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PSYC 315 Childhood & Adolescence > Intelligence and Academic Achievement > Flashcards

Intelligence and Academic Achievement Flashcards

1
Q

G (general intelligence)?

A

Cognitive processes that influence the ability to think and learn on all intellectual tasks
Tasks on intelligence tests are positively correlated

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2
Q

Fluid intelligence? + change with age

A

Ability to think on the spot, example drawing inferences and understanding relations between concepts that have not been encountered previously. Closely related to addition of novel tasks, speed of information processing, working-memory functioning, and ability to control attention.
Peaks around age 20 and slowly declines thereafter.

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3
Q

Crystallised intelligence? + change with age

A

Factual knowledge, such as word meanings, state capitals, math etc. Reflects long-term memory for prior experiences and is closely related to verbal ability.
Increases steadily whole life.

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4
Q

Stability of IQ?

A
  • From age 5 correlations of IQ tests are strong
  • 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)
  • Scores are not constant for individuals over time
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5
Q

What increases stability of IQ?

A
  • Stability increases when:
  • 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 (Authoritative)
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6
Q

Primary mental abilities?

A

7 abilities proposed by Thurstone as crucial to intelligence
Word fluency, verbal meaning, reasoning, spatial visualisation, numbering, memory, perceptual -> school testing things

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7
Q

Three-stratum theory of intelligence?

A

Carroll’s model that places g at the top of the intelligence hierarchy, eight moderately general abilities in the middle, and many specific processes at the bottom

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8
Q

Wechsler Intelligence Scale for Children (WISC)?

A

Widely used test designed to measure the intelligence of children 6 years and older

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9
Q

IQ (intelligence quotient)?

A

A Quantitative measure of a child’s intelligence relative to that of other children of the same age

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10
Q

Normal distribution?

A

Pattern of data in which scores fall symmetrically around a mean value, with most scores falling close to the mean and fewer and fewer scores farther from it

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11
Q

Standard deviation (SD)?

A

Measure of the variability of savouries in a distribution; 68% fall within 1 SD of the mean, and 95% fall within the 2 SD of the mean

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12
Q

What is most closely related to a child’s later occupational success?

A

A child’s IQ score is more closely related to the child’s later occupational success than is the socio-economic status, the school, or any other variable that has been studied.

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13
Q

Self-discipline?

A

Ability to inhibit actions, follow rules, and avoid impulsive reactions

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14
Q
  • 3 effects of genotype-environment interactions/relations?
A

Passive effects
Evocative effects
Active effects

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15
Q
  1. Passive Effects?
A

The overlap between their patents’ genes (and therefore interest) and their own, not because anything the child does. Example, kids whose genotype predispose them to readily are likely to have access to a lot of books because their parents like reading as well.

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16
Q
  1. Evocative effects?
A

Children’s influence on other people’s behaviour. Example, parents will read more to a child that is interested than a child who is uninterested.

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17
Q
  1. Active effects?
A

Children choosing environments they enjoy. Example, a high school student who loves reading will read a lot, regardless of other they were read to when young.

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18
Q

What can explain why children’s IQ become more closely related over time to their biological parents, even if they’re adopted and never seen their biological parents?

A

The evocative and active effects

With age, children increasingly shape their own environments in ways that reflect their personalities and tastes.

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19
Q
  • The Immediate Environment effect on IQ - Family?
A
  • Emotional and verbal responsiveness of primary caregiver
  • Avoidance of excessive restrictions and punishment
  • Provisions of appropriate play material
  • Maternal* involvement with child, support
  • Opportunities for variety of daily stimulation, try new things and challenges
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20
Q
  • The Immediate Environment effect on IQ - School?
A
  • More schooling is correlated with increased IQ scores
  • IQ scores increase during the school year, but decrease during summer break
21
Q
  • The Immediate Environment effect on IQ - Society & Poverty?
A
  • Poor diet, reduced healthcare, poor intellectual stimulation, lack of emotional support
  • The greater the gap in wealth in a country, the greater the difference in IQ scores
22
Q

Risk factors related to IQ scores (9)?

A
  1. Head of household unemployed or working in low-status occupation
  2. Mother did not complete high school
  3. At leat 4 children n family
  4. No father or stepfather in home
  5. Family income
  6. Large number of stressful life events in past few years
  7. Rigidity of parents’ beliefs about child development
  8. Maternal anxiety
  9. Negative mother-child interactions
23
Q

Risk factors related to IQ scores and age?

A

-> after kids are exposed to more than two risk factors their IQ declines, regardless of age

24
Q
  • Cultural differences in average intelligence for a given domain?
A
  • Time spent on the subject matter
  • Instruction that emphasizes the mastery of concepts rather than the memorisation of procedures
25
Q

Flynn effect? Potential cause?

A

Consistent rise in average IQ scores that has occurred over the past 80 years in many countries
- Improved nutrition & health care
- More people are reaching their full intellectual potential (mostly the poorest)
Alternative
- Increased societal emphasis on abstract problem solving and reasoning (Fluid intelligence has increased twice as much as crystallised intelligence)

26
Q

Intervention programs?

A

Programs that increase self-esteem, motivation, positive classroom behaviour, parenting skills, ability to communicate with teachers.
Results in better school performance

27
Q

Better Beginnings, Better Futures (BBBF)?

