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Educational Psychology > Chapter 4 > Flashcards

Chapter 4 Flashcards

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1
Q

Intelligence

A
  • Problem-solving skills and ability to adapt to and learn from experiences.
  • Cannot be directly measured.
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2
Q

The 1905 Scale

A
  • A test method created by Binet to identify children who were unable to learn in school to separate and reduce crowding.
  • 30 questions long.
  • Mixed format.
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3
Q

Mental Age (MA)

A

An individual’s level of mental development relative to others.

  • Created by Binet.
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4
Q

Intelligence Quotient (IQ)

A

A person’s mental age (MA) divided by chronological age (CA), multiplied by 100.

  • Created by Stern
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5
Q

Standard-Binet Test

A

Current version (5) of the 1905 scale.

Added an expansion of 5 aspects of cognitive ability:

  • Fluid reasoning, knowledge, quantitative reasoning, visual spatial reasoning, and working memory
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6
Q

Normal Distribution

A
  • A “bell-shaped curve”
  • Most of the scores are clustered around the mean.
  • Scores that are far above or below the mean are rare.
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7
Q

The Wechsler Scales

A

Provide overall IQ score and 11 sub scales: 6 verbal and 5 non-verbal

Several composite scores that can detect areas where a child is strong/weak.

  • ex. Verbal Comprehension, Working Memory, Processing Speed Index.
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8
Q

WPPSI-4

A

Wechsler Preschool and Primary Scale of Intelligence–Fourth Edition

  • 2 years and 6 months to 7 years and 3 months.
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9
Q

WISC-5

A

Wechsler Intelligence Scale for Children–Fifth Edition

  • Ages 6 to 16.
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10
Q

WAIS-4

A

Wechsler Adult Intelligence Scale–Fourth Edition.

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11
Q

Triarchic Theory of Intelligence

A

Sternberg’s view that intelligence comes in three main forms:

  • Analytical Intelligence
  • Creative Intelligence
  • Practical Intelligence
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12
Q

Analytical Intelligence

A

Analyze, judge, evaluate, compare and contrast.

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13
Q

Creative Intelligence

A

Create, design, invent, originate, and imagine.

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14
Q

Practical Intelligence

A

Use, apply, implement, and put into practice.

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15
Q

Gardner’s Eight Frames of Mind

A

Each frame of mind involves unique cognitive skills.

  • Verbal Skills
  • Mathematical Skills
  • Spatial Skills
  • Bodily-Kinesthetic Skills
  • Musical Skills
  • Intrapersonal Skills
  • Interpersonal Skills
  • Naturalistic Skills
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16
Q

Verbal Skills (Gardner)

A

The ability to think in words and to use language to express meaning.

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17
Q

Mathematical Skills (Gardner)

A

The ability to carry out mathematical operations.

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18
Q

Spatial Skills (Gardner)

A

The ability to think 3 dimensionally.

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19
Q

Bodily-Kinesthetic Skills (Gardner)

A

The ability to manipulate objects and to be physically adept.

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20
Q

Musical Skills (Gardner)

A

Sensitivity to pitch, melody, rhythm, and tone.

21
Q

Intrapersonal Skills (Gardner)

A

The ability to understand oneself and effectively direct one’s life.

22
Q

Interpersonal Skills (Gardner)

A

The ability to understand and effectively interact with others.

23
Q

Naturalistic Skills (Gardner)

A

The ability to observe patterns in nature and understand natural and human-made systems.

24
Q

Emotional Intelligence

A

Is the ability to perceive and express emotion accurately and adaptively.

25
Q

Thinking + Learning Styles

A

An individual’s preferences in HOW they use their abilities.

