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intelligence and achievement Flashcards

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1
Q

define the flynn effect

A

observed phenomenon of IQ scores rising over time, across generations and in various parts of the world

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2
Q

what are the 3 correlates of IQ?

A
  1. explains about 25% of variation in academic success
  2. best single predictor of academic outcomes
  3. correlate with years of schooling, leve of emplomyment and workplace success
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3
Q

crystalised vs fluid intelligence

A

crystalised - ability to use acquired skills and knowledge

fluid - ability to think flexibly, solve new problems, learn in new situations

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4
Q

Sternberg’s successful intelligence theory consists of 3 kinds of abilities. What are they?

A
  1. analytic
  2. creative
  3. practical
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5
Q

what leads to differences in IQ?

A
  1. gender
  2. ethnicity
  3. stereotypes
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6
Q

what % of achievement is due to IQ?

A

25%

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7
Q

besides IQ, engagement in school is key to achievement. what are the 33 kinds of engagement?

A
  1. affective engagement
  2. behavioural engagement
  3. cognitive engagement
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8
Q

interest in schoolwork and enthusiasm for learning are examples of what kind of engagement?

A

affective

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9
Q

involvement in class activities and effort in schoolwork are examples of what kind of engagement?

A

behavioural

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10
Q

attention in class and planing and monitoring are examples of what kind of engagement?

A

cognitive

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11
Q

research has shown that engagement increase/decrease from elemenary to high school.

A

decrease

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12
Q

what causes decline in engagement in school?

A
  1. chnges in school environment
    - greater emphasis on evaluation
    - children have less ctrl
  2. changes in children
    - concern with evaluation
    - desire for autonomy
    - competing interests
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13
Q

define poor environmental stage fit.

A

low compatibility between an individual’s abilities, needs, and characteristics, and the environmental demands, resources, and opportunities available to them.

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14
Q

how does poor environmental stage fit cause kids to disengage from school?

A
  • school envt not compatible
  • other interests outside more compatible with children causing disengagement
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15
Q

unlike the US where engagement in school declines as the children grow older, china manages to _______ their engagement level.

A

maintain

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16
Q

in shaping engagement, Carol Dweck suggests that children have different theories about how changeable ability is. what are they?

A
  1. ability can be increased by trying harder
  2. ability is fixed. you are either smart or not.
17
Q

in shaping engagement, Carol Dweck suggests that there are 2 kinds of responses to challenge. what are they?

A
  1. 70% mastery response
    - engaged
    - effort attributions
    - positive affect
  2. 30% helpless response
    - disengaged
    - ability attributions
    - negative affect (shame, anger)
18
Q

children’s __________ about their own abilities can affect what kind of ______ they have, affecting their ____________ to be high or low, thus affecting ____________.

A

theories; goals; engagement; achievement

19
Q

how many parts are there in the role of praise study by mueller and dweck in 1998?

A

4

20
Q

how many conditions are there in the role of praise study by mueller and dweck 1998?

A

after original praise,

condition 1: praise on ability
- you must be smart.

condition 2: praise on effort
- you must have worked hard

condition 3: no further praise

21
Q

what happens in part 2 of the role of praise study by mueller and dweck 1998?

A

rigged task given to children

children failed

experimentor said “hmm you performed alot worse on these problems.”

22
Q

what happens in part 3 of the role of praise study by mueller and dweck 1998?

A

children given an easy task

  • can measure how performance varied with different kinds of praise
23
Q

what happens in part 4 of the role of praise study by mueller and dweck 1998?

A

children filled in questionnaire that measures:
1. incremental theories
2. mastery goals
3. engagement

24
Q

what are the results of the role of praise study by mueller and dweck 1998?

A
  1. change in performance
    - ability group: decreased
    - control group: increased a little
    - effort group: increased alot
  2. incremental theories, mastery goals and engagement: ability lowest , followed by control then effort
25
Q

the way we ______ and reward children shapes the __________ they form about _________ and success.

A

praise; theories; ability

26
Q

what are the 2 roles of parents in shaping children’s theories about their abilitie?

A
  1. autonomy supportive parenting
    - allow children to initiate behaviours
    - encourage children to solve problems themselves
  2. controlling parenting
    - pressure to meet external standards
    - regulate children’s behaviour without children’s input
27
Q

why do autonomy supportive parents produce children who go on to develop mastery mindset, are highly engaged and get better grades?

A
  • focus on learning not outcome
  • allow children to feel in ctrl
  • develop skills independently
28
Q
  1. what factors affect the theories that children have about their abilities?
  2. the above factors also affect _____________ which i turn affects _____________.
A
  1. praise and parenting
  2. self-control; engagement
29
Q

how can being successful in the marshmallow task predict achievement beyond IQ 10 years later?

A
  • successful delay of gratification: ability to put off immediate reward for the future
  • takes self control to be engaged, put off watching TV, going to parties, to study and achieve good grades in future
30
Q

authoritative parenting (______ autonomy, ______ structure, _______ affect) promotes sense of agency, allowing children to feel like they are in _________, assist with ________ of distress and provides practice in meeting demands. This heightens _______________ among toddlers.

A

high; high; positive

control; regulation

self-control

developmental psychology (13 decks)

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