Group Processes and Individual Differences in Standardized Test Scores

标准化测试分数的团体过程和个体差异

基本信息

批准号：
9618840
负责人：
Michael Lovaglia
金额：
$ 11.15万
依托单位：
University of Iowa
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
1997
资助国家：
美国
起止时间：
1997-07-01 至 1999-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=9618840&HistoricalAwards=false
关键词：
Group Processes Individual Differences Standardized

项目摘要

9618840 Lovaglia The proposed research extends a theoretical research program, status characteristics and expectation theories, that has been fruitful in explaining status hierarchies and stratification processes in small groups. In certain situations, individual performance on standardized tests of ability may be included within the scope of status characteristics theory. New theoretical developments identify those situations in which status processes should affect individual performance. The extended theory can then be applied to a fundamental problem in social theory: the unequal performance of group members who share similar histories and cultural backgrounds. Social theory now explains differences in performance among group members as stemming from individuals' backgrounds: being rasised in cultural enriched settings is associated with not only high education and socioeconomic status, but high performance as well. The extended theory seeks to explain differences in performance among group members with similar educational, socioeconomic and cultural backgrounds. Lacking such social theory allows the presumption that genetics determines the differences in performance among those of similar background (e.g., middle class African-American and European-American students who live in the same neighborhoods and attend the same schools). Countering the genetic explanation, status processes that stratify groups may explain differences in performance among those of similar background. High status may increase the rewards and decrease the costs of superior performance. Thus individuals relegated to low status positions may perform poorly despite innate ability that is identical to high status individuals who perform better. We propose to conduct a series of studies that will test this theory in a new experimental setting. Computer programs will create a group situation that models high status and low status group processes commonly found in school and work situations. Subjects are the n assigned randomly to a high status or low status position. These experiments will determine the effect of different group processes on individuals' scores on several standardized tests. The randomized experimental design rules out the possibility that effects found could have genetic origins. ***

9618840 Lovaglia拟议的研究扩展了理论研究计划，地位特征和期望理论，在解释小组中的地位层次结构和分层过程方面富有成果。在某些情况下，标准化能力测试的个人表现可能包括在状态特征理论的范围内。新的理论发展确定了状态过程应影响个人绩效的情况。然后，扩展理论可以应用于社会理论中的一个基本问题：具有相似历史和文化背景的小组成员的不平等表现。现在，社会理论解释了群体成员之间的表现差异，这是由于个人的背景而引起的：在文化丰富的环境中被纠正不仅与高等教育和社会经济地位有关，而且还与高表现有关。扩展的理论试图解释具有相似教育，社会经济和文化背景的小组成员之间表现绩效的差异。缺乏这样的社会理论可以推定遗传学决定了相似背景的遗传学差异（例如，生活在同一社区并上同一所学校的中产阶级非裔美国人和欧美学生）。在反对遗传解释的情况下，分层组的状态过程可以解释相似背景的绩效差异。高地位可能会增加奖励并降低出色表现的成本。因此，尽管天生的能力与表现更好的高地位个人相同，但降级为低地位的个人可能表现不佳。我们建议进行一系列研究，以在新的实验环境中检验该理论。计算机程序将创建一个小组情况，该情况模拟了学校和工作情况中常见的高状态组流程。受试者是n随机分配为高状态或低状态位置的n。这些实验将确定不同组过程对个体得分对几个标准化测试的影响。随机实验设计排除了发现的影响可能具有遗传起源的可能性。 ***