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PSYC 310 > lecture 10 > Flashcards

lecture 10 Flashcards

1
Q

A developmental process

A

starts at birth and continues throughout life

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2
Q

Giftedness is a term used to describe

A

individuals who show or have a potential for showing an exceptional level of performance

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3
Q

what are the ares in which giftedness can be shown through

A

General intellectual ability, Specific academic aptitude, Creative thinking, Leadership ability, Visual or performing arts

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4
Q

giftedness is

A

NOT a marker of success, but rather an aptitude / inherent ability to learn

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5
Q

gifted ppl are

A

statistically rare 3-5 %

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6
Q

iq 130-145

A

gifted

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7
Q

iq 145+

A

highly gifted

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8
Q

what are some behavioural characteristics of gifted people

A

Highly developed curiosity
□ Limitless questions (≠ ODD)
□ Interested in challenges and discovery
□ Proactively curious
□ Longer attention span and persistence on subjects of interest
□ Intensity, sensitivity and overexcitabilities (details in a few slides)
□ Divergent thinking and a tendency to put ideas or things together in unusual,not obvious and creative ways
□ Feeling intensely different from peers (differential Dx essential)
□ Intolerance to perception of injustice (idealism)
□ Unusual sense of humour

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9
Q

what are some risk factors that may increase chances of social or emotional difficulties

A

Different rates or levels of physical and emotional
development
o Drive to use one’s abilities
o Drive to understand and search for consistency
o Ability to see possibilities and alternatives
o Emotional intensity
o Concerns with social and moral issues

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10
Q

intellectural overexcitability hallmarks

A

Curiosity, asking
probing questions, concentration, problem solving, and
introspection.

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11
Q

intellectual overexcitability individuals are

A

independent thinkers and keen observers who become impatient at time

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12
Q

intellectual overexcitability individuals have

A

incredbly active mins and seek knowledge

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13
Q

imaginational overexcitiability hallmarks

A

Rich imagination, fantasy play, daydreaming, dramatic
perception

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14
Q

these adults are often dramatic in their interactions with others and they may appear spaced out

A

imaginational overexcitiability

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15
Q

emotional overexcitability

A

have heightened sensitivity
* form strong emotional attachment to people or things
* often have difficulty adjusting to new situations and are often accused of overreacting

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16
Q

these children and adults may become quite disillusioned, cynical, angry or depressed when they discover that their idealism is not shared by others.

A

emotional overexcitability

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17
Q

psychomotor overexcitability

A

Show a surplus of energy that is often manifested in rapid speech, intense enthusiasm, intense physical activity and a need for actionw

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18
Q

what overexcitability is misdiagnosed with adhd

A

psychomotor overexcitability

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19
Q

sensory overexcitability hallmarks

A

heightened seeing, smelling, tasting, touching, and hearing

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20
Q

these children and adults may attempt to avoid or minimize certain settings of overstimulation

A

sensory overexcitability

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21
Q

what overexcitability has the potential to be misdiagnosed with ADS

A

sensory

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22
Q

sternberg on giftedness

A

Excellent in a domain * Rare in the general population
* difference can be measured
* Able to create something unique with this
potential
* The accomplishments of this person has a value for society

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23
Q

renzulli on giftedness

A

3 components interacting and 2 typed of gifted children

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24
Q

what are the 3 components and 2 types of children renzulli talks about

A

ability, creativity, and commitment and high academic or creativite potential

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25
Q

Dabrowski on giftedness

A

original concept of
developmental potential, which he defined as a genetic endowment of traits that determine what level of moral development a person may reach under ideal circumstances

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26
Q

iq

A

Scores on a psychometric test, a standardized and normed test

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27
Q

academic achievement

A

grades and awards

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28
Q

talent

A

Achievement, larger than academic achievement.A potential being used and nurtured could lead to achievement / accomplishments / performance

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29
Q

giftedness

A

Dynamic and heteroclite developmental process. Potential + engagement to developing one’s own
talent

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30
Q

asynchronous development

A

persistent difficulties in adaptation and functioning because of the gap between
the intellectual development of gifted people and the
other spheres of their development

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31
Q

what are the five differences a gifted child may experience between their intellect and..

A

emotional development, psychomotor development, attentional development, academic or professional achievement, and social functioning

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32
Q

difference in their emotional development may include things like

A

immature and contradictory behaviors with their intellectual abilities, anxiety, frustration

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33
Q

difference in their psychomotor development may include things like

A

psychomotor development (clumsy, difficult to write, very skillful in certain tasks and not in others, etc.)

