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Developmental Psychology > Lecture 6: Language, Education, and Work > Flashcards

Lecture 6: Language, Education, and Work Flashcards

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1
Q

Bayley Scales of Infant Development (BSID)

A

the most well-known widely used test measuring intelligence for young children
- created for 1-42 months and measures social-emotional skills and adaptive
- three scales

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2
Q

three scales of the Bayley Scales of Infant Development

A
  • the motor scale: measures the ability to do things like grasp an object and throw a ball
  • the cognitive scale: measures how the young child thinks and reacts to various typical events
  • the language scale: measures preverbal communication
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3
Q

general adaptive composite (GAC)

A

this data shows how well or poorly a young child performs on the BSID
- however correlations between GAC and IQ score are low

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4
Q

correlation between GAC and IQ

A
  • there is not a high correlation at a later age
  • but when looking at the age of 4, correlations are high
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5
Q

creativity

A

mapped by measuring how many different ideas a child can produce
- ideas peak until the child is 9 years
- decreases after the 11th year

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6
Q

originality

A

how many original ideas a child has
- peaks until the child is about 10 years old

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7
Q

changes in the adolescent brain

A

may underlie various cognitive abilities, such as improved memory, information processing and performance on intelligence tests

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8
Q

Flynn effect

A

average IQ scores have increased over time

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9
Q

reasons for the Flynn effect

A
  • children have better education than previous generations
  • economic conditions have improved
  • better health
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10
Q

predictors of school performance

A
  • intellectual abilities (especially during secondary school)
  • personal qualities (e.g. motivation)
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11
Q

relationship between IQ scores and employment status of adults

A

intelligence is related to both income and job prestige
- takes more intellectual skills to complete a degree
- people with higher IQ’s are healthier and live longer

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12
Q

correlation between success and intelligence

A

can be explained by SES, motivation, education, and opportunity

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13
Q

cohort effects and intelligence

A

your intelligence score depends on when you were born

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14
Q

risk factors for a decline in intellectual abilities

A
  • poor health
  • unchallenging lifestyle
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15
Q

wisdom

A

a constellation of factual knowledge about life and procedural knowledge such as giving advice and resolving conflicts
- a combination of intelligence, personality, cognitive style, and a supportive social environment

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16
Q

when does creativity peak

A

in creative professions (art, music, philosophy, science) creativity is seen to increase from the 20s to the early 40s
- requires enthusiasm and experience so peaks in midlife

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17
Q

why do people differ in IQ scores

A

both genetic and environmental factors
- 50% of variation in IQ scores is due to genetic differences

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18
Q

influence of genes on intelligence

A

not the same throughout life
- 20% of the differences in intelligence for babies
- 80% for older people

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19
Q

risk factors for having a lower IQ score

A
  • child belongs to a minority group
  • head of the househould has no job
  • mother didn’t finish school
  • family has 4 or more children
  • father is absent
  • family has experienced many stressful events
  • parents have rigid education values
  • mother is very anxious/stressed
  • mother has poor mental health
  • mother shows little positive affect
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20
Q

cumulative limitation hypothesis

A

states that children who live in poverty for a long time or who have a low SES cannot develop themselves cognitively quickly
- improving economic living conditions can therefore also improve children’s IQ

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21
Q

Home Observation for Measurement of the Environment (HOME)

A

used to identify characteristics of the environment that are important for cognitive development
- can predict the IQ scores of 3 year old children

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22
Q

crying

A

crying is an important way for babies to communicate
- babies who seldom (rarely) cry may have neurological problems
- necessary for a baby to survive

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23
Q

babies who cry continuously

A

may have colic
- caused by an immature nervous system
- babies experience so much stress after birth due to all the stimuli that they experience
- colic is short lived and disappears around 4 months

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24
Q

what did Skinner believe about language learning

A

Skinner believed that we learn language by being empowered to produce sounds

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25
Q

Chomsky (1928)

A

humans are biologically programmed to produce language through the language acquisition device (LAD) (nature)
- people learn to speak a language through the spoken language in their environment
- suggest that language is a fundamental aspect of the human mind, influenced more by innate structures than by external environmental factors alone

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26
Q

social-interactionist perspective of language

A

babies are motivated to communicate and adults are motivated to help babies learn to speak (nature + nurture approach)

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27
Q

the emergence of language

A

occurs in stages
- after the new-born’s reflexive crying comes cooing (3rd/4th month)
- vocal circular responses, also known as babbling (6 months)
- first word emerges from babbling (11 months)

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28
Q

first phase of real speech

A
  • around 12 months
  • a word in combination with a gesture indicates actual understanding of the word
  • one word sentences
  • 1.5-2 years children learn to combine a number of words
  • by 24 months children are using simple sentences and can understand simple instructions
29
Q

vocabulary spurt

A

from 18 months onwards, the vocabulary increases significantly

30
Q

Genie

A

extreme example about language development
- started talking at 1.5 years old and was behind in normal development
- followed by years of severe neglect and abuse
- when she was 13 years old, she was barely able to communicate
- learned to talk again but hit a ceiling in her development

31
Q

overregulation

A

the overgeneralization of general rules about past tense or plural (e.g. ‘I swam’ instead of ‘I swim’)

32
Q

overextension

A

too broad use of a verbal category (e.g. all four legged pets are called ‘dog’)

