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child development > Exam 3 > Flashcards

Exam 3 Flashcards

0
Q

Who studied cultural evolution?

A

Steven Pinker

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1
Q

What is intelligence? (3)

A

The ability to

  • Solve Problems
  • Learn from Experiences
  • Adapt
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2
Q

Who studied social intelligence?

A

Nicholas Humphrey

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3
Q

What does Steven Pinker believe?

A

Humans are special because we’ve been able to accumulate knowledge over generations

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4
Q

What does Nicholas Humphrey believe?

A

Humans (and higher primates) are unique because of our social intellectual functioning

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5
Q

When was the Stanford-Binet created? What was it originally called?

A

1906; Simon-Binet

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6
Q

Who helped bring the Stanford Binet to the United States?

A

Lewis Terman

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7
Q

How many times has the Stanford-Binet been revised?

A

5 times

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8
Q

What unique form of the Stanford-Binet is available?

A

A nonverbal form for people who have language delays or disorders

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9
Q

What are the Five Factors of Cognitive Ability?

A
  • Fluid Reasoning
  • Knowledge (Verbal Reasoning)
  • Quantitative Reasoning (Number Reasoning)
  • Visual-Spatial Processing
  • Working Memory
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10
Q

What is the age range of people who can take the Stanford-Binet?

A

Ages 2-85

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11
Q

How is the Stanford-Binet score given?

A

Intelligence Quotient (IQ Score)

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12
Q

How is your IQ score computed?

A

IQ = Mental Age/Chronological Age x 100

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13
Q

Who developed the equation for the IQ Score?

A

William Stern

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14
Q

IQ Scores are based on a bell curve with ___ as the mean and a standard deviation of ___.

A

Mean: 100

Standard Deviation: 15

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15
Q

Why did Weschler create a new intelligence test?

A

He believed it was ineffective to have one test for an entire lifespan. He thought that the test should change as you age.

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16
Q

What are the Weschler Scales? (3)

A
  • WAIS
  • WISC
  • WPPSI
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17
Q

What does WAIS stand for?

A

Weschler Adult Intelligence Scale

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18
Q

What does WISC stand for?

A

Weschler Intelligence Scale for Children

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19
Q

What does WPPSI stand for?

A

Weschler Primary and Preschool Scale of Intelligence

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20
Q

What two types of IQ’s did Weschler use?

A

Verbal IQ and Performance IQ

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21
Q

How did Weschler define intelligence

A

the capacity of an individual to act purposefully, to think rationally, and to deal effectively with the environment

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22
Q

What three factors are associated with Woodcock Johnson

A

Test of Achievement
Test of Cognitive Abilities
Relies heavily of verbal achievement

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23
Q

What is the Wonderlic used for and who has the highest score

A

Occupational use ,Larry Fitzgerald

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24
Q

What does the wonderlic prove to us

A

People can have outstanding abilities that cant be tested

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25
Q

What is Sternberg’s triarchic theory of multiple intelligence’s

A

Analytical: how well a person can problem solve
Creative: Ability to create, invent, discover, and imagine
Practical: Ability to apply and use intellectual strengths

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26
Q

What are Gardners Multiple intelligences? (8)

A

Verbal, Mathematical, Spatial, Bodily kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist

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27
Q

Who has the most accurate intelligence theory

A

Gardner

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28
Q

Salovey/Mayer is associated with which type of intelligence

A

Emotional intelligence

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29
Q

what are the major factors of emotional intelligence

A
  • Appraisal and expression of emotion
  • Regulation of emotion: can compartmentalize
  • Utilization of emotion
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30
Q

What are the factors of utilization of emotion

A
  • Flexible planning
  • Creative thinking
  • Redirecting attention
  • Motivation
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31
Q

What did Eric Whitacre talk about in his TEDx talk

A

His virtual choir, and that the Problem with IQ suggest we should all be 100+ and doesn’t highlight our skills

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32
Q

What does the Bayley test do

A

measures trouble spots within infants, used as a predictive test

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33
Q

Intellectual disability IQ ranges (4)

A

Mild: range 55 to 70 (89%)
Moderate: 40 to 54 (6%)
Severe: 25 to 39 (4%)
Profound: below 25 (1%)

