Exam 1: Ch. 4 Flashcards
Intelligence
Problem-solving skills and the ability to adapt to and learn from experiences
Intelligence Tests: The Binet Test
Used to measure intelligence provides a general score with -verbal reasoning -quantitative reasoning -abstract/visual reasoning -short-term memory -can be used for a wide age range (2-23 yrs old)
Mental age
an individuals level of mental development relative to others
Intelligence Quotient (IQ)
a persons mental age (MA) divided by chronological age (CA) multiplied by 100
Average and gifted IQ’s are
100-average
135- gifted
Intelligence Tests: The Wechsler Scales
-used to assess students intelligence
-“Age-related” versions provide an overall IQ and verbal and performance IQ
WPPSI-II: Wechsler Preschool and Primary Scale of Intelligence, ages 4-6
WISC-IV: Wechsler Intelligence Scale for Children ages 6-16
WAIS-III: Wechsler Adult Intelligence Scale
Intelligence Tests: Aptitude vs. Achievement Tests
Aptitude Test- assesses one’s “potential” to learn a specialized area
Achievement Tests- assesses one’s “actual knowledge” and skill attainment
Sterberg’s Triarchic Theory
intelligence comes in three forms:
- analytical
- creative
- practical
Sterberg’s Triarchic Theory: Analytical Intelligence
ability to analyze, judge, evaluate, compare, and contrast
Sterberg’s Triarchic Theory: Creative Intelligence
ability to create, design, invent, originate, and imagine
Sterberg’s Triarchic Theory: Practical Intelligence
ability to use, apply,, implement, and put into practice
Gardner’s Eight Frames of Mind
a set of intelligences that are biologically determined:
- linguistic/verbal
- logical/mathematical
- musical
- spatial
- bodily-kinesthetic
- naturalist
- interpersonal (others)
- intrapersonal (self)
Emotional Intelligence
- Ability to perceive and express emotion accurately and adaptively,
- Understand emotion and emotional knowledge
- Use emotion/feelings to facilitate thought
- Manage emotions in oneself and others
Nature and Nurture Issue
issue that involves the debate about whether development is primarily influenced by nature (an organism’s biological inheritance) or nurture (environmental experiences)
Nature
-A child’s biological inheritance
Nurture
- Positive effects of early intervention
- Increasing scores on IQ tests
- Effects of schooling on intelligence
- Reciprocal effects of schooling and intelligence
Environmental experiences
Ethnicity and Culture:
- Ethnic comparisons
- cultural bias and culture-fair tests
Culture-Fair Tests
tests of intelligence that are intended to be free of cultural bias
Impulsive/Reflective styles
also referred to as “conceptual tempo, they involve a student’s tendency either to act quickly and impulsively or to take more time to respond and reflect on the accuracy of the answer
Impulsive/Reflective styles: impulsive students
- tend to act quickly/ often make more mistakes
- not always bad if you tend to react fast but get the right answers
Impulsive/Reflective styles: reflective students
-tend to take more time to respond
- remembering structured info
- reading comprehension
- problem solving and decision making
- setting high standards
- make less mistakes
- more likely to set own goals
- do well on tasks
-might reflect forever about problems and have difficulty finishing tasks
Deep/Surface Learners
involve whether students approach learning materials
(deep style)- in a way that helps them understand the meaning of what materials or …
(surface style)-to learn only what needs to be learned
Deep Learners
- actively construct knowledge
- give meaning to material
- focus on internal rewards
- are self-motivated
Surface Learners
- are passive learners
- fail to tie information to a larger framework
- focus on external rewards
