neighborhood where loved ones maybe lost to violence or witness frightening eventsHigh levels of stress that contribute to marital discord and instability; safety concerns thatlimit children’s ability to explore their environment; poor schools with inadequatefacilitiesRacism or other discrimination; segregation leading to a lack of opportunities and social exclusionEarly Indicators: infant sensorimotor performance don’t predict later intelligenceEarly visual attention → language abilityAttraction to novelty (attracted to something new) → higher IQHabituation (great curiosity; stop finding interest in old things and look for new stimuli)→ general cognitive developmentBoys are: more likely to repeat a grade than girls; more likely to drop out of school than girlsMore likely to be diagnosed with a learning disability, emotional disturbance, or a speech impediment than girls; underperforming girls in reading writingFewer completing 4-year college degrees than girls; less likely to plan to attend graduate school or professional school after completion of their bachelor’s degrees; the problemparticularly salient for minority boys and boys from disadvantaged backgroundsStereotype impact is a possible reason; encourage girls to go get an education; drop out toget a job to support parents, siblings, family, etc.; more pressure from society to do well; not try as hard just to get a good job, motivation; environment is inhibited, sit still, boys more active; girls receive more compliments and
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