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DLB B > Intelligence and learning > Flashcards

Intelligence and learning Flashcards

1
Q

g (general intelligence)

A

Cognitive processes that influence the ability to think and learn on all intellectual tasks

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2
Q

Fluid intelligence

A

ability to think on the spot to solve novel problems

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3
Q

Crystalized intelligence

A

Factual knowledge about the world

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4
Q

Primary mental abilities

A

Seven abilities proposed by Thurston as crucial to intelligence

  1. word fluency
  2. verbal meaning
  3. reasoning
  4. spatial visualisation
  5. numbering
  6. rote memory
  7. perceptual speed
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5
Q

Three-stratum theory of intelligence

A

Caroll’s model that places g at the top of the intelligence hierarchy, 8 moderately general abilities in the middle, and many specific processes at the bottom.

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6
Q

Wechsler Intelligence Scale for Children (WISC)

A

Widely used test designed to measure the intelligence of children 6 years and older,
three-statue framework:
- g;
- verbal comprehension, visual-spatial processing, working memory, fluid reasoning, processing speed;
- specific processes

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7
Q

Typical Verbal comprehension

A

VOCAB: What is a helicopter.
SIMILARITIES: how are a mountain alike.

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8
Q

Typical Fluid Reasoning Items

A

Picture concepts: pick an object from each pair and group them together (gereedschap).

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9
Q

Typical working memory items

A

Digit span: 5,3,7,4,9 zeg maar en daarna van 9 naar 5
Letter-number sequence: 4,d,2,g,7 benoem eerst letters van klein naar groot en letters op alfabetische volgorde (2,4,7d,g)

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10
Q

Typical visual spatial processing items

A

block design maak figuur met anders gevormde blokjes.

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11
Q

Typical processing speed items

A

Coding: onder ieder rondje x en vierkant -

Symbol search: Figuur links zelf als een van de figuren rechts (na de lijn)

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12
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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13
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 scores farther from it.

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14
Q

Standard deviation (SD)

A

Measure of the variability of scores in a distribution; in an normal distribution 68% sd1, 95% sd2

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15
Q

Continuity of iq scores

A

closer tests are given, stable (hoe ouder hoe stabieler), Environment

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16
Q

Self-dicipline

A

Ability to inhabit actions, follow rules, and avoid impulsive reactions. Also influence success later in life.

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17
Q

IQ scores as predictors

A

Hoe hoger hoe groter de kans dat een kind succesvol word, zowel geld als binnen een bepaalde branche

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18
Q

genen en omgeving

A

genen spelen steeds meer een rol hoe meer het kind voor zichzelf kan kiezen,
iq kind en ouder stijgt (zelfs als ze geen contact hebben), kinderen met adoptieve ouders wordt iq wel minder

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19
Q

Passive effects

A

overlap between parents and Childs genes, meer met biologische ouders (ouders houden van lezen, kind ook en daarom groeit kind op in een huis met veel boeken)

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20
Q

Evocative effects

A

Childerens genotype effecting others, Dries houdt van lezen dus moeder zal (lokaal wilt ze dat zelf niet) meer voorlezen

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21
Q

Active effects

A

Kind kiest omgeving dat bij hem of haar past (adoptief kind houdt van lezen, hoe ouder ze wordt hoe meer ze gaat lezen)

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22
Q

Family influences

A

Environment + IQ dus wel correlatie maar causaal weten we niet

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23
Q

shared and non-shared environment

A

family is unique, non-shared more with age

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24
Q

Influence of schooling

A

attending school makes kids smarter, iq stijgt door stijging

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25
Q

Flynn effect

A

Consistent rise average IQ that have occurred over the past 80 years in many countries (society)

26
Q

Source Flynn effect

A

Uncertain:

  • Low income hebben het steeds beter
  • Beter geworden in abstracte problem solving (fluid)
27
Q

The Caroline Abecedarian Project

A

Comprehensive and successful enrichment program for children from low income families

28
Q

Multiple intellegences theory

A

Gardner’s theory of intellect, based on the view that people posted at least eight types of intelligence

29
Q

Theory of successful intelligence

A

sternberg’s theory of intellect based on the view that intelligence is the ability to achieve succes in life. Depends on 3 abilities: analytic, practical and creative

