intelligence

Question 1

crystallized intelligence

Answer 1

factual knowledge (e.g., word meaning)
- tends to increase across life span

Question 2

fluid intelligence

Answer 2

ability to think on the spot (e.g., solve novel puzzles)
- tends to peak early in adulthood

Question 3

IQ tests

Answer 3

the closer in age the tests are given the stronger the correlation (e.g., ages 5 and 7 scores are more positively correlated than ages 5 and 9 scores
-IQ scores are not consistent over time

Question 4

IQ stability increases when:

Answer 4

• a child believes academic performance is valuable
• a child’s parents take interest in their success
• a child’s parents use firm but modest discipline

Question 5

what may affect intelligence?

Answer 5

family
- emotional and verbal responsiveness of primary caregiver
- avoidance of excessive restrictions and punishment
- provisions of appropriate play material
- maternal involvement with child

schools
- more schooling is correlated with increased IQ scores
- IQ scores increase during the school year, but decrease during summer break

society
- poverty: nutrition, reduced healthcare
(the greater the gap in wealth in a country, the greater the difference in IQ score)

Question 6

Gardner’s theory of multiple intelligences

Answer 6

intellect based on the view that people possess at least eight types of intelligence:
- Linguistic
- Logical-mathematical
- Spatial
- Musical
- Naturalistic
- Bodily-kinesthetic
- Intrapersonal
- Interpersonal

Question 7

what did Gardner believe was the best way for children to learn?

Answer 7

Children learn best through instruction that allows them to build on their strengths

Question 8

Sternberg’s theory of success and three types of success:

Answer 8

Based on the view that intelligence is the ability to achieve success in life
- Analytical abilities: traditional intelligence test measures, (language, math, spatial)
- Practical abilities: reasoning about everyday problems (conflict resolution)
- Creative abilities: reasoning in novel circumstances (e.g., creating ‘clean up, a fun game)

Question 9

hidden classroom

Answer 9

how we frame success impacts children’s resiliency
- explicitly reward effort
- stereotypes, whether or not endorsed by the child, affect performance
- play to the strengths, nurture positive identities (names of stages, grade-levels, and key achievement for each stage)

Question 10

stereotype threat

Answer 10

when you prime (activate) an identity that is negatively associated with an academic skill (they end up doing worse)

Question 11

stereotype lift

Answer 11

when you prime an identity that is positively associated with an academic skill, (they end up doing better)

Question 12

evocative effects

Answer 12

Children influence others’ behavior

Question 13

passive effects

Answer 13

children overlap with their parents’ interests

Question 14

active effects

Answer 14

children choose things they enjoy

Question 15

Jeanne Chall’s Stages of Reading Development

Answer 15

Stage 0- birth until beginning of 1st grade: acquire key prerequisites fro reading –> knowing letters of alphabets, phonemic awareness- ability to identify component sounds within spoken words

Stage 1- 1st and 2nd grades: acquire phonological recoding skills, ability to translate letters into sounds and blend sounds into words

Stage 2: 2nd and 3rd grades: gain fluency in reading simple material

Stage 3- 4th-8th grades: become able to acquire new info through print

Stage 4: 8th-12th grades: develop skill of coordinating multiple perspectives

Question 16

phonemic awareness

Answer 16

correlated with later reading achievement and a cause of it
- teaching phonemic awareness to 4-5 yrs old causes them to become better readers
- learned from natural environment