Definitions - Week 7

Question 1

Intelligence

Answer 1

Ability to think and act in ways that are goal-directed and adaptive.

Question 2

Psychometric Approach

Answer 2

An approach to cognition that assumes that intelligence and other cognitive abilities can be described in terms of a series of mental factors, then in turn, can be assessed by standardized tests.

Question 3

Factors

Answer 3

In psychometric approaches to intelligence, a set of related mental skills (such as verbal or spatial skills) that underlines intellectual functioning.

Question 4

Positive Manifold

Answer 4

The high correlations among scores on a sets of cognitive tests that have little in common with one another in terms of content or types of strategies.

Question 5

General Intelligence

Answer 5

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

Question 6

Fluid Abilities

Answer 6

Intellectual abilities that are biologically determined and reflected in tests of memory span and spatial thinking.

Question 7

Crystallized Abilities

Answer 7

Intellectual abilities that develop from cultural context and learning experience

Question 8

Hierarchical Model of Cognitive Abilities

Answer 8

The model that proposes that intelligence is composed of specific cognitive abilities that are intercorrelated and influenced by a higher-order general intellectual factor, g.

Question 9

IQ Test

Answer 9

Test whose main purpose is to provide an index that quantifies intelligence levels.

Question 10

Wechsler Scales

Answer 10

Individually administered IQ tests, including the WPPSI, the WISC and WAIS.

Question 11

Stanford-Binet

Answer 11

An individually administered IQ test for people 2 years old to adulthood

Question 12

Stereotype Threat

Answer 12

Phenomenon in which minority members preform worse on IQ or other tests after being reminded of a negative stereotype concerning their groups performance on such tests.

Question 13

Pygmalion Effect

Answer 13

A form of self-fulling prophecy in which a person internalizes the expectations of an authority figure.

Question 14

Flynn Effect

Answer 14

They systematic increase in IQ scores observed over the 20th century.

Question 15

Triarchic Theory of Intelligence

Answer 15

Stenbergs theory that describes intelligence in terms of three sub theories or types of intelligence - contextual, experiential and componential.

Question 16

Componential Subtheory (Analytic Intelligence)

Answer 16

In Stenberg’s Triarchic theory, an information processing model describing type of intelligence that includes three types of components - knowledge acquisition, performance and metacomponents.

Question 17

Experiential Subtheory (Creative Intelligence)

Answer 17

In Stenberg’s Triarchic theory,type of intelligence concerned with how prior knowledge influences performance, specifically with the individuals ability to deal with novelty and the degree to which processing is automatic.

Question 18

Contextual Subtheory (Practical Intelligence)

Answer 18

In Stenberg’s Triarchic theory, type of intelligence expressed by the idea that intelligence must be viewed in terms of the context in which it occurs. People gifted in this subtheory have ‘Street Smarts’

Question 19

Adaptation

Answer 19

Adjusting ones behaviour to obtain a good fit with ones environment.

Question 20

Selection

Answer 20

The selection of environments in which to interact.

Question 21

Shaping

Answer 21

The ability to modify or shape the behaviours of others.

Question 22

Theory of Multiple Intelligences

Answer 22

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. Interpersonal 8. Naturalistic.

Question 23

Savants Syndrome

Answer 23

Individuals who show some type of genius, usually in a single area, but also display some form of mental disability in the rest.

Question 24

Prodigy

Answer 24

A child with greenly typical abilities in all but a small number of areas (usually one) in which he or she displays precocious talent.

Question 25

Cumulative Deficit Effect

Answer 25

the phenomenon by which multiple risks persisting over many years add up, resulting in children who display deficits in social, emotional and cognitive functioning.

Question 26

Compensatory Education programs

Answer 26

Programs designed to provide preschool children from low-income homes with the intellectual skills necessary to perform well in primary school.

Question 27

Biologically Secondary Abilities

Answer 27

Cognitive abilities that build on biologically primary abilities but are principally cultural inventions, and often-tendious repetition and external motivation are necessary for their mastery, such as reading.

Question 28

Biologically Primary Abilities

Answer 28

Cognitive abilities that have been selected for in evolution, are required universally and children typically have high motivation to perform tasks involving them, such as language.

Question 29

Matthew Effect

Answer 29

The phenomenon in which the difference between good and poor readers increase over time.

Question 30

Emergent Literacy

Answer 30

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.

Question 31

Phonemic Awareness

Answer 31

The knowledge that words consist of parable sounds.

Question 32

Phonics

Answer 32

Reading instruction method on learning letter-sound correspondence

Question 33

Phonological Recording

Answer 33

Reading skills used to translate written symbols into sounds and words.

Question 34

Dyslexia

Answer 34

Difficultly in learning to read despite having an average level of intelligence and good education opportunities.

Question 35

Whole Language Approach

Answer 35

A top-down approach to teaching, reading that emphasizes the readers active construction of meaning.

Question 36

Sum Strategy

Answer 36

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

Question 37

Min Strategy

Answer 37

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

Question 38

Fact Retrieval

Answer 38

The retrieval of a fact directly from long-term memory without using effortful procedures.