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Exam 2 Educational Psychology > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

How is intelligence defined

A

G-factor and multiple intelligences

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2
Q

g-factor approach

“generalized intelligence”

A
  • can be measured across multiple domains

- results can be used to measure IQ

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3
Q

Gardner Multiple Intelligence

A
  • no one factor can be generalized across multiple domains

- His theory had a huge impact during the 90’s. His theory changed the way we look at intelligence.

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4
Q

Gardner Multiple Intelligence Components

A
  • Logical-Mathematical
  • Musical
  • Interpersonal
  • Naturalist
  • Existential
  • Linguistic
  • Spatial
  • Intrapersonal
  • Bodily-Kensthetic
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5
Q

Which one of Gardner’s intelligences have had the most impact?

A

Logical Mathematical/ Linguistics.

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6
Q

Criticisms of Gardner’s Multiple Intelligences?

A
  • Multiple intelligences (types) are not independent demonstrations of intelligence as his theory suggest.
  • Gardner hasn’t provided clear operational definitions for some of the intelligences
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7
Q

Gardner’s Impact

A

Research on actual educational strategies that came out of theory have research support.

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8
Q

Gardner’s Impact and the application for education

A

provide multiple way to access content

  • Provide multiple ways to demonstrate knowledge
  • inform instructions with detailed knowledge of a student’s specific strengths need and areas for growth
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9
Q

Sternberg’s Triarchic Theory

A

Three types of intelligence but they are more contextualized.
Practical, Creative and Analytical

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10
Q

Components of Sternberg’s Triarchic Theory

A

Metacomponents: higher-order executive processes (plan, monitor, evaluate) example: choosing a topic for a project.
Knowledge- acquisition components: learning the skills you need, gathering information you need
Performance components: doing the tasks you planned

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11
Q

Sternberg Triarchic Theory

“Practical”

A

navigate everyday surroundings. More about applying my knowledge to navigate my everyday surroundings. E.g., child learning about fractions and then asked to bake a recipe but ½ it. At dinner with 5 friends split bill 5 ways. Book reports can be used across all 3 intelligences

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12
Q

Sternberg Triarchic Theory

“Creative Intelligence”

A

using your existing knowledge and skills to create or discover or innovate or design something new. E.g., finding a new solution to a common problem. Book report continue the story/alternative endings

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13
Q

Sternberg Triarchic Theory

“Analytical”

A

emphasized on standard IQ test, in most of the curriculum. This intelligence is most emphasized in schools. Ability to acquire or store information, retain or retrieve information, plan ahead, solve familiar problems. Book report compare and contrast two characters etc.

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14
Q

What test Sternberg create to predict GPA

A

Sternberg Triarchic Abilities Test (STAT); practical STAT scores predicted GPA. Analytical/creative intelligence scores did not predict GPA. One would think analytical intelligence would be one to predict GPA

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15
Q

Spearman Intelligence

“g-factor”

A

Charles Spearman developed his two-factor theory of intelligence using factor analysis. His research not only led him to develop the concept of the g factor of general intelligence, but also the s factor of specific intellectual abilities.

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16
Q

legal requirements for accommodation of special needs children

A

Least Restrictive Placement: requires that a special needs child be placed in as normal setting as possible
Individualized Educational Program (IEP)specifies goals, objectives and detailed plans to improve student’s achievement
-written by a team
-updated annually
504 Plan- not an IEP for students without a clinical mental disability e.g., ADHD

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17
Q

Definition of Special Education

A

Specially designed instruction, at no cost to the parent, to meet the unique needs of a child with disability.

18
Q

Bronfenbrenner’s bioecological model of human development

A

Bronfenbrenner’s model is more contextual; some are direct influences, and some are more indirect.

19
Q

Systems of Bronfenbrenner’s bioecological model

A

Immediate-Distant; microsystems contexts that kids are involved with on a frequent basis e.g., home, school, religious settings and neighborhood

mesosystem; home, school, neighborhood, religious settings. This is connection between two or more microsystems e.g., parent involvement in school (affects outcomes of child’s education outcome)

exosystems; these are the settings that a child is not actively participating in but still effects their development e.g., school board decisions, parent’s workplace and local government

macrosystems dominant beliefs and ideologies that make up a child’s background e.g., gender roles portrayed by mass media.