30
Q

Stage 0

A

birth till 1st grade

Learning letters of the alphabet and gaining phonetic awareness

31
Q

Phonemic awareness

A

ability to identify component sounds within words (klanken horen)

32
Q

Stage 1

A

1st and 2nd grade (6-7)

Phonological skills

33
Q

Phonological recoding skills

A

Abillity to translate letters into sound and blend sound into words. Zie schoen, leest de klank, geeft betekenis aan de klank

34
Q

stage 2

A

2nd and 3rd grade (7-8 y)

gaining fluency in reading

35
Q

Stage 3

A

4th-8th grade ( 8-13)

Je kunt nieuwe info uit testen halen (begrijpend lezen)

36
Q

Stage 4

A

8th-12th grade (13-18 y)

meerdere perspectieven kunnen lezen (welke verteller)

37
Q

Pre-reading kills

A

Leren wat hoe je moet lezen (maar kunnen nog geen worden). rechts links, spaties ect. Met hoge phonemic awareness lezen meer en beter dan andere

38
Q

Visually based retrieval

A

Visual of the word naar meaning gelijk

39
Q

Strategy-choice process

A

Procedure for selecting amount alternative ways to solve a problem (moeilijke woorden visual, moeilijk Phonological recoding)

40
Q

Mental model

A

Cognitive processes used to represent a situation or sequence of effects.

41
Q

Comprehension monitoring

A

Process of keeping track of ones understanding of a verbal description of text

42
Q

Dyslexia

A

Inability to read and spell well despite having normal intelligence

43
Q

Simpel view of reading

A

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

44
Q

Situation model

A

cognitive process used to represent a situation or sequence of events

45
Q

Pre-writing skills

A

Ze denken dat het uiterlijk van een woord lijkt op de betekenis

46
Q

Generating written text

A

Low level, het vormen van letters en woorden, Gramatica van de zinnen
high leven, Structuur argumentatie, framework

47
Q

Script

A

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

48
Q

Metacognitive understanding in writing

A

Planning what you want to write and know that not very reader has same knowledge as writer

49
Q

Content knowledge

A

Crucial in writing, Kids write better when familiar with topic

50
Q

Understanding arthima

A
  1. Strategies
  2. Numerical Magnitudes Representation
  3. Conceptual understanding of arithmetic
  4. Cultural influence
51
Q

Strategies

A

Counting from one, retrieval

counting from lager numbers, Decomposition

52
Q

Numerical Magnitudes Representation

A

welk getal is groter
1-10 (3-6y)
1-100 (6-8y)
1-1000 (8-12y)

53
Q

Conceptual understanding of arithmetic

A

Commutative law of addition - (A+B = B+A)
Mathematical - equality x=y dus zelfde getal
gesture-speech mistmatch - Hand movements and speech on problem not like

54
Q

Cultural influence

A

oost Azië beter dan ons, cultural emphasis on math, language

55
Q

Mathematics anxiety

A

A negative emotional state that leads to fear and avoidance of math. Meer meiden dan jongens

56
Q

Mathematics disabilities

A

General difficulty in thinking about numbers. IQ normal range, perform poort in math

57
Q

Sir fransics Galton

A
  • Heridty
  • Sensory and perceptual skills (stimulus)
  • Attempts of measurements
  • created an interest in the measurement of mental of mental ability (skull –> nu brain)
58
Q

Alfred binet

A
  • Asked to develop an easy to administer objective tests of intelligence for children
  • Assumed that mental abilities develop with age
  • Chronological age versus mental age
  • Binet-Simon test
59
Q

Binet-simon task

A 
Task of reasoning and problem solving
○ Verbal reasoning
○ Quantitative reasoning
○ Abstract reasoning
○ Short-term memory
60
Q

Factor-analysis

A

statistical method to identify clusters of variables that correlate highly with each other.

61
Q

The Pygmalion Effect

A

if a teacher believes that a child has potential, the child will develop better cognitive skills.

62
Q

Project head start

A
  • health
  • nutrition
  • educational and school refines
  • parental involvement

DLB B (6 decks)

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