Chapter 8 Flashcards
intelligence
the ability to acquire and apply knowledge and skills
Three-Stratum Theory of Intelligence (Carroll)
The most comprehensive view of intelligence
has three levels
Three-Stratum Theory of Intelligence (Carroll): general intelligence (level 1)
need a certain level of general intelligence and skills to be alive and survive
Three-Stratum Theory of Intelligence (Carroll): Level 2
Level 2: breaks down general intelligence into 8 sections:
Fluid intelligence
crystallized intelligence
general memory and learning
broad visual perception
broad auditory perception
broad retrieval ability
broad cognitive speediness
processing speed
Three-Stratum Theory of Intelligence (Carroll): Level 3
defines intelligence as very precise thinking processes.
Breaks down each level 2 section into specific skills that you need to achieve to have each type of level 2 intelligence
fluid intelligence
the ability to think on the spot.
Operates on short-term/working memory. Improves until age 20, then declines
chrystallized intelligence
Factual knowledge about the world.
Defined by the world. (ex: numbers, names we give to things, trivia type knowledge).
Socially constructed and dependent on long-term memory.
Increases as we age (retrieval may decrease though)
fluid intelligence–> level 3
sequential reasoning
induction
quantitative reasoning
crystalized intelligence–> level 3
printed language
language comprehension
vocab knowledge
general memory and learning–> level 3
memory span
associated memory
broad visual perception–> level 3
visualization
spatial relations
closure speed
broad auditory perception–> level 3
speech sound discrimination
general sound discrimination
broad retrieval ability–> level 3
creativity
ideational fluency
naming facility
broad cognitive speediness–> level 3
rate of test taking
numerical facility
perceptual speed
processing speed–> level 3
sample reaction time
coice reation time
somantic processing speed
Measuring Intelligence: Bayley Scales of Infant Development
Charts developmental milestones
The score does not predict IQ or academic development
Can help diagnose cognitive disorders
Younger than a year and a half and as young as 16 days old
30-70 minute long test
5 scales
Kids are given a developmental quotient after doing the test to see where they are developmentally that is broken up in two scales: Motor and mental (mental is everything but motor)
Not predictive of future IQ
part of the report is an infant behaviour record
5 scales of the Bayley Scales of infant development
- cognitive
- language
- motor
- social-emotional
- Adaptive behaviour
5 scales of the Bayley Scales of infant development: 1. Cognitive
How a child is thinking, reacting to things, and solving problems
Found by measuring interest when introducing new stimuli. Attention to familiar and unfamiliar objects
Sees how children categorize objects
5 scales of the Bayley Scales of infant development: 2. Language
comprehension=receptive (same as comprehension but in bailey scale)
Can the child follow directions, identify objects, understand, etc
production=expressive (same as production but in Bailey scale)
Can be non-verbal cues. Is the infant responding and engaging with the test administrator? When older, can they name objects and answer simple questions
5 scales of the Bayley Scales of infant development: 3. motor
Fine: Small-scale movement (like finger movement, stacking blocks, drawing)
Gross: Large-scale movement (involve the whole body, sitting up and crawling milestones)
Making sure motor milestones are hit on time
5 scales of the Bayley Scales of infant development: 4. Social-emotional
How a child communicates emotions and needs
Can a child regulate emotions and soothe themselves in moments of stress
5 scales of the Bayley Scales of infant development: 5. Adaptive behaviour
Not looking at what child is doing in testing room
All based on parent’s reporting
Relies on parents for info about global skills like being able to adapt to daily tasks (can they eat or dress on their own)
How much is the child relying on assistance, and how are they responding to people
Are they interested in other children? How are they playing? Do they take turns and play fairly?
infant behaviour record
Was the child engaged or distracted during the test?
How did the child behave during the test?
Was the child hungry or tired during the test?
Measure Intelligence: Wechsler IQ Scale for Children
Starting at 6 years old and older
Wiqs for short
There is an adult version, too
Most common IQ test for children
Breaks down IQ in five different abilities
5 abilities of the Wechler IQ scale for children
- Verbal comprehension
- Visual-spatial processing
- working memory
- Fluid reasoning
- Processing speed
Wechler IQ scale for children: verbal comprehension
Measure of crystallized knowledge
Ability to define vocab
Ability to understand the relationship between two things
ex) What is a helicopter? How are a chair and table alike?
Wechler IQ scale for children: Visual-spatial processing
Child’s ability to demonstrate visual details.
the ability to perceive and understand visual information in relation to space. It involves being able to tell where objects are, how far they are apart, and how to relate them to each other.