20
Q

The Iceberg of Culture

A

the idea behind this is that the tip of the iceberg is what we can above the surface. Often what we do is limit our definition of culture to what we can observe. We need to get below the surface of “observable culture”

21
Q

Culture

A

refers to the behavior patterns, beliefs, and all other products of a particular people that are passed on from generation to generation.

22
Q

collectivism vs individualism

A

Individualism: in charge of your destiny, it’s MINE, tendency to use “I” rather than “we”, self-focused, do better for yourself, emphasis on uniqueness, prioritize individual goals over group goals, competition

Collectivism: sense of compliance, prioritize group goals, prioritize traditions, sense of community, also tends to be value for harmonious relationships (don’t rock the boat) individual accomplishment are important but the focus is on the group.

23
Q

Circles of Culture

A

The ways in which we identified ourselves by the groups we belong too.

24
Q

Implications of circles of culture

A

This is important to teachers because the groups in which you belong dictate your norm values and expectations. Underlying norms values and assumption influence classroom setup, how one relates to students, how one understands student population. These identities influence children’s educational experience.

25
Q

relationship among SES and school performance

A

-Poor Schools
-Have fewer resources
-Old, poorly maintained buildings
-less-experienced teachers
-encourage more rote learning (why?)
-provide environments not conducive to learning
Poor Students
-Poor Language development
-Less cognitively stimulating home environments
-lower achievement scores
-lower graduation rates
-lower % college bound

26
Q

Effects of prejudice, stereotyping, and racism

A
  • deidentification from school; oppositional identity; resistance culture
  • a disproportionate number of students are more likely to deidentify with school and drop out.
  • a result of stereotype threat; the fear of confirming a negative stereotype. I am perceiving that this stereotype is threating to me and I do not want to confirm the stereotype
27
Q

Stereotypes

A

a scheme that organizes knowledge OR perceptions (positive or negative) of a category of people

28
Q

Prejudice

A

an unjustified negative attitude toward an individual because of his/her membership in a group.

29
Q

Discrimination

A

unequal treatment toward an individual because of his/her membership in a group.

30
Q

Solutions for diversity in education

A
  • emphasize that intelligence is malleable
  • more variety (cooperation & competition; individual and group work)
  • include underrepresented groups in curriculum material
  • examine your own stereotypes; identify specific strategies to reduce effects
31
Q

Institutional Racism

A

the existence of systematic yet covert policies/practices that disadvantage certain racial or ethnic groups

32
Q

ELL

A

English Language Learner

33
Q

3 variable most often used to calculate SES

A
  • Income
  • Education Level
  • Occupation Status
34
Q

Additive Model of bilingual education

A

the goal is to add Language 2 while maintaining and refining Language 1

35
Q

Subtractive Model of bilingual education

A

the goal is to replace the native language (L1) with second language (L2)

36
Q

Cognitive benefits of bilingualism

A

Are better at switching between different tasks (easier “transition” time)
Are better at ignoring distractions and peripheral information (e.g., better performance on Stroop task)
outperform monolingual children on many other cognitive tasks (problem solving, analytical reasoning, concept formation)

*with no social stigma attached**

37
Q

ELL Programs

A

Dual Immersion (2 types)
Transitional Programs
English Only Immersion

38
Q

Dual Immersion Programs

A

Early Exit: start off with about half the instruction in each language. Last between 1-3 years (most commonly 2 years). At the end of three years in L1 classroom only.

Late Exit: 70-80% of academic instruction is in native language and the rate gradually increase. The program last 5-8 years; typically six years.

39
Q

Transitional Programs

A

typically, last about a year and spend a majority of their time in an English only classroom and are pulled out for ESL instruction. Getting some support for developing English but not getting full on instruction. ESL pull programs are typically one/two; English skills only or content ESL programs

40
Q

culturally relevant pedagogy

A
  • students must experience academic success (all the challenges of SES, racism, etc. which make it disproportionally more difficult to experience academic success)
  • students must develop/maintain their cultural competence
  • students must develop a critical consciousness to challenge the status quo

Exam 2 Educational Psychology (1 decks)

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