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Computer Science > CHYS 2P10 > Flashcards

CHYS 2P10 Flashcards

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1
Q

What is the Psychometric Approach?

A
  • Intelligence is a trait or set of traits on which individuals differ
  • Early Binet-Simon test
  • The mental age reflects the level at which the child performed on the test – if the child performed at the level of the average ten-year-old, then the child would be assigned a mental age of ten, regardless of the child’s chronological age (physical age).
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2
Q

What is IQ?

A

Binet-Simon test reported test scores in terms of intelligent quotient (IQ), which was a function of the mental age of the child divided by their actual physical age
-Adult version is the WAIS-III, child version is the WISC-III

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3
Q

How is Intelligence Measured?

A

Stanford-Binet Intelligence Scale
-Intelligence Quotient calculated as
IQ = Mental Age/Chronological Age *100, but all modern tests now use Deviation IQs

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4
Q

what is the The Wechsler Scales? WPPSI – III/WISC – IV?

A

-Tests include both verbal and nonverbal (performance) measures
individually administered IQ tests, including the Preschool and Primary Scale of Intelligence (WPPSI) for children 2 to 7 years old, the WISC for children 6 to 16 years old, and the Adult Intelligence Scale (WAIS) for adults

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5
Q

What is General Intelligence?

A

psychometric theory, the idea that intelligence can be expressed in terms of a single factor, called g

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6
Q

Who was Sir Francis Gelton?

A
  • believed that intelligence was based on biological differences in the speed of neural conduction
  • He attempted to determine if there was a link between intelligence and the speed of sensory processes (using basic instruments!), but he did not find any significant correlation
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7
Q

Who was Charles Spearman?

A
  • Developed factor analysis to determine if there was a general intelligence that underlay performance in the different forms of Binet’s tests
  • He found that two factors influenced performance on these tests: general intelligence (g) and specific intelligence (s)
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8
Q

What is Specific intelligence?

A

referred to skills that applied directly to the problem being solved (e.g., knowing how a specific calculation)

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9
Q

What is Fluid & Crystal g

A

Cattell further developed this idea by breaking g into gf (general fluid intelligence) and gc (general crystal intelligence)
-Speed of sensory perception also correlates well with fluid g, although not as well with crystallized g

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10
Q

Fluid g vs. Crystal g

A

is a general mental ability that could be adapted to any use, while crystallized intelligence refers to previous experience/learning
Fluid intelligence is most directly helpful in unfamiliar testing situations
The opposite is true for crystallized intelligence
Fluid intelligence appears to peak during the early 20’s, whereas crystallized intelligence peaks at around age 50

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11
Q

What Is g? (general Intelligence)

A

-Mental speed and working memory have both been raised as possible basis of g
-Individuals with high IQ scores typically also have faster responses to sensory events (faster sensory perception)
-Speed of sensory perception also correlates well with fluid g, although not as well with crystallized g
The digit span of working memory also tends to be greater in individuals who score high on IQ tests
These results suggest that an overall ability to process a lot of information quickly in the conscious mind is related to intelligence in general, and fluid intelligence in particular

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12
Q

Hierarchical Models:

A

Intelligence consists of a

  • general ability factor
  • specialized ability factors
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13
Q

Carroll’s three-stratum theory of intelligence

A

narrow, broad, and general cognitive ability.

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14
Q

Information-Processing Perspective? Sternberg’s triarchic theory?

A

-Sternberg’s theory that describes intelligence in terms of three subtheories of intelligence: contextual, experiential, and componential

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15
Q

Theory of Multiple Intelligences?

A

Gardner’s theory postulating eight components, or modules, of intelligence: (1) linguistic, (2) logical-mathematical, (3) musical, (4) spatial, (5) bodily-kinesthetic, (6) interpersonal, (7) intrapersonal, and (8) naturalistic

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16
Q

How is Intelligence Measured?