Wechler IQ scale for children: working memory
Ability to take in and retrieve auditory and visual info
Can manipulate and organize info they are given in short-term period
Wechler IQ scale for children: fluid reasoning
Ability to detect relationships between visual objects and being able to apply rules to different visual puzzles
Wechler IQ scale for children: processing speed
Ability to process new info and make decisions within a time period
Ability to scan a variety of objects to see if a particular symbol is present and understand when a symbol represents another thing
Only timed section
Children with anxiety or perfectionism will struggle most with this section of the test, slowing down their ability to process the info
Stability of intelligence scores:
Can we really depend on the score we are getting from children?
factors
time
Test-retest reliability
Test results change the further apart they are given
More stable when tests are given close together
age
More stable the older the child is
environmental changes/stress
May be factors that may affect results (ex: parents’ divorce, moving, etc), general/everyday stress
temporary/situational factors
Short-term factors in the moment during the test stress influencing test results (hungry, tired, mood, etc)
Development of IQ: Genetics
IQ scores of bio parents are more similar to their children than adoptive parents
As we age, the influence of genes on IQ increases and the influence of environment decreases
effect of genetics types
passive effects
evocative effects
active effects
passive effects of genetics
Your IQ will be within the ballpark of what your parents’ will be
active effects of genetics
Child chooses their environment and the people they are around based on their genes
evocative effects of genetics
How kids influence others to respond to them
Adults nurturing what they want
Development of IQ: The environment (types)
family
school
society
Development of IQ: The environment- family
Home Observation for Measurement of the Environment
Development of IQ: The environment- school
Every year that a child attends school, IQ increases by 1-5 points. don’t see this increase happen during summer vacation, may even drop, especially in low-income homes→ probably depends on intellectual stimulation
As child progresses through higher grades, they improve at these academic skills
Development of IQ: The environment- society
- flynn effect
- better nutrition and healthcare
- emphasis on advanced types of learning
- technology
- poverty
Development of IQ: The environment- society
what is the Flynn effect? and the reverse Flynn effect?
Pattern/ trend where people’s IQ has increased steadily over the last 80-90 years. Humans are getting smarter. Not so much that genes are changing, but probably due to changes in society and environment
In the last 20ish years, reverse Flynn effect in countries like the USA, France, Norway, and Finland. People are getting dumber
Development of IQ: The environment- society
emphasis on advanced types of learning
There is a new emphasis on different types of thinking and the different ways that people can think and learn, ex: critical thinking skills
Development of IQ: The environment- society
better nutrition and healthcare
Having these needs met means that you can prioritise learning
If a child is hungry or has unstable healthcare, they may miss school and not be able to focus on learning
Acquisition of Academic Skills
Ways kids acquire academic skills and abilities
Development of IQ: The environment- society
technology
Has an impact on people’s IQs, like the ability to do mental math
Video games help with visual spatial, reasoning, and executive function and can improve IQ
Development of IQ: The environment- society
poverty
Priorities change when in poverty
Key Academic Skills
Reading
Writing
Math
Stages of Reading Development
Stage theory as to how children learn reading skills
5 stages but start as stage zero
Stage 0 (birth- beginning of grade 1) → phonemic awareness (sounds of different letters and words)
—Prepping for reading, learning the alphabet, understanding sounds that letters and words make
Stage 1 (grades 1-2) → phonological recoding (starting to sound out)
—Acquiring phonological recoding. can already translate sounds into letters and now start to sound out words
Stage 2 (grades 2-3)
—Reading simple materials, picture books
Stage 3 (grades 4-8) → “read to learn”
—Reading info and being able to pull it out and recall it. Reading becsause they want to learn and obtain new info
Stage 4 (grades 8-12)
—More advanced reading. Can identify if there’s a missing perspective etc
Pre-reading skills
Text orientation
Phonemic awareness
Text orientation
Way words are on sheet of paper. Way things look and are read.
Read from left to right, up to down, and learn about spaces between words
Essential Reading Skills
Pre-reading (getting ready to read later on)
Word identification (learning what words mean and looking them up)- Using prereading skills to be able to read full words
Comprehension- understanding words and putting them together more into a wholesome way
Phonemic awareness
Learning the alphabet and what letters sound like
Kids exposed more to nursery rhymes had more phonemic awareness
Word identification skills
“Sounding out”
Visually based retrieval
“Sounding out”
Recoding
Using prereading skills to be able to read full words
For easier words
Visually based retrieval
Can pronounce and understand words just by seeing words on a page
For easier words
Comprehension skills
Situation models
Comprehension monitoring
Increased knowledge
situation models
Start when you’re presented with some sort of situation in the text and child updates knowledge and new info appears
Using prior knowledge and updating it using info from the text
Comprehension monitoring
Monitoring words and things they are rereading. Knowing when they don’t understand something and going to reread it so that they can understand it
Reading skills like rereading confusing parts and skimming unimportant parts
Writing development progression
Preschooler errors
Low and high-level goals
Scripts
Increased knowledge
Advanced skills
Key milestones in math development- kindergarden
Counting from one
Memory retrieval
Commutative law of addition
—the principle that adding something like A plus B equals C is the same as B plus A equals C
Key milestones in math development- grade 4
Mathematical equality
Key milestones in math development- grade 1
Counting from larger numbers
decomposition
Writing development progression
Preschooler errors
looking at things literally
“elephant is a big word because elephants are big”
Writing development progression
Low and high-level goals
low level goals: initial things you learn with writing. how to spell words, using correct grammar, etc
high level goals: more advanced, like being able to make a good argument in your writing, organizing ideas into a coherent framework
Writing development progression
Scripts
formulas for writing
ex: diary entry- date, dear diary, weather, etc
Writing development progression
Increased knowledge
Increased knowledge of the world and their contact knowledge increases
They’ll become better at writing as well.
