Important people /tests

Question 1

Sir Francis Galton

Answer 1

-craniometrist
- assessed people on size of head and performance of physical tasks E.g. eyesight, strength of grip, colour vision, hearing and hand preference
- believed in higher order that underpins physical properties and metal aptitude
- UK 1884 he created his inteligence test

Question 2

Jean-Martin Charcot

Answer 2

-Founder of modern neurology

Question 3

Alfred Binet

Answer 3

-disolusioned with Craniometry especially due to confirmatory bias
-Moved to psychometrics (pshychological measurments of indefinable things)
-1905 published Binet-Simon test published - devised to identify children with special educational needs ergo lagging behind peers.
- Binet left legacy that intelligence should be assessed in relation the population of which the test is intended (children aged 6 for children aged 6 etc).
- believed intelligence was not fixed and could be developed
- BElieved intelligence testing should only be used as a rough diagnostic tool
- Against the use of IQ

Question 4

Binet-Simon test (Standford-Binet Test)

Answer 4

54 tasks
40 mins
HAd to follow commands, measure differences in length, define abstract words, memorise spoken numbers, name objects
Ranging from easy to difficult

Results were compared to the chronological age norms and the result was said to be the mental age.

Translated to English by Henry Goddard and amended by Spearman. Renamed Standford-Binnet test is now gold standard.

Most recent version of the test eas published in 2003

Question 5

Charles Spearman and g

Answer 5

British Psychologist
Supported that assesment based on a varity of different tasks could derive an overall measurement of intelligence as there was correlation between performances in the different groups proved there was an underpinning factor
He coined the factor ‘general intelligence’ known as g.
Evidence for conclusion not strong
g lies at the core of IQ and assumptions of IQ testing

Question 6

Willam Stern and IQ formula (the first version)

Answer 6

German psyhcologist
wanted to encapsulate intelligenc into a singular number to allow easy comparison.
This number became IQ
The IQ formula became mental age ÷ chronlogical age (actuall age) = IQ

Question 7

Terman IQ test formula (for children)

Answer 7

proposed the ration of the multiplied by 100 to round up the IQ score
Terman’s formula
IQ = mental age ÷ chronological age x 100
This formula is derived only for tests developed for children

Question 8

W.A.I.S - The Wechsler Adult Intelligence Scale

Answer 8

-Developed to measure adult intelligence in 1939
-WAIS - IV is the latest edition published in 2008
-strongly copywrighted

• Consists of 10 core subjects grouped into 4 components
  1. Verbal Comprehension - general verbal skills
  2. Perceptual Reasoning - measure non-verbal reasoning
  3. Working Memory - how much info can a persons menmory hold to complete a task
  4. Processing Speed - speed and accuracy of processing visual information

Test produces and overall IQ and 4 index scores one for each componant.

WAIS stucture aknowledges that Human intelligence is more complex than the idea of g (general intelligence).

Each section has 14- 33 questions in order of difficulty

Question 9

MAKINTOSH - New Research 2011

Answer 9

Has shown that there is closed links to parential interest in education, play and ‘push’ or not their children and IQ test results

Question 10

DUCKWORTH et AL - 2011 New research on IQ performance

Answer 10

Proved that materieal incentives imporved performance on IQ tests by 10 points.
Possibly performance on intelligence tests is influenced by motivation.

Question 11

What are the core 3 criteria of a learning disability?

Answer 11

1. show significant impairment of intellectual functioning
2. show significant impairment of the ability to adapt to their environment or interact with people around them.
3. these impairments occured before adulthood.

Question 12

What IQ threshold is a learning diability?

Answer 12

70
(Although Webb and Witaker 2012 indicate that this is only acurate within plus or minus 4 points as people with learning disabilites are likely to be emotionally strongly effected by testing environment)

Question 13

What did Web and Whitaker say about the current learning disability diagnositic process?

Answer 13

It is based op the ‘passive acceptance of a flawed definition and unreliable measurement’

-Agreed with by judges
(pg 100)

Question 14

What is the suggested revised definition of a learning disability?

Answer 14

A person can be regarded as having a learning disability if they are juged to be in need of community care or educational services due to a failure to cope with intellectial demands of their environment and are
- suffering significant distress
-unable to taje care of themselves or their dependants
-unable to protect themselves against significant harm or exploitation

Question 15

Peter Salovey and John D Mayer’s definition of Emotional Intelligence (EQ) - 1990

Answer 15

A form of social intelligence that involes the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and use this information to guide one’s thinking and action

Question 16

Who wrote ‘Emotional Intelligece: Why it can matter More than IQ

Answer 16

Daniel Goleman (1995)

Question 17

What is SEAL?

Answer 17

S.E.A.L is a UK schools program from 2017 standing for Social and Emotional Aspects of learning.

It is a whole school approach to promoting social and emotional skills that underpin
-effective learning
-positive behaviour
-regular attendance
-staff effectiveness
-emotional health and wellbeing of all in the school incl. staff.

Question 18

What are the 4 componants of EQ?

Answer 18

• Perieving emotion
  -Using emotions
  -Understanding emotions
• Managing emotions

Question 19

What is MSCEIT?

Answer 19

THe MAyer-Salovey-Caruso Emotional Intelligence test

Question 20

Is EQ an ability, a personality characteristic or a learnable skill?

Answer 20

It is unclear and can be all or one of these things

Question 21

Jakobson’s typology of language functions (6) Chp 3.

Answer 21

referential
emotive
Conative
Phatic
metalingual
Poetic

Question 22

Referentional function

Answer 22

The referential function: associated with the context of the message. It focuses on conveying information about the world beyond the communicative event itself.

Question 23

Emotive function

Answer 23

The emotive or expressive function: associated with the speaker/writer. It focuses on their attitude towards what they are speaking about, which may be expressed through a particular choice of words, grammar, or tone of voice.

Question 24

Conative Function

Answer 24

The conative function: associated with the hearer/reader. It is concerned with aspects of language designed to affect or influence the hearer/reader in some way. This function may be expressed through features such as requests and commands.

Question 25

phatic function

Answer 25

The phatic function: associated with the contact. It is fulfilled by language which is addressed at initiating, sustaining or closing the channel of communication, e.g. ‘Well, here we are chatting away at last’ or by ritualised formulas, e.g. ‘Lend me your ears’.

Question 26

metalingual function

Answer 26

The metalingual function: associated with the language code itself. An utterance performs a metalingual function when it refers to the code and how the code works. For example, whenever interactants need to check up on their mutual comprehension of the code they are using, they focus on this function of language, asking questions such as ‘Do you know what I mean?’ or ‘What do you mean by ‘‘ritualised formulas’’?’

Question 27

Poetic function

Answer 27

The poetic function: associated with the message. It focuses on the message for its own sake, emphasising the linguistic qualities of words themselves rather than any other factors in the situation.