A

Young children can’t take IQ tests (lack the required verbal or written skills)

17
Q

The Bayley Scales of Infant Development

A 
2- 30 months
Motor scale
Mental scale
Behavioral record
Uses a Developmental Quotient 
Predictive value poor for later IQ
18
Q

How stable are IQ scores across childhood?

A

Scores at age 8 correlate with scores at age 18 (.70)

  • many children show fluctuations
  • Increase or decrease; not random
  • Environment important
19
Q

Cumulative deficit hypothesis

What do IQ Scores Predict?

A 
Scholastic achievement
.50 correlation with future grades
Vocational outcome
Occupation (higher in white collar jobs)
Education (increased levels of education)
20
Q

What are gifted IQs and what are “delayed”?

A 
The Gifted (IQ 130-150+)
The Mentally “Delayed” (IQ below 70)
21
Q

Factors that Influence IQ

A
  1. Genes
    - Twin Studies: identical twins’ IQ correlated more than fraternal
    - Adoption Studies: adopted children’s IQs resemble biological parents more than adopted parents
  2. Environent
    - Adoption to more advantaged family & IQ
22
Q

What is the Flynn Effect?

A

the systematic increase in IQ scores (about 5 to 9 points per decade) observed over the twentieth century

23
Q

Group Differences?

A

cultural based IQ differences

24
Q

What are did the cultural test not consider?

A

Genetic hypothesis

  • IQ differences are hereditary
  • But environment can account
  • Negative evidence from mixed-race children

Environmental Hypothesis
Groups differ in IQ due to environment
Some environments more conducive to intellectual growth than others

25
Q

Low-income families

A

-Malnourishment
-Caregivers under stress
-Fewer age-appropriate toys, books
-

26
Q

Social and Cultural Correlates how?

A
  • Mother did not complete high school
  • Family has four or more children
  • Father is absent from family
  • Family experienced many stresses
  • Parents have rigid child-rearing values
  • Mother has poor mental health
27
Q

The Three Rs: Acquiring Society’s Core Academic Skills

A

-Reading is unlike language acquisition; reading is not intuitive and requires significant extra effort to master

28
Q

Emergent Literacy is?

A

the skills, knowledge, and attitudes that are presumed to be developmental precursors to conventional forms of reading and writing during early childhood and the environments that support these developments

29
Q

Phonemic awareness

A

-the knowledge that words consist of separable sounds
-Reading depends on phonological recoding requires the brain to process visual signals into auditory signals
Related to the orthography of a language – the link between visual symbols and sounds (deep = harder to learn/more obscure)
-English has very deep orthography

30
Q

Dyslexia:

A

-Great difficulty in learning to read despite an average intelligence
-Phonological processing, phonological recoding, is the single best predictor of reading disabilities
Phonological difficulties associated with brain activation
-The idea is that difficulty processing sounds leads to difficulty learning to read

31
Q

Sex deference’s?

A

-Boys are far more likely to be identified as having reading disabilities than girls
-Sex differences in reading, verbal and writing ability with girls and women displaying higher levels of performance
-Possible explanations
Reading viewed as stereotypical feminine activity
Sex differences in brain structure or function

32
Q

Two basic approaches to teaching reading

A
  • Phonic method
  • Whole-language approach
  • A combination of both approaches is most effect in teaching reading
  • Reading instruction is most effective when individualized to child’s learning abilities and styles
  • Learning to write involves the physical act of learning to write as well as the process of becoming a skilled communicator
33
Q

Vygotsky’s second order symbolism?

A
  • Preschoolers begin to write but do not differentiate written marks from things they represent
  • Children who are good readers are more likely to be good writers
34
Q

Min Strategy:

A

an arithmetic strategy in which children faced with an addition problem start with the largest addend and count up from there

35
Q

Sum Strategy:

A

an addition strategy used by young children that involves counting together the two addends (that is, one after the other) of a problem

36
Q

Whole-Language Approach:

A

-a top-down approach to teaching reading that emphasizes the reader’s active construction of meaning

Computer Science (5 decks)

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