Psychology Questionnaire

2. Gain the client’ trust, avoid an overly warm approach; a neutral approach is less threatening, stay with client when he is frightened, and reassure client that the environment is safe.

In such circumstances, the stereotype, which argues that Chinese students are all good math learners, is not true.

Chinese parents and American parents differ substantially in their parenting styles, and a noticeable difference can be seen in the success of their children. The children of Chinese parents often excel in various areas, including in their educational, musical, and professional lives. The children of American parents, however, usually have a harder time excelling in those areas. Chinese parents and American parents hold opposing philosophies about how they view their children, opposing

For many researchers, the notion of Asian students are hereditary more intelligent than other race groups as believes by Arthur Jensen, an educational psychologist, is not a valid explanation for why Asian students perform better than their counterparts. While it is evident

“In one study of 50 Western American mothers and 48 Chinese immigrant mothers, almost 70% of the Western mothers said either that ‘stressing academic success is not good for children’ or that ‘parents need to foster the idea that learning is fun.’ By contrast, roughly 0% of the Chinese mothers felt the same way. Instead, the vast majority of the Chinese mothers said that they believe their children can be ‘the best’ students, that ‘academic achievement reflects successful parenting,’ and that if children did not excel at school then there was ‘a problem’ and parents ‘were not doing their job.’ … Chinese parents spend approximately ten times as long every day drilling academic activities with their children. By contrast, Western kids are

In “The Trouble with Talent”, Kathy Seal, who frequently writes about children and education in magazines, wrote about the way of education in the U.S. which only focused on the value of inborn aptitude could breed children to become artful people and waste many of American children’s potential. At the beginning of this article, Seal told about an experiment of Jim Stigler, who was a UCLA psychologist, which tested the persistence of Japanese and American children by solving the math problem. While the American kids solved the problem for a short time and quickly gave up, the Japanese kids still kept on their work. Stigler stated that Asian education focused to

In “Thinking About Diversity”, Frank H. Wu details about his experiences as an Asian American. Wu says that, “some non-Asian students do, indeed, assume that I am gifted with mathematical, scientific, or computer-programming talents solely on account of my race” (Wu, 147), this concept shows the overview picture of Asians, but this does not apply to every Asians. The mathematic, science or computer programming is a universal subject that most industrialized places like Asia teach to students. Most Asian immigrants are familiar with those subjects because they already learn it back home and are able to do well on them, not because of a race. A race cannot provide a special intelligent to people, it’s just a different classify groups of people.

10. If you are avoiding a specific food because of a bad memory, it is called food aversion. Which brain region is associated with food aversion?

Its impressive how something like a number-saying system can influence in the level of difficulty an Asian student, compared to an American average student, can have in math. Asians have a built in advantage when it comes to math. Does that mean they are more likely to succeed? Not necessarily but it I an advantage rooted in a group’s culture, in this case, Asians. Therefore cultural legacy is another key factor in the why of what we do and who we become.

Gladwell believes that the Chinese are good at math for several reasons. In the beginning of the chapter, Gladwell tells us that the Chinese are better at math than English speakers because their numbers are easier for little kids to process, and the way they are added is easier for them to think about. Later in the chapter, Gladwell furthers his thinking to state that another reason the Chinese may be as good at math as they are is because many of their families work on rice paddies. Gladwell states that this has to do with math because it allows the people to be more hardworking and persistent when working on a math problem, where Americans may just give up more easily (Gladwell 247, 248). This chapter is also very interesting, as it explains something that people have been thinking about for a long time in a way that other people have never done

For some reason Americans always thinks Asia math is better then they, is because Asia teach different way not just one things teach one year they have a lot of different math ,is good so you will try to think different in every time not just sit inside the class use same equation again and again for one year, change or no the answer is already come out.

Each country has its own kind of education, and education always plays an important role in affecting students’ life and study on many aspects. Having received ten years of education in China and two years of education in the U.S. I would like to compare and contrast a few significant aspects of these two different kinds of educations. Knowing that no two education systems are the same, the differences between American education and Chinese education allow countries to take the essence and discard the dross through learning from each other so as to improve their own current education systems.

Chinese students are ahead of the Canadians in Math, Physics, Chemistry, and Biology. This is because Chinese students are taught Physics, Chemistry and Biology starting from grade 7. While in Canada, we start learning these subjects in Grade 10. They have 3 year lead and they spend a lot more time doing homework. In a test done by OECD where 15 year olds are tested on Math, English and Science showed that the Canadians got a score of 518 in Math. The OECD average is only 498. But Chinese students had an average score of 613. This is extremely important because with the global economy, it is extremely easy to hire people from other countries. As a result, Canadian graduates are not just competing with Canadians but Worldwide graduates.

The objective of this article critique is to review and evaluate several empirical studies which have examined mathematics perception cross-culturally. The main study that focuses on examining mathematics perception cross-culturally is a study that was done in 2004 by Dr. Yea-Ling Tsao. In this study, researchers proved that Taiwanese students consistently score higher in cross-national studies of achievement than American students. Several other studies were done that also support this theory. Therefore, the main purpose of this article critique is to evaluate Tsao’s study in order to properly assess both the validity of Tsao’s design and the inferences drawn from the study. This critique will also show that, while

Mathematics is a type of reasoning. Thinking mathematically includes thinking in a rational way, developing and checking conjectures, understanding things, and forming and validating judgments, reasoning, and conclusions. We show mathematical habits when we acknowledge and explain patterns, build physical and theoretical models of sensations, develop sign systems to assist us stand for, control, and review concepts, and create treatments to address issues (Battista, 1999).