Lecture 5: off to school Flashcards
Learning
is the transfer of knowledge from working memory to long-term memory
Memory strategies to expand working memory
o 7-8 years: rehearsal of the material
o 9+ years: organization of the material
o 9+ years: elaboraration of the material
Metacognition
- > diagnose memory problems accurately
- > monitor effectiveness of memory strategies
Metamemory
understanding of remembering and forgetting (theory of mind)
Cognitive self-regulation
identify goals, select strategy, use strategy, monitor strategy
Intelligence, Spearman (1904)
intelligence consits of a general factors that is consistent across tasks and situations
Intelligence, Thurstone and Thurstone (1941)
intelligence consist of distict abilities (Perceptual speed, word comprehension, word fluency, spatial relations, number proficiency, memory, and inductive reasoning)
intelligence, Cattell (1993)
proposed a hierarchical model
o general factor on the first level
o specific abilities at the second level
Gardner’s Theory of multiple intelligences
- linguistic
- logical-mathematics
- spatial
- musical
- bodily-kinesthetic
- interpersonal
- intrapersonal
- naturalistic
- existential
Emotional intelligence
the ability to use one’s emotions effectively for solving problems living happily
Emotional intelligence (three components)
- emotion perception
- emotion understanding
- emotion regulation
Stereotype threat is reduced …
- when positive cultural values are confirmed beforehand
- when the test is framed as an opportunity for problem solving or learning
- when ethnicity os not made salient during the test
Parenting styles
- Authoritative
- Permissive
- Auhtoritarian
- Uninvolved
Parenting styles: Autoritarian
high level of demand and control
low levels of warmth and communication
Parenting styles: Permissive
high in warmth and communication
low in demand and contrrol
Parenting styles: Uninvolved
low in levls of demand and control
low inlevel of warmth and communication
Parenting styles: Autoritative
high in warmth and communication
fair degree (high) in demand and control
- inductive discipline
Child consequences: Autoritarian
good school performance
lower self-esteem (fewer interaction skills)
some subdues unhappy, others highly agressive
Child consequences: Permissive
impulsive and low-selfcontrol
Child consequences: Uninvolved
poor school performance
often aggressive
Child consequences: autoritative
higher school grades
resposible, self-reliant, friendly
Forms and Frequencies of Child Maltreatment (in the US)
- physicial abuse (20%)
- sexual abuse (10%)
- neglect (80%)
- psychological abuse (5%)
Factors that promote child abuse
- cultural context
- parent characteristics
- child characteristics
Consequences (of child maltreatment)
- physicial damage
- poor relationships (often aggressive)
- lower academic achievements
- more depresses as children
protective factors
- child resilience
- child engagement in school
- positive representation of their mother
