chapter 9 Flashcards
the ability to pass conservation tasks provide clear evidence of ______, mental actions that obey logical rules
operations
the ability to focus on several aspects of a problem at once and relate them to one another
Ex. Recognizing that when 1 of 2 identical glasses of water is poured into a shorter wider container, that the amounts are still the same because even though it is now shorter, the width of the container makes up for the loss in height
decentration
the ability to go through a series of steps in a problem and then mentally reverse them and return to the starting point
reversibility
the ability to order items along quantitative dimension such as length, weight or height
seriation
the ability to seriate mentally
requires children to integrate multiple relationships at once
transitive inference
mental representations of familiar large scale spaces such as their neighborhood
cognitive maps
children at the concrete operational stage think in an organized, logical fashion only when dealing with concrete ______ that they can perceive ________
Ex. When shown the pairs of different size sticks, children are able to infer that stick A was longer than stick C, but they have considerable difficulty with a hypothetical version of the problem: “Susan is taller than Sally, and Sally is taller than Mary. Who is the tallest?”
Children are not able to solve this problem until ages 11-12
information
directly
time needed to process information on a wide variety of cognitive tasks declines rapidly between ages 6-12
increases in information processing speed and capacity
the ability to control internal and external distracting stiumuli improves
gains in inhibition
between ages 6-10, children become better at deliberately attending to just those aspects of a situation that are relevant to their goals
selective
older children can flexibly adapt their attention to task requirements
When asked to sort cards with pictures that vary in both color and shape, children age 5 and older can switch their basis of sorting from color to shape when asked to do so
adaptable
involves repeating information to oneself
first memory stategy, appears in the early grade school years
rehearsal
grouping together related items
second strategy to appear, increases recall dramatically
organization
creatinga relation between two or more items that are not members of the same category
appears by the end of middle school
Ex. If two words on a list to be remembered are “fish” and “pipe,” a child might generate the verbal statement or mental image “the fish is smoking a pipe.”
elaboration
set of ideas about mental activities becomes more elaborate and refined during middle childhoold
theory of mind
the process of continuously monitoring progress toward a goal, checking outcomes and redirecting unsuccessful efforts
cognitive self regulation
argued that reading should be taught in a way that parallels childrens natural language learning
whole language approach
children were first coached on phonics - the basic rules for translating written symbols into sounds
phonics appraoch
test designers use a complicated statistical technique called ______ to identify various abilities that intelligence tests measure
Identifies which sets of test items _______meaning that test-takers who do well on one item in a cluster tend to do well on the others
Distinct clusters are called ______, each of which represents an ability
factor analysis
cluster together
factor
permit large numbers of pupils to be tested at once and are useful for instructional planning
usually given to classrooms as a whole
teachers need little training
can identify children who require more extensive evaluation
group administered tests
are used for more extensive evaluation of children
require considerable training and experience to begeiven well
the examiner considers both the childs answers and _____ and notes reactions such as _____ to and _____ in the tasks
examples stanford-binet and wechsler
individually administered tests
behavior
attention to
interest
For individuals from age 2 to adulthood
Assesses general intelligence and 5 intellectual factors: knowledge, quantitative reasoning, visual-spatial processing, working memory, and basic information processing (such as speed of analyzing information)
Each factor includes both a verbal and a nonverbal mode of testing, yielding 10 subtests in all
The knowledge and quantitative reasoning factors emphasize culturally loaded, fact-oriented information, such as vocabulary and arithmetic problems
But the visual-spatial processing, working-memory, and basic information processing factors are assumed to be less culturally biased because they require little specific information
stanford-binet
The 1st test to be standardized on children representing the total population of the U.S., including ethnic minorities
Widely used for 6-16 year olds
Measures general intelligence and 4 broad factors: verbal reasoning, perceptual (or visual-spatial) reasoning, working memory , and processing speed
Each factor is made up of 2 or 3 subtests, yielding 10 separate scores in all
Was designed to downplay culturally dependent knowledge, which is emphasized on only 1 factor, verbal reasoning
According to the test designers, the result is the most “culture-fair” intelligence test available
wechsler
to look for relationships between components of information processing such as basic working memory capacity and childrens scores
major problem: regards intelligence as entirely due to causes within the child disregarding cultural and situational factors that are known to affect childrens thinking
componential analyses
expands the componential approach into a comprehensive theory that regards intelligence as a product of both inner and outer forces
_________: infomration processing skills
________: capacity to solve novel problems
________: application of intellectual skills in every day situations
triarchic theory of successful intelligence
analytical
creative
practical intellegence
believes that each intelligence has a unique biological basis, a distinct course of development, and different expert, or “end-state,” performances
Also emphasized that a lengthy process of education is required to transform any raw potential into a mature social role
Cultural values and learning opportunities affect the extent to which a child’s intellectual strengths are realized and the ways they are expressed
gardeners theory of multiple intelligences
Some argue that ethnic groups may not have equal opportunity to be exposed to information on the tests and the testing situation may impair the performance of some children but not others
test bias
the fear of being judged on thesis of a negative stereotype
Researchers gave African-American, Hispanic-American, and Caucasian-American 6-10 year olds verbal tasks
Some children were told that the tasks were “not a test” and others were told they were “a test of how good children are at school problems”
Among children who were aware of ethnic stereotypes, African American and Hispanic American children performed far worse in the “test” condition than in the “not a test” condition, those who were not aware of stereotypes did not
In contrast, Caucasian American children performed similarly in both conditions
stereotype threat
______ are the most beneficial
teachers spend less time disciplining and more time teaching and giving individual attention
smaller class
learning in school factors include
class size
eductional philosphies
teacher student relationships
larger cultural context
teachers are the sole authority for knowledge, rules and decision making and does most of the talking
traditional
encourages students to construct their own knowledge
beneficial
constructivist
children start to live up to their teachers positive or negative views of them
educational self fulfilling prophecy
students with learning difficulties are placed in regular classrooms for all or part of the day
this practice is designed to prepare them for participation in society and to combat prejudices against individuals with disabilities
although some students in inclusive classroom situations benefit academically, many ___
inclusive classrooms
do not
display exceptional intellectual strengths including creativity and talent as well as high IQ
gifted children