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34
Q

difference in their attentional development may include things like

A

attentive if stimulated, but below his intellectual potential, distracted, disorganized, lack of concentration

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35
Q

difference in their professional achievement may include things like

A

boredom, difficulty learning,
distraction when little stimulation, highly variable results, underperformance

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36
Q

difference in their social functioning may include things like

A

difficulty to relate to others, to understand the limits, social norms and the framework of the average person, isolation, feeling of
misunderstanding

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37
Q

what are the different profiles of giftedness

A

homogeneous, heterogeneous, and twice exceptional

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38
Q

homogeneous profile

A

harmonious cognitive development and a great facility to learn

the majority are quite successful in adapting

work well in school, but can be bored and experience anxiety as well as social difficulties

may be quite sensitive to the expectations of others

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39
Q

heterogeneous profile

A

great disparities between their
different cognitive abilities, which can reflect learning disabilities, motor disorders or language disorders that can even mask giftedness

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40
Q

what is the heterogenous profile characterized by

A

brain that “constantly thinks”, great intuitive creativity and analog thinking that makes planning very difficult.

Often unconventional and hypersensitive.

Highly variable academic success

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41
Q

what is the first type of twice exceptional

A

Their ability may be more noticeable, hiding their disability

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42
Q

what is the second type of twice exceptional

A

disability may be more noticeable, hiding there exceptional ability

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43
Q

what is the third type of twice exceptional

A

Each may mask the other so that neither is recognized nor addressed

44
Q

giftedness +learning diasbility

A

the superior memory (visual and verbal) and the more advanced vocabulary of gifted children very often hide the
presence of learning disabilties

45
Q

what are the most present learning disabilities in gifted children

A

phonological
dyslexia-dysorthographia and dyspraxia

46
Q

giftedness + autism spectrum disorder

A

lot of overlap between children with ASD and giftedness- especially non-verbal skills that are superior to their verbal skills

47
Q

what characteristics to children with ASD and giftedness present

A

Social skills that seem limited, social
withdrawal, Poor understanding of the rules of social communication, Particular sense of humor, Excessive perfectionism, concern for
details, and Sensory hypersensitivity

48
Q

why is adhd the most common misdiaagnosis for giftedness

A

ADHD & HP behaviors can be very similar. Planning difficulties and inattentive
behaviors can be misinterpreted and ppl who administer tests believe giftedness is only above 130

49
Q

Gifted children with ADHD may be more
“hyperactive” than the typical ADHD because

A

they get bored quicker + they are impulsive

50
Q

giftedness +adhd

A

often struggle dealing with failure because they lack control over their performance

performance is often very variable and considered below their intellectual abilities

The lack of inhibition may lead to a more intense in their emotional lives, in their actions and in their fields of interest

51
Q

elitism

A

belief that a select few are superior to other

52
Q

Early work on giftedness assumed that giftedness, creativity, and talent were

A

innate and permanent

53
Q

Ability is incrementally

A

developed, built on effort, practice, and persistence, along with attitudes of problem finding and problem solving

54
Q

perception of intelligence have

A

shaped our education system and encouraged self-fulfilling prophecies

55
Q

Someone’s implicit belief about intelligence will

A

influence the learning opportunities they pursue, the effort they will invest, and their resulting
growth

56
Q

carol dwecks mindset theory

A

beliefs about the
capacity to grow one’s abilities

57
Q

growth mindset overview

A
  • intelligence is a changeable
  • malleable attribute
  • can be developed through effort
  • Skills can be learned
58
Q

fixed mindset overview

A
  • intelligence is inborn
  • uncontrollable trait
  • You are gifted or not
59
Q

to fixed mindsets, effort is a sign of

A

low ability and relatively ineffective at overcoming it

60
Q

primary goals of fixed mindset ppl

A

perform well, to appear smart, or avoid looking dumb

61
Q

when fixed mindsets face setback or failure they are likely to

A

attribute it to low ability rather than effort, doubt their ability to recover

62
Q

fixed mindset people are susceptible to

A

loss of confidence and easily give up when encountering challenges

63
Q

what to fixed mindset people do when facing failure

A

have a helpless response, give up instead of risking further exposition to being unintelligent or untalented

64
Q

the implicit premise of the growth mindset

A
  • Intelligence can be cultivated
  • Belief in the power of effort
  • Intelligence is a malleable quality
65
Q

what is growth mindset usually associated with

A

mastery-oriented approach to tasks

66
Q

Individuals with this mindset are often more focused on

A

learning goals

67
Q

when growth mindsets experience set backs

A

tend to show
persistence in the face of adversity

68
Q

growth mindsets attribute setbacks to

A

lack of sufficient
effort and, in turn, adopt a mastery- oriented
approach, increasing their effort and taking on new
study strategies

69
Q

what do growth mindsets view obstacles as

A

setbacks not inadequacy- The appropriate effort or
strategy was not employed – not a threat to the person

70
Q

blackwell

A

assessed the mindset of high achieving students (N= 373) entering Junior
Highschool (NY public school) and tracked their math grades for 2 years.