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34
Q

What are the 5 areas of giftedness

A

Academic, Artistic, Leadership, Creative, Intellectual

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35
Q

how is intellectual disability determined

A

a score below threshold on IQ test

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36
Q

what is the definition of emotional intelligence

A

ability to perceive and express emotion accurately and adaptively

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37
Q

what is communication

A

conveying information

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38
Q

what is language

A

form of communications based on symbols

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39
Q

Expressive language

A

communication your wants, needs, feelings, and ideas

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40
Q

receptive language

A

comprehension of language being communicated by another person

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41
Q

What is speech

A

oral production of language

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42
Q

Why are gestures important

A

1 predictor of how children are going to communicate later

43
Q

joint shared attention:

A

shared communication

44
Q

Why is baby sign language important

A

good for communicating basic needs

45
Q

what are the 3 important baby signs

A

Want, more, and give me

46
Q

Who is at risk for language delay

A

Babies who aren’t gesturing/vocalizing

47
Q

What should a child be doing after 12 months (3)

A

Point/reach, Shaking head no, Waving

48
Q

Why is waving important

A

babies should like getting the attention of other people= social connectedness

49
Q

which happens first comprehension or expression

A

comprhension

50
Q

Comprehension

A

babies understand routines

51
Q

Expression

A

lots of word bursts in a short period of time within the first year

52
Q

what happens when kids transition to verbal communication

A

fewer gestures: replaced by words

rule learners: learned implicitly

53
Q

phonology

A

sound system of a language

54
Q

phoneme

A

basic unit of sound

55
Q

how many phonemes are in there for the letters B, C, EE, and Sh

A

B=1 C=2 EE= 1 Sh=1

56
Q

phonetics

A

study of the phoneme

57
Q

Morphology:

A

system that governs how rules are formed in a language

58
Q

Morpheme

A

meaningful unit of speech

59
Q

difference between Free morpheme and Bound morpheme

A

Free morpheme can stand alone

and Bound morpheme can not stand alone

60
Q

Overgeneralization:

A

applying rules of language when you don’t need to

61
Q

Jean Berko gleason

A

o Implicit language learning theory
o She is a Psycholinguistic
o Hi thanks goodbye, are important to teach your kids

62
Q

syntax

A

appropriate construction to form sentences

63
Q

semantics

A

word learning

64
Q

Vocabulary acquisitioning

A

Fast mapping: understanding a lot of words with little exposure to them

65
Q

word mix ups

A

Fewer/less, affect/effect, elicit/illicit

66
Q

pragmatics

A

appropriate use of language in diff context

67
Q

Good pragmatics

A

turn taking, maintaining eye contact, staying on topic

68
Q

Bad pragmatics

A

interrupting, avoiding eye contact, laughing at funerals

69
Q

Contextual language

A

talking about things in front of you

70
Q

decontextualized langugae

A

getting a child to talk about things that have happened with them

71
Q

Children with poor pragmatics

A

is a tip off for children with autism

72
Q

Broca’s area

A

o Left frontal lobe

o Speech production; grammatical processing

73
Q

Wernicke’s area

A

o Left temporal lobe

o Language comprehension

74
Q

Jean Doninique Bauby

A

o Locked in syndrome

• Guy has paralysis and brcoa’s aphasia with only one eye to communicate

75
Q

Victor

A

o Wild child
• 11 year old kid comes out of the woods in France and a scientist finds him and tried to teach him language
• If you don’t learn language by a certain age you will never be able to speak regularly

76
Q

Genie

A

Girl had been abused and locked in a cage for 13 years
o Brain damage from abuse
o Scientist tried to teach her language and she made some progress, but then when the scientist stared fighting over her she regressed even further back than when they started

77
Q

Hellen Keller

A

o Should have major communication issues, but because she had social connectedness she can hear and function normally
o Learned to talk through vibrations in the lips nose and throat

78
Q

Nativist

A

Noam Chomsky
• Humans are prewired to learn language
• Time sensitive
• LAD language acquisition device

79
Q

Environmentalist

A

o Strategies used with babies and young children
• Infant/ child directed speech
• Recasting: when children say something incorrect and you correct them
• Expanding: how we shape language for kids/ rephrasing with elaboration
• Labeling: giving specific things/ objects names

80
Q

Interactionism

A

o Marries biology and environmental influence
o Bruner
• Similarity to Vygotsky
• Lass (language acquisition support system)
• Using meaningful context to learn language
• Parents as teachers

81
Q

Constructivist approach (Piaget)

A

o Learner centered: use the child’s interests to teach them
o Emphasizes the importance of actively constructing knowledge
o Teacher acts as a guide: Allows kids to ask questions
o Children explore freely and learn to think critically