A

Ontario-based prevention project designed for young children who have multiple risks for poorer child development

28
Q

Caroline Abecedarian Project?

A

Comprehensive and successful enrichment program in the United States for children from low-income families

29
Q

Theories of Intelligence? + 2 examples

A

A number of contemporary theorists have argued that many important aspect of intelligence are not measured by IQ
- Gardner, Multiple intelligences theory
- Sternberg, Theory of successful intelligence

30
Q

Multiple intelligences theory? + influence

A

Gardner’s theory of intellect, based on the view that people possess at least 8 types of intelligence.
Children learn best through instruction that allows them to build on their strength -> large influence on teaching example, making up a song
1. Linguistic intelligence
2. Logical -mathematical intelligence
3. Spatial intelligence
4. Musical intelligence
5. Naturalistic intelligence
6. Bodily-kinestetic intelligence
7. Intrapersonal intelligene
8. Interpersonal intelligence

31
Q

Theory of successful intelligence?

A

Sternberg’s theory of intellect, based on the view that intelligence is the ability to achieve success in life.
Success depends on 3 types of abilities
1. Analytic abilities, traditional intelligence test measures, language/math/spatial (Crystallised intelligence)
2. Practical abilities, reasoning about everyday problems, e.g. conflict resolution
3. Creative abilities, reasoning in novel circumstances, e.g. creating “clean-up” a fun game (Fluid intelligence)

32
Q

Jeanne Chall’s 5 Stages of Reading Development?

A
  • Stage 0, (birth to 1st grade) Phonemic awareness:
    Ability to identify component sounds within words
  • Stage 1, (1st to 2nd grade) Phonological recoding skills:
    Ability to translate letters into sounds and to blend sounds into words, a.k.a sounding out
  • Stage 2, (2nd to 3rd grade), gain fluency in reading simple material
  • Stage 3, (4th to 8th grade), Able to cure more complex information from texts -. Read to learn and not learn to read.
  • Stage 4, (8th to 12th grade), consider multiple perspectives and subtleties in texts.
33
Q

Phonemic awareness?

A

Ability to identify component sounds within words

34
Q

Phonological recoding skills?

A

Ability to translate letters into sounds and to blend sounds into words, a.k.a sounding out

35
Q

Pre-reading skills? + relation to reading skills

A
  • Most middle-income children learn the manes of letters of the alphabet before they enter school
  • No causal relationship between the two (letter names and reading)
36
Q

Phonemic awareness’s relation to reading skills?

A
  • Both correlated with later reading achievement and a cause of it
  • Teaching phonemic-awareness skills to 4- and 5-year-olds causes them to become better readers (and spellers) for at least four years after the training
    Learned from the natural environment (e.g. though exposure to nursery rhymes)
37
Q

Word identification?

A
  • Effortless identification of words is crucial to reading comprehension and the enjoyment of reading
  • Words can be identified in two ways: Phonological recoding/Visually based retrieval
38
Q

Visually based retrieval?

A

Proceeding directly the visual form of a word to its meaning?

39
Q

Strategy-choice process?

A

From first grade, children choose adaptively between these two approaches
- Fastest approach that is likely to be correct
- Children progress between the beginning of first grade and the end of second grade from relying primarily on phonological recoding to reign primarily on retrieval
- Degree of mastery of phonological recoding contributes directly to retrieval skills

40
Q

Dyslexia?

A
  • Inability to read and spell well despite having normal intelligence.
  • Affects roughly 5% to 10% of children in the North America.
  • Difficulty in reading primarily because of a general weakness at phonological processing, the ability to discriminate and remember sounds within words
  • Teaching strategies that enhance their phonological recoding skills helps
41
Q

Simple view of reading?

A

Perspective that comprehension depends solely on decoding skill and comprehension of oral language

42
Q

Situation mode?

A

Cognitive processes used to represent a situation or sequence of events

43
Q

Comprehension monitoring?

A

Process of keeping track of one’s understanding of a verbal description or text

44
Q

Script?

A

Typical sequence of actions used to organise and interpret repeated events, such as eating at restaurants, going to doctors’ appointments, and writing reports

45
Q

The Hidden Classroom?

A
  • Beliefs about effort
  • Stereotypes about ability
  • Culture of success/achievent vs. “Being cool”
  • Reward for risk taking
    -> Messages come in the from of teacher expectations, student expectations, posters in the classroom
46
Q

Beliefs about effort?

A

Can imply natural ability
It’s an inseparable part of you (how we might conventionally think about race and ethnicity)
- This belief contrasts with the view that success is achieved though hard work and determination
“You worked very hard on that” / “You’re really smart”
“You must have put in a lot of effort” / “You’re very talented at math”
“Your grade really reflects your hard work” / “You’re a natural”
“If you keep working at it, you’ll do better” / “You’re my math whiz”

47
Q

What can imply that success is not guaranteed?

A

Beliefs about effort

  • With effort it goes up
  • Int he absence of effort, it goes down
    -> This belief rewards the process more than the result
48
Q

Turns out, students who believe success is natural actually do worse! Why?

A
  • They have a harder time rebounding from negative feedback
  • They’ve internalised the negative feedback as a statement about themselves
49
Q

Stereotypes about ability?

A
  • Gender stereotypes about being good at reading/writing/English
  • Gender stereotypes about being good at math/science
  • Racial stereotypes about being good at math

PSYC 315 Childhood & Adolescence (10 decks)

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