Child Psychology Non-priority

Question 1

Intelligence

Theorist - Spearman (1904)

Answer 1

‘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.

Question 2

Intelligence

Theorist-Gardner (1983)

Answer 2

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.

Question 3

Intelligence

Theorist-Goleman (1996)

Answer 3

5 essential elements: emotional self-awareness, self-regulation, motivation, empathy, social skills. Aim to have all.

Question 4

Intelligence
Concordance rate
MZ
DZ

Answer 4

Concordance rate: likelihood of both twins in a family sharing the same characteristic.
MZ:one egg/identical
DZ:two eggs/ non-identical

Question 5

Intelligence

Haier et all (2005)- brain sizes

Answer 5

• 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

Question 6

Intelligence

Genotype+Stimulation=IQ

Answer 6

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

Question 7

Intelligence
Van-Leeuwen (2008)
Aim

Answer 7

Correlation of the relationship between the IQ of twins, their siblings and parents.

Question 8

Intelligence
Van-Leeuwen (2008)
Sample

Answer 8

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

Question 9

Intelligence
Van-Leeuwen (2008)
General procedure

Answer 9

• Biological data, hormonal and MRI collected

- Arrived between 9-11, had 3 breaks and lasted 5 hours

Question 10

Intelligence
Van-Leeuwen (2008)

Raven’s Standard Progressive Matrices

Answer 10

• 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.

Question 11

Intelligence
Van-Leeuwen (2008)

Results (x4)
+heritability

Answer 11

• 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.

Question 12

Intelligence
Van-Leeuwen (2008)

Conclusions (x3)

Answer 12

• 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

Question 13

Intelligence

Intelligence tests-Yerkes
How does it work?
Examples of questions
Strengths
Weaknesses

Answer 13

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

Question 14

Intelligence

Intelligence tests-gardner's multiple intelligence
How does it work?
Examples of questions
Strengths
Weaknesses

Answer 14

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

Question 15

Cognitive development in education

Piaget-Schema

Answer 15

A set of linked ‘existing understandings’ of the world. Thought or behaviour that organises categories of info and relationships ships among them.

Question 16

Cognitive development in education

Piaget-Assimilation

Answer 16

Using schemas to deal with new objects/ situations.

Question 17

Cognitive development in education

Piaget-Accommodation

Answer 17

Adding or changing schema to make sense of a new experience.

Question 18

Cognitive development in education

Piaget-Maturation Theory-Sensorimotor stage

Answer 18

0-18 months

• matching actions to sensations
• objects continue to exist even when they are not seen

Question 19

Cognitive development in education

Piaget-Maturation Theory-Pre-operational stage

Answer 19

18 months to 7 years

• mental images, symbols and language
• generalise rules about mental operations

Question 20

Cognitive development in education

Piaget-Maturation Theory-Concrete operational stage

Answer 20

7-11 years

• complex operations such as ordering
• others’ point of view
• the world is how it is, not what it could be

Question 21

Cognitive development in education

Piaget-Maturation Theory-Fornal operational stage

Answer 21

11+ years

• reason logically
• deal with abstract concepts
• mentally deal with several factors at once

Question 22

Cognitive development in education

Lev Vygotsky- social construction

Answer 22

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.

Question 23

Cognitive development in education
Wood et al (1976)
Tutoring definition/Aim

Answer 23

Describe the nature of instruction of skill and acquisition and problem solving and how this changed with age.

Question 24

Cognitive development in education
Wood et al (1976)
Sample

Answer 24

30 children-3,4,5 years old
Equally boys and girls
Parents replied to volunteer
Cambridge, MS

Question 25

Cognitive development in education
Wood et al (1976)
The Puzzle

Answer 25

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.

Question 26

Cognitive development in education
Wood et al (1976)
The Procedure -Tutoring

Answer 26

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

Question 27

Cognitive development in education
Wood et al (1976)
Scoring

Answer 27

Assisted or unassisted?
Mismatch= reject? lay down?
Disassemble= reassemble? or not?

Question 28

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

Answer 28

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

Question 29

Cognitive development in education
Wood et al (1976)

Conclusions

Answer 29

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.

Question 30

Cognitive development in education
Wood et al’s Key Components of Scaffolding:
Recruitment

Answer 30

Enlist problem solver’s interest and adherence to the task’s requirements,

Question 31

Cognitive development in education
Wood et al’s Key Components of Scaffolding:
Reduction in degrees of freedom

Answer 31

Simplifying task by reducing the acts required to reach the solution.

Question 32

Cognitive development in education
Wood et al’s Key Components of Scaffolding:
Direct maintenance

Answer 32

Lag and regress to other aims-tutor keeps focus on objective.

Question 33

Cognitive development in education
Wood et al’s Key Components of Scaffolding:
Marking critical features

Answer 33

Accentuate relevant features of the task.

Question 34

Cognitive development in education
Wood et al’s Key Components of Scaffolding:
Frustration control

Answer 34

Less dangerous or stressful with tutor that without.

Question 35

Cognitive development in education
Wood et al’s Key Components of Scaffolding:
Demonstration

Answer 35

Idealisation of act to be performed.