82
Q

Direct instruction approach (4)

A

o Structured learning
o Teacher centered
o High teacher expectations for progress
o Maximum time spent on learning tasks

83
Q

Accountability

A

High for teachers low for parents

84
Q

Standardized tests of achievement

A

No child left behind and common core

85
Q

No child left behind limitaions:

A

children have strengths outside the box

86
Q

No child left behind

A
  • Children who aren’t doing well lower the class level, children who are doing really well then move and feel left behind
  • Takes away autonomy for teaching, because teachers have to teach kids how to do well on tests
87
Q

common core

A
  • State benchmarks
  • New set of standards highlighting math and language arts, different from no child left behind, because standards are the same for everybody
  • Making sure kids have met certain standards before moving on to the next level
88
Q

Child centered kindergarten

A

o Children are unique: treat them differently
o Learning through firsthand experience
o Emphasis on play

89
Q

Montessori Approach

A

o Decreased structure
o Ability to choose own interests
o Teacher is facilitator/demonstrator
o Emphasis on solitary work : important for kids to figure out how to think independently
o Child led and children are encouraged to be more creative
• Not good for children who need structure

90
Q

Developmentally appropriate practice

A

• Age appropriateness
• Individual appropriateness
o Uniqueness of the child: use a child’s interests to teach them

91
Q

Project head start (1965)

A

• Premise: identify children who are at risk (low SES) and provide them with learning opportunities
o One of the most federally funded programs today
• Children enrolled: are at risk because of SES

92
Q

Outcomes of Project head start

A

Quality differences:
• Children enrolled at age 4 already had to much information to make up and couldn’t retain information in head start
• Kids enrolled earlier in head start had greater advantages
• Caused government to fund early head start for kids 0-3
• Kids who where enrolled in high quality elementary schools continued to do well, kids who went to poor quality schools had all the head start progress regress

93
Q

The long shadow

A

• Carl alexander worked for Johns Hopkins
• Followed 790 children from Baltimore, most from low income households, from 1st grade to age 28
o Family outweighed school every time
o If there is income disparity it is hard for you to change

94
Q

What did Abbington and Blankenau say

A

• In the eco the amount of money spent is in higher education, slope heads downwards, you should start from birth to three

95
Q

What are the prevention strategies

A

o Education: (Abbington and Blankenau)
o Preventative medicine
o Risk identification
o Universal PreK/ pilot program

96
Q

David R. Dow

A

realized that a surprising number of death row inmates had similar biographies. He proposes a plan that prevents murders in the first place
• Invest in all children early and there are moral and economic advantages

97
Q

Private sector/non profit organizations

A 
o	 These are used if there isn’t enough support in involved communities 
•	Dallas Healthy Start

•	New Connections

•	Dallas Childrens Advocacy Center

•	Vickery Meadow Learning Center
98
Q

Foundations for reading success

A
  • Bridges to literacy books
  • Bridges to literacy: Rosenkoetter & Barron,
  • Emergent literacy
99
Q

3 things necessary for early reading success

A

o Phonological awareness
o Print awareness
o Oral language

100
Q

Bridges to Literacy

A

o Relationships that include print
o Responsiveness: kids are naturally inquisitive
o Repetition: provide structure in routines
o Modeling behavior: kids will want to read if they see you reading
o Oral language
o Experiences in the world
o Experiences with literacy
o Experiences with decontextualized language
o Experiences with writing
o Hypothesis construction and testing

101
Q

What did Hart and Risley do?

A

tried to figure out the correlation of language and why these programs may or may not be working

102
Q

What did the in class graph show?

A

Shows the more words a child hears the more they are going to retain and the more they will use later
o Welfare children learn the least amount of word

103
Q

Critical thinking and mathematics

A

o Ginsburg, H.P. Cannon, J. Eseng
o strengthen skills for math readiness
o build on what children already know

104
Q

Early mathematical abilities

A 
o	Magnitude: size concepts are important 
o	Enumeration: making mental lists
o	Addition and subtraction
o	Intuitions: thinking intuitively and mental math
o	Accuracy
o	Strategy: figure out how kids are thinking
o	Written symbolism
o	Shapes
o	Pattern
o	Measurement 
o	Space 
o	Metacognition
105
Q

Teaching experiments

A

it is important to now the child’s current skill level as well as potential for learning

child development (2 decks)

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