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PSYU 3332 FINAL EXAM 2025

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Social class - -based on property, power, prestige Fundamental orientation to life Responsible for different chances and opportunities in life. Ex. People like us Property - -anything you own; actual items/monetary gains Wealth = property value - debt Highly concentrated Upper class/super class Income—flow of money Highly concentrated Avg. Per capita income = $42,000 (avg. Per person for every person 15yrs and older in u.s.) Power - -i have no power vs. I participate in decisions through voting (democratic facade) . C.w. Mills—power elite (military, business, politics) Most u.s. Presidents came/come from this group. William domhoff (2006/2010) analysis of this groups working behind the scenes (think super pac) "no major decision is made in u.s. Government without their approval." Prestige - -respect or regard Job/occupation is most common source. Pg. 227 tbl 8.2 jobs at top share 4 features: 1. Pay=high 2. Education=need more 3. Involve more abstract thought 4. Offer greater autonomy Rankings are consistent across the country and over time. For prestige to become valuable, people must acknowledge it. Sociological models of social class - -1. Capitalist—owners/employ many bourgeoisie—small business owners Sociology Sociology Sociology 3. Managers—sell labor & exercise power 4. Workers—sell labor Can be a member of more than one class at same time *can lead to contradictory class location Capitalist class (1%) - -old money—bluebloods; longer wealth=more prestige New money—"nouveau riche"; outsiders Children of nouveau riche can become blueblood if.... Upper middle (15%) *most shaped by education - -almost all have b.a./b.s.; most have graduate degree Manage corps, own business, professional career. Lower middle (34%) - -have at least hs diploma; most have b.a./b.s. Can afford lifestyle, but struggle to maintain Technical & lower level management Working class (30%) - -only have a high school diploma Concentrate on gaining seniority Working poor (15%) - -most are high school dropouts (or did poorly) Unskilled, low paying jobs (temp/seasonal jobs) Underclass (4%) - -concentrated in inner cities Little connection to job market Includes homeless population Consequences of social class - -physical health The lower the social class, the more likely you are to dies at earlier age than other classes. Consequences of social class part 2 - -medical care—higher classes have more access and better quality. 2. Lifestyle—lower class is more likely to engage in less healthy behavior. 3. Stress—weakens immune system; body wears out quicker. Consequences of social class part 3 - -2. Mental health Lower class has higher levels of stress and less resources to deal with it. 3. Family life Choice of spouse—higher class have less say in choice ("small field" and parental involvement) Divorce—lower class more likely (stress=marital friction) Child rearing—ch. 3 Sociology Sociology 4. Education Higher =more; difference in types and outcomes Consequences of social class part 4 - -. Religion Upper & middle—episcopalian Lower—baptist 6. Politics(towards bottom are less likely to be politically active) Higher—republican Lower—democrat *note—working class are more likely liberal on economic issues & more conservative on social issues 7. Crime & criminal justice Ch. 6 Social mobility - -intergenerational—the change that family members make from one generation to the next. 2. Structural—changes in the structure of society leading to large numbers of people moving up or down nge—has little effect on proportions in class because as large numbers move up, large numbers are also moving down. Studies of social mobility - -tend to focus on males 50% of sons pass their fathers 33% stay at same level 17% fall down ladder Female studies in infancy Parenting—stressing importance of education and achievement; encourage postponing marriage. Costs of social mobility - -cross cultural findings Movement up ladder for women may lead to strained parental relationships. Viewed as uppity, or unappreciative of sacrifices made 50% of african american adults have white collar jobs; 22% at the professional & management level. Distancing from neighborhood/family/friends whil

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PSYU 3332



PSYU 3332 FINAL EXAM 2025

What is intelligence? - -- lots of diff opinions in history
-factor analysis in 1981 and got 3 factors:
1. Verbal intelligence- learning, comprehension, good vocabulary, good reading,
intellectually curious
2. Practical Intelligence- real-world adaptive behaviours, goals, awareness of world
3. Problem solving ability - abstract thinking, plans well


Lumpers vs. Splitters - -- lumpers- Spearman's G- either have a lot of it or not
-Splitters
- Guildford- 120 separate/independent abilities, measured along 3 diff axes: operations,
products, contents - cube model of intelligence -each cube is task in IQ test
-taxonomy- analogy problem-translates to cognition, semantic, relations
-Vernon's model- Hierarchical model- g at top, minor group factors, specific factors
-Carroll's 3 tier model- hierarchical model-g at top, 8 group factors, 69 narrow abilities


What are the 8 CHC (Cattell-Horn-Carroll) theory- broad abilities - --Gc= crystallised
intelligence= things you were taught at school
Gf= fluid intelligence= not related to prior knowledge- adapt to info in front of you
Gq= quantitative knowledge
Gsm= short term memory
Gv= visual processing
GA= auditory processing
Glr= long term storage and retrieval
GS= processing speed


Nature vs. nurture - --strong heritable component of intelligence-how you use this
potential is determined by your environment though
-the higher the shared environment= higher correlation between twins

PSYU 3332

, PSYU 3332


-fraternal twins reared together more correlated than siblings reared together (even tho
they have same genetic %)
- Early intervention program long term benefits for intellectual disabilty/socially disadvan
children
-prenatal/early developmental influences, malnutrition/famine, family background,
psychosocial factors, amount of schooling


Predictive capacity for IQ tests? - --main use is for prediction of future cognition
-predictive capacity for childhood/adult IQ tests but NOT for infancy! very poor relations
-poor correlations for age 3-6months, 3-12months etc.


Individual vs. group tests - -
1. individual tests- give extra clinical info one to one
- can see how they answer, test behaviour, maximise motivation, make allowances for
fatigue/handicaps/anxiety
-essential for young children, brain damaged, psychologically disturbed, disabled, any
clinical assessment
-but costs more, lots of training needed, more reliable/valid measure of intelligence
2. Group tests
-adv: easy/efficient, less training/skill reliable and standardisated smapled large,
eocnomical
-dis adv: hard to maintain motivation/rapport or allow for anxiety etc.
-limited response choices-lose richness of individual tests
-assume test are equally applicable to everyone
-not used for pre-schoolers, rbain damaged, never in clinical assessment etc.


Multidimensional aptitude battery (MAB) - --contained 5 items on verbal scale:
information, comprehension, arithmetic, vocabulary
-timed
-measures 5 performance items: digit sample, picture completion, spatial task, picture
arrangement, object assembly

PSYU 3332

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