26
Q

Three Types of Learning Styles

A
  • Impulsive vs. Reflective Styles
  • Deep Learning vs. Surface Learning Styles
  • Optimistic vs. Pessimistic Styles:
27
Q

Impulsive vs. Reflective Style of Learning

A
  • Involves a student’s tendency either to act quickly and impulsively OR to take more time to respond and reflect on the accuracy of the answer.
  • Reflective students tend to surpass impulsive students overall because they tend to make fewer mistakes.
28
Q

Deep Learning vs. Surface Learning Styles

A
  • Involves the extent to which students approach learning materials in a way that helps them understand the meaning of the materials (deep) or
    learn what simply needs to be learned (surface)
28
Q

Deep Learners

A

Learn In a way that helps them understand the meaning of the materials.

  • Actively construct knowledge.
  • Give meaning to material + use strategies.
  • Usually self motivated to learn.
29
Q

Surface Learning

A

Learn what simply needs to be learned.

  • Are passive learners.
  • Fail to tie information to a larger framework.
  • Focus on external rewards.
  • Often rote memorization.
30
Q

Optimistic vs. Pessimistic Learning Styles

A

Involves having either positive (optimistic) or negative (pessimistic) expectations for the future.

  • Instilling optimism in children helps make them more resilient, less likely to become depressed, and more likely to succeed academically.
31
Q

Personality

A

Distinctive thoughts, emotions, and behaviours that characterize the way an individual adapts to the world.

32
Q

The “Big Five” Factors of Personality

A

The “supertraits” that are thought to describe personality’s main dimensions…

  • Openness
  • Conscientiousness
  • Extraversion
  • Agreeableness
  • Neuroticism (emotional stability)
33
Q

Openness (Big 5)

A

Imaginative or practical

Interested in variety or routine

Independent or conforming

  • Predictor of academic achievement.
  • More at elementary school age.
34
Q

Conscientiousness (Big 5)

A

Organized or disorganized

Careful or careless

Disciplined or impulsive

  • Key predictor of academic achievement (more so at secondary school).
  • Less likely to avoid or delay studying.
  • Less likely to smoke at age 50.
35
Q

Extraversion (Big 5)

A
  • Sociable or retiring
  • Fun-loving or somber
  • Affectionate or reserved
36
Q

Agreeableness (Big 5)

A
  • Softhearted or ruthless
  • Trusting or suspicious
  • Helpful or uncooperative
37
Q

Neuroticism (emotional stability)

A
  • Calm or anxious
  • Secure or insecure
  • Self-satisfied or self-pitying
38
Q

Person-Situation Interaction

A

The view that the best way to conceptualize personality is not in terms of personal traits or characteristics alone, but also in terms of the situation/context involved.

  • ex. extrovert vs introvert: group projects vs individual projects
    Personality traits do not present the same across all situations.
39
Q

Temperament

A

A person’s behavioural style and characteristic ways of responding

40
Q

3 Temperamental Classifications

A

Easy Child (40%):

Difficult Child (10%):

Slow-to-Warm-Up Child (15%):

41
Q

Easy Child

A
  • A temperament classification.
  • Generally in a positive mood.
  • Establishes regular routines in infancy.
  • Easily adapts to new experiences.
42
Q

Difficult Child

A
  • Reacts negatively and cries frequently.
  • Engages in irregular routines.
  • Slow to accept change.
  • If lack control = risk for problems.
43
Q

Slow-to-Warm-Up Child

A
  • Low activity level.
  • Somewhat negative.
  • A low intensity of mood.
44
Q

Temperament Dimensions

A

Another way to classify the structure of temperament.

  • Extraversion/Surgency:
  • Negative Affectivity:
  • Effortful Control (self-regulation):
  • Study revealed effortful control was a strong predictor of academic success skills in kindergarten children from low-income families
45
Q

Extraversion/Surgency

A

Includes a positive approach, pleasure, activity, smiling, and laughter.

46
Q

Negative Affectivity

A

Includes fear, frustration, sadness, and discomfort.
easily distressed

47
Q

Effortful Control (self-regulation)

A
  • If high - ability to keep arousal from getting too intense, able to self soothe
  • If low - unable to control their arousal, easily agitated, intensely emotional
  • Effortful control is a strong predictor of academic success skills in kindergarten children from low-income families.

Educational Psychology (4 decks)

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