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developmental psych 2 > Chapter 8 > Flashcards

Chapter 8 Flashcards

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1
Q

What is intelligence?

A
  • ability to reason, plan, solve problems, think abstractly, understand complex ideas, learn quickly and learn from experience
  • not just book learning
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2
Q

Gardner’s theory

A
  • 9 intelligences: linguistic, logical, mathematical, spatial, musical, bodily kinesthetic, interpersonal, intrapersonal, naturalistic, existential
  • schools should foster all intelligences
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3
Q

sternberg’s theory of successful intelligence

A
  • analytic abilty: analyze problems and come up with soultions
    creative ability: adapt to novel situations and problems
  • practical ability: deciding which option is the best
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4
Q

psychometric thoeries

A
  • use patterns of test performance to answer questions
  • spearman: test scores provide a measure of general intelligence
  • other believe in specific intelligences
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5
Q

fluid intelligence

A

ability to solve problems using logic

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6
Q

crystallized intelligence

A

using ones own experience to solve problems

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7
Q

CHC theory of multiple intelligences

A
  • combines cattells, horns and carrols thoeries
  • ## broad and narrow abilities
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8
Q

Binet simon scale

A
  • stimulated development of clinical psychology in US and eslewhere
  • helped to develop other tests
  • public acceptance of testing and confirmed relevance for education, industry, military and general sociaty
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9
Q

development of intelligence testing

A
  • binet used mental age
    lead to Stanford binet which - gave intelligence quotient (IQ)
  • average IQ = 100
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10
Q

intelligence test stability

A
  • Infant tests dont reliably predict future IQ scores

- better after age 6

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11
Q

Infant tests

A
  • examens infants development

- adaptive behavior, cognitive, language, motor, social/emotional

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12
Q

what do infant scores predict

A
  • results can identify kids whos development is at risk

- IQ tests are resonable predictors of who will be successful in life

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13
Q

heredity and environmental factors

A
  • heredity influences intellectual development
  • kids with good scores come from good homes
  • flynn effect: IQ scores increasing over times after intervention programs proves effects of environment
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14
Q

ethnicity and socioeconomic status

A 
asian canadians have highest core 
european
hispanic 
african 
differences greatly reduced when comparing groups of similar socioeconimic status
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15
Q

culture fair intelligence test

A

to reduce the effects of culture differences
knowing a stereotype exists increases anxiety and reduced performance
activities that boost self worth can improve tet scores

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16
Q

cultural bias

A

not the cultural differences that act as a biasing factor, its the individuals exposure to the tests underlying cultural content that affects performance

17
Q

measurement factors

A 
innate
background 
personality 
assessment situation 
test demands 
random variation
18
Q

strengths of intelligence tests

A
  • predicts success
  • reveals talents of many individuals and improves opportunities for gifted students
  • provides a standardized way to compare childrens performance
  • shows strengths and weaknesses
  • measures effects of changes associated with special programs, treatments, training and recovery from illness
  • tool to work with kids with disabilities
19
Q

limitations of intelligence tests

A
  • provides a limited understanding of intelligence
  • puts kids into stereotyped categories and may limit freedom of life choices
  • knowledge of IQ may inhibit children’s level of aspiration
  • doesnt measure underlying processes of response
  • doesnt test nonacademic things
  • doesnt give credit for creativity
20
Q

gifted children

A
  • intelligence score of 130+
  • exceptional talent must be nurtured
  • as adults more satisfied with careers, relationships, life
  • more mature, fewer emotional problems
  • leaves out things like creative talent
  • intelligence = convergent thinking
21
Q

features of intellectual disabilities

A
  • deficits in intellectual funcitoning
  • impairments in adaptive functioning
  • evident before 18
  • neurodevelopmental disorder
22
Q

defining measures of child’s adaptive behavior

A
  • IQ and adaptive functioning

- adaptive functioning: ability to function in daily life on one’s own

23
Q

genetic factors of IDs

A
  • chromosomal abnormalities
  • fragile X syndrome
  • down syndrome
  • single gene conditions: excess or shortages of certain chemicals during developmental stages
24
Q

neurobiological influences of IDs

A
  • adverse biological influeces -ex. sicknesses
  • FASD
  • teratogens
25
Q

specific learning disorder

A
  • difficulties learning and using specific academic skills for at least 6 months
  • reading, writing, math
  • below expected for age
  • confirmed by assessments
  • not better accounted for by ID, visual or auditory acuity problems, psychosocial adversity, bad at language of instruction, bad instruction
26
Q

SLD specifiers

A
  • mild: some difficulties, some intervention needed but can cope when accommodations provided
  • moderate: difficulties in 1+ domains, intervals of intense intervention, accommodation required for some of day
  • severe: lots of difficulties, probably wont learn skills without intense intervention,
27
Q

Reading

A
  • most common
  • inability to distinguish or separate sound in spoken words
  • difficulty learning basic sight words
  • cant decode rapidly enough to read whole word
28
Q

writing

A
  • bad eye hand coordination so bad handwriting
  • unorganized essays
  • dont check over grammar
29
Q

math

A
  • trouble recognizing numbers, symbols, memorizing facts, aligning numbers and understanding abstract concepts
  • visual spatial ability
30
Q

causes of SLDs

A
  • difficulties bringing info from various brain regions together
  • 2 types of reading: kids who dont improve and kids who do
  • heritablity = 60% of variance in reading disorder
31
Q

social and psychological causes of SLD

A
  • co-occurring emotional disturbances
  • high overlap of ADHD
  • reading = deficits in phonological awareness
  • ADHD effects on cognitive functioning
32
Q

prevention and treatment

A
  • no biological treatment
  • early intervention in education and psychosocial methods
  • prevention = teach phonological awareness early
33
Q

instructional methods

A
  • direct instruction best
  • ## early interventions must address phonological and verbal abilities

developmental psych 2 (7 decks)

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