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Language and Development > Development of cognitive ability - CD3 > Flashcards

Development of cognitive ability - CD3 Flashcards

1
Q

What is feeblemindedness?

A

a category made by pintner to represent the lowest 3% of the distribution on the Binet-Simon test

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2
Q

How can intelligence tests be used in developmental disorders?

A

look at cognitive ability scores in order to understand and support patients

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3
Q

What are the components of Spearman’s theory of intelligence?

A
  • general intelligence (g)
  • specific abilities (vocab, maths, spatial)
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4
Q

What is fluid intelligence?

A

the ability to solve abstract relational problems that have not been explicitly taught and are free from cultural references

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5
Q

What is crystallised intelligence?

A

the ability to solve problems that depend on knowledge acquired in school or through other experiences

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6
Q

What does the theory of multiple intelligences suggest? (2)

A
  • intelligence is the sum of the processing system that takes place irrespective of sensory input
  • intelligence is not the same as a learning process
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7
Q

What are the components of the Bayley scale of infant development? (5)

A
  • mental scale
  • motor scale
  • language
  • emotion
  • adaptive behaviour
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8
Q

What happens in the Fagan test of infant intelligence?

A

examine what children can categorise, along with difdferent abilities to differentiate between infants

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9
Q

What is the Stanford-Binet test? (3)

A
  • adaptation of Binet’s scale to add age norms
  • standardisation
  • IQ = (mental age/chronological age)/100
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10
Q

How has the Stanford-Binet test been updated? (3)

A
  • including more backgrounds like culture
  • focus on information processing and memory
  • linking ideas around fluid and crystallised intelligence
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11
Q

What is the Wechsler intelligence scale for children? (2)

A
  • measures of intelligence across different domains
  • (actual test score/expected test score for age)/100
    then standardised
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12
Q

what is test-retest reliability?

A

the reliability of a test over time if the same person took the test at different time points

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13
Q

What is test validity?

A

the extent to which a test accurately measures what it is supposed to measure

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14
Q

What is IQ continuity like across early childhood?

A

correlations with IQ at age 8 are very low from infancy and they increase as you reach age 8

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15
Q

What is IQ continuity like across late childhood?

A

pretty good

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16
Q

How do IQ scores relate for how genetically related you are? (2)

A
  • more shared genes = more correlated IQ
  • this relationship is lower when reared apart
17
Q

After a literature review, what is suggested to be the heritability of IQ?

A

20-30%

18
Q

Why might genetics become more important with age on IQ?

A

you have more freedom to live in environments that let the genes play a stronger role

19
Q

What is a passive reason for gene environment interactions?

A

a child’ environment may predict traits
but they are in that environment because of their parents’ genes

20
Q

What is an active reason for gene environment interactions?

A

children’s traits may affect those around them, making a specific environment

21
Q

What are the components in Brofenbrenner’s socio-ecological model?

A
  • microsystem
  • mesosystems
  • exosystems
  • macrosystem
22
Q

What is a microsystem?

A

family and school

23
Q

What is a mesosystem?

A

interactions between microsystems, e.g. between parents and teachers

24
Q

What is an exosystem?

A

poverty, parents’ workplace stress

25
Q

What is a macrosystem?

A

cultural stereotypes

26
Q

What is a HOME score?

A

measures the quality of the child’s environment

27
Q

How does HOME score relate to IQ? (3)

A
  • score at 3-5 relates to IQ at 6-8
  • particularly verbal stimulation from caregivers
  • weaker correlation for primary schoolers than preschoolers
28
Q

How does school year group relate to IQ?

A

higher year group = better scores on the IQ subset measures

29
Q

How does the correlation between HOME score and IQ change over time and what does this suggest?

A
  • decreases
  • school influence begins to push against home influence
30
Q

How do poverty and social class relate to IQ score? (2)

A
  • poverty = lower IQ, especially for persistent poverty
  • social class positively predicts IQ
31
Q

How does the number of risk factors influence their effect on IQ?

A

more risk factors at age 2 = lower IQ at age 4 and 13

32
Q

Why might the Bell Curve book be wrong about race?

A

there are likely more environmental factors influencing the IQ difference than any genetic differences

33
Q

How does being adopted affect IQ scores?

A

people from all backgrounds will develop in the normal IQ range

34
Q

What ability seems to be better in males?

A

spatial

Language and Development (16 decks)

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