chapter 4 Flashcards
intelligence: one ability or many?
intelligence: the ability to acquire and use knowledge to solve problems and adapt to the environment
iq test and retest suggests one ability
- general intelligence: general measure of cognitive abilities
fluid intelligence
mental efficiency; ability to solve novel problems, grounded in brain development; increases through adolescence then slowly declines
crystallized
learned knowledge, facts; increases with age
labeling
when labels are used in the classroom be aware
- creates false assumptions about appropriate teaching strategies
- promotes stereotypes
- can become self-fulfilling prophecy
- often misused as explanations for behaviors
benefits of labels
- provides access to assistive programs
- provides access to financial programs
- protects the child in some situations
distability
inability to do something specific
example: blindness- you cannot drive
handicap
disadvantage in certain situations
- example: no wheelchair access
first person language
- students with special needs NOT special needs students
- students receiving special ed NOT special ed students
- students diagnosed with autism NOT autistic students
multiple intelligences
logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist
gender differences in intelligence
- few differences in early years
- no differences in general intelligence during school years and beyond
- tests of specific abilities show some variance
- females: score higher on verbal abilities
- males: score higher on visuospatial abilities
- differences come from learning, not biology
learning styles: cognitive-centered
ways of processing/comprehending information
learning styles: personality-centered
influence of personality traits
learning styles: activity-centered
what type of activity will i be learning?
- surface processing: focus on memorizing, not understanding; performance goal orientation (poor retention over time)
- deep processing: desire to understand; greater learning/retention
learning preferences
a preferred learning style does not mean it is the best style
for learning.
- presenting instruction in multiple modalities may be useful
* examples: Prefer pictures over text; working with others
over working alone
memorizing material vs. deeply processing material
IDEA
individuals with disabilities education act
- requires states to provide free, public education for all students with disabilities
- zero rejection
- most students have “specific learning disabilities”
- keep students in least restrictive environment as much as possible
learning disabilities
problems with acquisition and use of language
- common characteristics: academic difficulty, poor coordination, attention problems, impulsivity
reading
most common learning disability
- anxiety around reading
- difficulty recognizing words or letters
- poor vocabulary skills
- difficulty understanding or remembering what was read
ADHD
attention deficit hyperactivity disorder: pervasive pattern of inattention, impulsivity and hyperactivity
- usually diagnosed by age 7
- controversy over treating with drugs
- behavior treatments are effective
ADHD: hyperactivity
fidgets, squirms, can’t stay seated; talks excessively; can’t move slowly
ADHD: impulsivity
blurts out answers; trouble waiting for turn
emotional and behavioral disorders
interferes with child’s growth and development
- classroom behaviors: aggressive, anxious, withdrawn, don’t follow rules, pay attention, or interact with others
- disorders often combined with other disabilities
- provide structure, organizational tools, choices
suicide
depression, substance abuse, family history of suicide, impulsive or perfectionistic tendency, rejection
- warning signs: change in eat/sleep, habits, weight, grades
facts about suicide
- people who die by suicide usually talk about it first
- all types of people commit suicide
- most people who are suicidal do not want to die
autism
avoid eye contact, don’t share feelings or interest in others, often nonverbal, need regularity
theory of mind
an understanding that other people are people too, with their own minds, thoughts, feelings, beliefs, desires, and perceptions; children need a theory of mind to make sense of other people’s behavior.
gifted students
larger, stronger, healthier than the norm; more emotionally stable
- read early, read with expression, interest in reading.
- elaborate story writing, sentence structure; generate many writing ideas; use descriptive language.
- speak early, high-receptive vocabulary, similes, metaphors, analogies in daily conversation.
- curious about quantitative, spatial relationships; reason analytically, deductively, inductively; transfer learning.
