Child Psychology Non-priority Flashcards
Previous years- 80%
Intelligence
Theorist - Spearman (1904)
‘g’ factor responsible for performance on mental ability tests. People who did well in one area did well in others. Underlying general intelligence influences all task performances.
Intelligence
Theorist-Gardner (1983)
Multiple intelligences= 8 kinds: visual-spatial, musical, linguistic-verbal, interpersonal, interpersonal, logical-mathematical, bodily-kinaesthetic, naturalistic. Could be strong in one or have a range of abilities.
Intelligence
Theorist-Goleman (1996)
5 essential elements: emotional self-awareness, self-regulation, motivation, empathy, social skills. Aim to have all.
Intelligence
Concordance rate
MZ
DZ
Concordance rate: likelihood of both twins in a family sharing the same characteristic.
MZ:one egg/identical
DZ:two eggs/ non-identical
Intelligence
Haier et all (2005)- brain sizes
- men have more grey matter in their frontal and piratical lobes= decision making and spatial awareness
- women have more grey matter in frontal lobes and Broca’s area= decision making and attention and speech production
Intelligence
Genotype+Stimulation=IQ
An individual can inherit the eugenic potential to be intelligent but good nurturing will effectively with that genotype for that potential to be achieved.
High IQ+ good stimulation = high IQ
High IQ+ poor stimulation =average IQ
Low IQ+ good stimulation = average IQ
Low IQ + poor stimulation = low IQ
Intelligence
Van-Leeuwen (2008)
Aim
Correlation of the relationship between the IQ of twins, their siblings and parents.
Intelligence
Van-Leeuwen (2008)
Sample
112 families from the Netherlands on the twin registry and also had another sibling. 48MZ 64DZ twins were aged: 8.9-9.5 yrs additional child: 9.9-14.9 yrs Opportunity/self-selected All signed consent forms
Intelligence
Van-Leeuwen (2008)
General procedure
- Biological data, hormonal and MRI collected
- Arrived between 9-11, had 3 breaks and lasted 5 hours
Intelligence
Van-Leeuwen (2008)
Raven’s Standard Progressive Matrices
- the standard version was taken by children
- the advanced progressive matrices was taken by the adults
The score indicated general intelligence. The Rasch model was used to calculate the probability.
Intelligence
Van-Leeuwen (2008)
Results (x4)
+heritability
- correlations higher for MZ twins that first degree relatives
- high correlation between parents’ IQ
- no sex difference
- lower IQ groups=high interaction between the genotype and environment
Heritability was estimated at 67%, the rest environmental.
Intelligence
Van-Leeuwen (2008)
Conclusions (x3)
- influence of parents on children’s intelligence primarily due to eugenic factors
- environment has more of an impact on lower IQ children than higher (predisposed)
- Children with a predisposed IQ will seek out stimulating or non-stimulating environments depending on the IQ
Intelligence
Intelligence tests-Yerkes How does it work? Examples of questions Strengths Weaknesses
Alpha-literate. Multiple choice questions based on American Culture. (What is silk made from?)
Beta-illiterate. Draw missing parts of images, mazes, symbols. (Draw a bowling ball in the hand of a person in a picture)
+objective-can be either right or wrong
+ordinal data
-ethnocentric situations of American culture
-logistical issues- haven’t picked up pen before
Intelligence
Intelligence tests-gardner's multiple intelligence How does it work? Examples of questions Strengths Weaknesses
Self-report using a rating scale based on statements(either 1-4 or 1-5 scale.)
‘I consider myself as athletic’
‘Music is very important to me and my daily life’
+nominal and ordinal data
+objective in allocation to intelligence type
-not reliable as self-report
-leading/ social desirability as everyone wants to be perceived a certain way
Cognitive development in education
Piaget-Schema
A set of linked ‘existing understandings’ of the world. Thought or behaviour that organises categories of info and relationships ships among them.
Cognitive development in education
Piaget-Assimilation
Using schemas to deal with new objects/ situations.
Cognitive development in education
Piaget-Accommodation
Adding or changing schema to make sense of a new experience.
Cognitive development in education
Piaget-Maturation Theory-Sensorimotor stage
0-18 months
- matching actions to sensations
- objects continue to exist even when they are not seen
Cognitive development in education
Piaget-Maturation Theory-Pre-operational stage
18 months to 7 years
- mental images, symbols and language
- generalise rules about mental operations
Cognitive development in education
Piaget-Maturation Theory-Concrete operational stage
7-11 years
- complex operations such as ordering
- others’ point of view
- the world is how it is, not what it could be
Cognitive development in education
Piaget-Maturation Theory-Fornal operational stage
11+ years
- reason logically
- deal with abstract concepts
- mentally deal with several factors at once
Cognitive development in education
Lev Vygotsky- social construction
The Zone of Proximal Development
Things they can do>ZPD things they can dow with help (the bigger it is, the easier it is to learn)>things they can’t do.
Cognitive development in education
Wood et al (1976)
Tutoring definition/Aim
Describe the nature of instruction of skill and acquisition and problem solving and how this changed with age.
Cognitive development in education
Wood et al (1976)
Sample
30 children-3,4,5 years old
Equally boys and girls
Parents replied to volunteer
Cambridge, MS
Cognitive development in education
Wood et al (1976)
The Puzzle
21 blocks which formed a 6 level pyramid.
Fitted together by pegs and holes. Each level has a depletion on the base-orientation must be correct.
4 blocks for each layer apart from the top.
Left to play with for the first 5 minutes.
Cognitive development in education
Wood et al (1976)
The Procedure -Tutoring
Controlled Observation
-instructed verbal and only interviewed if failed to follow instruction
-tutor would connect a pair of the smallest blocks:
If child did own=do more
If child ignored=present again
If child assembled but overlooked the feature=verbally draw attention and compare.
-left child unless they stopped or got into difficulty
Cognitive development in education
Wood et al (1976)
Scoring
Assisted or unassisted?
Mismatch= reject? lay down?
Disassemble= reassemble? or not?
Cognitive development in education Wood et al (1976) Results Most direct interventions Most verbal interventions Most likely to accept tutor's suggestions 75% of correct pair construction 10% of correct pair construction
Most direct interventions: 3 y/o
Most verbal interventions: 4 y/o
Most likely to accept tutor’s suggestions: 5 y/o
75% of correct pair construction:5 y/o
10% of correct pair construction: 3 y/o
Cognitive development in education
Wood et al (1976)
Conclusions
The greater the age, the less juror interventions required.
Cognitive abilities progress manually with age but help is more openly accepted as it becomes learnt that it is beneficial.
Cognitive development in education
Wood et al’s Key Components of Scaffolding:
Recruitment
Enlist problem solver’s interest and adherence to the task’s requirements,
Cognitive development in education
Wood et al’s Key Components of Scaffolding:
Reduction in degrees of freedom
Simplifying task by reducing the acts required to reach the solution.
Cognitive development in education
Wood et al’s Key Components of Scaffolding:
Direct maintenance
Lag and regress to other aims-tutor keeps focus on objective.
Cognitive development in education
Wood et al’s Key Components of Scaffolding:
Marking critical features
Accentuate relevant features of the task.
Cognitive development in education
Wood et al’s Key Components of Scaffolding:
Frustration control
Less dangerous or stressful with tutor that without.
Cognitive development in education
Wood et al’s Key Components of Scaffolding:
Demonstration
Idealisation of act to be performed.
