Intelligence Flashcards
g general intelligence:
a single trait
Various Intelligence tasks are positively correlated, as well as classroom performance, processing speed, etc.
Thurstone’s basic abilities:
Primary mental abilities
Word fluency, verbal meaning, reasoning, spatial visualization, numbering, memory, perceptual speed
While related they are independent from one another
Two kinds of intelligence:
IQ - intelligence quotient
Based on normal distrubution (most scores mean of 100)
Relative to your age group
IQ stability
its correlated from age 5, closer in age tests are given the stronger the correlation
Scores arent constant over time
Stability increases with: belief academic performance is valuable, parental interest in success, parental firm but modest discipline
IQ predicts:
academic, economic and occupational success (dont rule out creativity, motivation, physical/mental health, social skills)
Factors influencing intelligence:
Passive Effects:
children overlap with parents interest
Evocative Effects:
Children influence other’s behavious
Active Effects:
Children choose things they enjoy
Gender and Intelligence:
Boys and girls mostly equal, with small differences starting in toddlerhood
Girls showing more verbal fluency, writing skills, and perceptual speed
Boys are stronger in visual spatial processing, science skills, mathematical problem solving
Could be many causes (social expectations, peer pressure, biology?)
Immediate environment and intelligence:
Schools and Intelligence:
More schooling = higher IQ
IQ rises during school year, decreases over breaks
(suggests its not fixed, like a muscle)
Society and intelligence:
Poverty
Poor diet, reduced healthcare, inadequate parenting, poor intellectual stimulation, lack of emotional support
Cultural differences on average intelligence in given domain
Time spent on subject matter
Teaching for memorization vs teaching for mastery of concepts
Risk Factors related to IQ scores
Intervention programs
Increase self esteem, motivation, positive classroom behaviour, parental skills, ability to communicate with teachers
Results in better school performance
Continuity of support in school and at home needed
Garder theory - multiple intelligence theory
People have 8 types of intelligence
People can have some, none or all
Popular in classrooms
Which type student excellens in, and use that skill to help with other areas (good with body, make a physical math game)
8 Gardner Intelligence (multiple Intelligence Theory)
Sternberg Theory - Theory of Successful Intelligence
Intelligence is our ability to achieve success in life
Only analytics is testes, more types of intelligence
People can be more intelligent in different circumstances
3 abilities
3 Sternberg Abilities
Chall’s Stages of Reading Development
Prereading skills:
learning letters of the alphabet (no correlation with reading ability) but
PHONEMIC awareness is critical, teaching 4-5 yo causes better readers, learned through natural environment
Word Identification
effortless identification of words, crucial to reading enjoyment and comprehension, can be done in 2 ways
Word identification strategy
From first grade children choose adaptively between retrieval and phonological recoding
Fastest thats correct
Big progression between grades 1 and 2 with practice and exposure
Comprehension
Involves forming a a mental model of a situation or an idea depicted in a text and and updating the model as new info occurs
Improves with age and experience
Content knowledge is greatest influence on reading comprehension
Dyslexia
Inability to read well despite normal intelligence
Difficulty in reading because of weakness in phonological processing and the ability to discriminate/remember sounds in words
5-10% of kids in NA
Teaching skills that help phonological ability helps
The Hidden Classroom
Carol Dweck (beliefs about effort):
children differ in if they believe intelligence is natural ability vs. a product of effort
Entity theory of intelligence have a harder time with feedback (natural)
Incremental theory are better with feedback and motivation to learn (effort)