Assessed the students’ mindset with a Likert scale

71
Q

results of blachwell et al

A

2 years later, those endorsing a strong growth mindset outperformed those who had a fixed mindset (controlling for prior achievement)

72
Q

what did blackwell et all think were responsible for the diverging trajectories of fixed vs growth mindsets

A

beliefs, goals, and attitudes

73
Q

flynn effect

A

IQ scores on psychometric testing have been on the rise from generation to generation

74
Q

possible explanations of the flynn effect

A

skills can improve and be shaped by experience and schooling, which changes how and what is learned

75
Q

Mackey et al. 2011

A

children playing with board games and video games for 8 weeks

They specifically improved their reasoning or their speed of processing skills, depending on which they practiced

76
Q

Brehmer et al. 2012

A

adults with
adaptive computerized program for working memory training of increasing difficulty

77
Q

Adaptive training condition for brehmer equaled

A

the quantity of information held or
manipulated in working memory was increasing as participants became more proficient

78
Q

Moser et al 2011

A

With a growth mindset, you are more likely to attend to errors → more likely to improve accuracy on the next trials of a task.

People with a growth mindset were more successful at reorienting their
attention to the task at hand

79
Q

Mangels et al. 2006

A
  • Fixed mindset is more “attentive” when given accurate feedback.
  • However, don’t learn from their mistakes as much as expected
80
Q

blackwell et al 2007 2 group study results

A

Group 2 continued to experience
decline in grades (control group).

Group 1 initial declining grades was reverse : their average math grades improved within a few months of the intervention

81
Q

Mueller & Dweck 1998

A
  • T1 = Students are given Raven matrices * RCT into Δ feedback conditions
  • T2 = children asked which puzzle they want to try (easy one or hard ones)
82
Q

mueller and dweck groups

A

Group1: intelligence praise condition

Group 2: effort/process praise condition

Group 3: control condition

83
Q

mueller and dweck 1998 results

A

Children praised for intelligence chose to repeat the same easy puzzles! While the children praised for process largely chose the more difficult ones

84
Q

stereotype threat

A

concern with confirming a negative stereotype can interfere with
thinking and motivation and, therefore,
performance

85
Q

In cultures where there are many women graduates in math and science (like in South and East Asian cultures), the basis of success is attributed to

A

effort > inherent ability

86
Q

Dweck DOES NOT

A

deny that there are “talent differences” among individuals

87
Q

Dweck is not suggesting a person can change everything about their nature BUT she argued

A

its hard to know where talent comes from, and who is capable of what.

88
Q

Those who are homogeneous

A

They will function relatively well , May consult for consequences of giftedness

89
Q

Limitless questions

A

Part of differential process

90
Q

what intervention can be done for intellectual curiosity

A

give more work, put them in an enriched probram, skip a grade

91
Q

Dive deep into scientific topic and stay engaged with that for long term=

A

consistent with their passion

92
Q

Idealism

A

Difficult to support them when they discover things like injustice
When that idealism is challenged by reality

93
Q

why is it easier to identify a gifted child than adult

A

Stakes so high when evaluate child
Some stuff thats easier and more raw and closer to the potential based on literature

94
Q

The intellectual mode is characterized by

A

analysis, logic, questioning the search for truth and a need for continuous and intense intellectual stimulus

95
Q

gifted according to gagne

A

interested in how the environment will shape the expression of the individual

96
Q

sense of destiny =

A

sense of purpose

97
Q

asynchronous development is considered as qualitative difference because

A

something doesnt evolve at the same time

98
Q

giftedness are good in all domains

A

false

99
Q

all children can be gifted

A

false

100
Q

gifted children are lucky and favoured theu will succeed in life

A

false

101
Q

gifted children cant have a learning disability

A

false

102
Q

heterogeneous ppl score average inc lass because

A

they have problem that they comensate for

103
Q

heterogeneous people are

A

more intuitive

104
Q

child should not be told he is gifted as it will mae him arrogant

A

false

105
Q

positive manifold helped with the impression that intelligence is a

A

gift

106
Q

for mayer at al 2011, children that played with board agmes and video games

A

board games= better and matrix reasoning
video games= better at cognitive speed

107
Q
A

PSYC 310 (13 decks)

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