33
Q

underextension

A

too narrow use of a verbal category (e.g. only one’s own grandfather is called ‘grandfather’)

34
Q

intelligence

A

the ability to solve problems and to adapt and learn from experiences
- strong predictor of academic performance
- consistently protective factor

35
Q

IQ

A

intelligence quotiont
- measures people’s academic skills

36
Q

achievement tests

A

tests taken by children to measure their overall academic potential or their ability to master certain school-related tasks

37
Q

Wechsler Intelligence Scale for Children (WISC)

A

the intelligence test used by children
- measures performance in 4 areas
- scores can be converted into IQ scores

38
Q

specific learning disability

A

children who have a score that is much lower than expected compared to the score on performance tests
- umbrella term for any kind of impairment related to language or to listening, thinking, reading, spelling, or mathematics

39
Q

IQ score below 70

A

children are classified as mentally disabled

40
Q

IQ score above 130

A

children are classified as gifted and may qualify for special programs

41
Q

Wechsler Adult Intelligence Scale (WAIS)

A

the test used for adult intelligence
- divided into verbal and non-verbal sub-scales
- corrected for age
- normal IQ range: 70-130

42
Q

intelligence factor g

A

Spearman believed IQ scores reflect a general intelligence factor

43
Q

Robert Sternberg (1949)

A

conventional intelligence tests are too limited because they only measure one type of intelligence and do not cover all other areas
- IQ tests measure analytical intelligence (how well people can solve academic problems)

44
Q

creative intelligence

A

the ability to think outside the box or to formulate problems in a new way

45
Q

practical intelligence

A

common sense or ‘street smarts’

46
Q

multiple intelligences theory

A

developed by Howard Gardner (1943) and claims that human abilities come in eight and possibly even nine distinctive forms

47
Q

distinctive forms of human abilities

A
  • verbal and mathematical skills: measured using traditional IQ tests
  • interpersonal intelligence: understanding others
  • intrapersonal intelligence: the ability to understand oneself
  • spatial intelligence: grasping objects arranged in space
  • musical intelligence
  • kinesthetic intelligence: ability to use the body properly
  • naturalistic intelligence: ability to get on well with animals or plants/trees
  • existential (spiritual) intelligence
48
Q

fluid intelligence

A

refers to the speed with which one can reason when faced with new intellectual challenges
- is changeable and usually comes from the context and the environment
- is highest when one is in one’s 20s

49
Q

crystalized intelligence

A

the knowledge one has acquired over the years
- more static
- continues to rise into late middle age
- falls off around the age of 60

50
Q

intelligence across the lifespan: dual-component model of intelligence

A
  • basic information processing: content-poor, universal, biological, strong genetic determination (mechanics)
  • knowledge - factual and procedural: content-rich, culture dependent, experience-based (pragmatics, meaning)
51
Q

impact of schools

A

it is important that schools have high standards and that teachers believe that every child can benefit from challenging work
- schools must provide appropriate care for each child

52
Q

motivation and learning

A

learning activities fall into extrinisic motivation, which often leads to one not being intrinsically motivated to learn, and therefore not enjoying it

53
Q

importance of teachers

A

the quality of a teachers education has a positive influence on the performance of the children
- a child’s income in adulthood can be influenced by the quality of teachers at a younger age

54
Q

boundless careers

A

adults change jobs more easily and more often than in the past

55
Q

career success

A

a higher degree of self-confidence and optimism has a positive influence on having a successful career
- more likely to go for better jobs
- proactive attitude
- want realistic feedback to grow

56
Q

work environment

A
  • it is important that the workplace offers intrinsic career-enhancement
  • extrinsic career empowerment is also important depending on the person’s situation
57
Q

role overload

A

when one has too much work pressure to be able to perform the work properly

58
Q

conflicting roles

A

when one experiences a conflict between different important things in life (e.g. family and career)
- importance of work-life balance

59
Q

role ambiguity

A

when an employee is unclear about the work you are supposed to do

60
Q

working in adolescence

A

an increasing amount are working part-time and also going to school

61
Q

working in early adulthood

A

diversity of school and work patterns
- some follow full-time education (e.g. uni) others work full-time

62
Q

work in mid-adulthood

A

role of work is central, reaching peak position and income, but also most financial burden

63
Q

work in late adulthood

A

recent increase in the percentage still working (linked to cognitive ability and retirement age)

64
Q

factors that can damage job satisfaction

A
  • ambiguous roles: unclear roles
  • role overload
  • role conflict
  • work-life conflict
65
Q

effects of unemployment

A
  • produces stress
  • financial problems
  • identity threat
  • lower self-esteem
66
Q

increased risks of unemployment

A
  • physical/mental problems
  • substance abuse and marietal difficulties
  • decreased quality of relationships
67
Q

factors influencing job success

A
  • personality
  • fit between person and environment
  • cognitive skills
  • contextual factors
68
Q

phase model for transition to retirement
- Atchley (1976)

A
  • preretirement phase: gathering informaiton, planning for the future
  • honeymoon phase: enjoying the newfound freedom
  • disenchantment phase: the novelty is gone -> aimless and sometimes unhappy
  • reorientation phase: realistic and satisfying lifestyle

Developmental Psychology (13 decks)

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