M.Ed. School Psychology (Study Guide) Flashcards
1
Q
Rowley v. Board of Education
A
Provide education but not the BEST education
2
Q
Education for All Handicapped Children (1975)
A
-turned to IDEA
-Free Appropriate Public Education emphasizing special education and related services
-Ensure rights of handicapped students and parents are protected
-Assist states in educating handicapped children
-Assess and assure effectiveness of efforst in this education
3
Q
Title VI of the Civil Rights Act (1964)
A
Ensure equal educational opportunity for children with “handicaps” in public schools -LEA required to provide English training & access to curriculum
4
Q
PARC vs. Commonwealth of Pennsylvania
A
Cannot discriminate because of disability;
- Provide FAPE regardless of disability
- Educate next to gen ed peers (LRE)
- Annual census to locate children with
disabilities
- Cease and desist from exclusion laws
- Notify parents before SpEd assessment
- Establish due process procedures
- Reevaluate students on a regular basis
- pay for private school if LEA cannot
reasonably meet students’ needs
5
Q
Mills vs Board of Education D.C.
A
cannot discriminate because of disibility
6
Q
Which SpEd law?
High achievement expectations
A
IDEIA
7
Q
Which SpEd law?
Ensure access to GenEd classroom
A
IDEIA
8
Q
Which SpEd law?
Mad SPED a service not a place
A
IDEIA
9
Q
Which SpEd law?
Funds for evidence based early reading programs, positive behavior interventions, and early intervening services
A
IDEIA
10
Q
Which SpEd law?
requires greater responsiveness to culturally and linguistically diverse students
A
IDEIA
11
Q
Which SpEd law?
Nondiscriminatory assessment procedures to determine eligibility
A
IDEIA
12
Q
Protection in Evaluation Procedures (PEP) in IDEIA
A
-Comprehensive, individualize evaluation
-Nondiscriminatory procedures for CLD students (FAIR)
-Evaluation of multiple domains (MULTIFACETED)
-Team based decision making
-Make it valid and useful
1. Comprehensive
2. Fair
3. Multifaceted
4. Useful
5.
13
Q
Which SpEd law?
Assistance to all children with disabilities (3-21)
A
IDEIA Part B
14
Q
Which SpEd law? Which lawsuit?
Least Restrictive Environment (LRE)
A
IDEIA Part B
Turnbull & Turnbull (2000)
15
Q
Which sped law?
Child Find: Actively seek and find every child with a disability
A
IDEIA Part B
16
Q
Which Sped law?
early intervention services for infants and toddlers (birth - 3 years old)
A
IDEIA Part C
17
Q
Specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions and in other settings.
A
Special Education
18
Q
Three-Prong Test of Eligibility for Special Education
A
- The student has a DISABILITY according the the established Idaho Criteria
- The student’s conditions ADVERSELY AFFECTS education performance
- The student NEEDS SPECIALLY DESIGNED INSTRUCTIONS
19
Q
Adverse Impact
A
student’s progress is impeded by the disability to the extent that the student’s educational performance measures significantly (1.5-2 standard deviations) and consistently (6 months) below the level of similar aged peers, preventing success in GenEd
20
Q
Consent
A
Requirement that the parent be fully informed, in native language off all information relevant to the activity for which consent is sought
21
Q
Consent must be…
A
knowing, competent, voluntary
22
Q
13 Disability Categories
A
- Deaf-Blind
- Blind
- Traumatic Brain Injury (TBI)
- Hearing Impairment
- Visual Impairment
- Orthopedic Impairment
- Autism Spectrum Disorder (ASD)
- Other Health Impairment (OHI)
- Emotional Disturbance
- Intellectual Disability
- Specific Learning Disability (SLD)
- Speech & Language
- Multiple Disabilities
23
Q
8 Areas of Learning Disabilities
A
- Basic Reading (Phonological Deficit)
- Reading Comprehension (Language
Comprehension - Reading Fluency
- Math Calculation
- Math Problem Solving
- Written Expression
- Oral Expression
- Listening Comprehension
24
Q
percentage of basic reading (phonological deficit) learning disability
A
70-80%
25
percentage of reading comprehension (language comprehension) learning disability
10-15%
26
percentage of reading fluency learning disability
10-15%
27
Three typical methods for SLD eligibility
1. Ability-Achievement Discrepancy
2. Response to Intervention
3. Patterns of Strengths and Weaknesses
28
Ability-Achievement Discrepancy
model that assesses whether there is a significant difference between a student' scores on a test of general intelligence and scores obtained on achievement test
29
Patterns of Strengths and Weaknesses
model that uses a cognitive evaluation which breaks out student performance into key areas, focusing on what the student already knows. To qualify, the student must show a set of number of cognitive strengths, plus at least one cognitive weakness. The student must additionally show an associated academic weakness in an area which matches the cognitive weakness.
30
Exclusionary Factors
discrepancy between ability and achievement is primarily the result of environmental, cultural, or economic disadvantage. The extent to which these external factors affect their academic performance must be established and may not be the PRIMARY cause of the deficit in question.
31
Exclusionary Factor Criteria
MICEE
A) Motor impairment
B) Intellectual disability
C) Cultural factors
D) Emotional and/or behavioral disorders
E) Environmental and economic disadvantage
32
Can't Do vs Won't Do
Skill deficit (can't) vs. performance deficit (won't)
33
Formula for reading
Word Recognition + Language Comprehension
34
Four principles of professional ethics (NASP)
1. Respecting the Dignity and Rights of All
Persons
2. Professional Competence and
Responsibility
3. Honesty and Integrity in Professional
Relationships
4. Responsibility to Schools, Families,
Communities, the Profession, and the
Society
35
FERPA (Family Education Rights and Privacy Act)
-must adhere to record keeping procedures to get federal funds
-confidentiality o student records without consent
-parents have access to all records
-parents have right to challenge accuracy
36
5 Guiding Moral Prinicples:
1. Non-Maleficence
2. Fidelity
3. Beneficence
4. Autonomy
5. Justice
37
Non-Malficence
strive to benefit those whom they work with and take care of DO NO HARM
38
Fidelity
establish relationships of trust
39
Beneficence
Responsible caring, engage in actions to benefit others
40
Autonomy
Right to self-determination - person gets to participate in decisions
41
Justice
Equal opportunity
42
Tarsoff I:
Duty to WARN individual who is in potential danger (break confidentiality laws)
43
Tarsoff II:
Duty to PROTECT (warn authorities)
44
Ethical standards are ________ than the law
higher
45
Ethical standards = ____________;
ethical principles = ______________
Ethical standards = Mandatory
Ethical principles = Aspirational
46
#1 Guiding principle in any ethical situation
Do no harm
47
Education is a ___________ right protected by the ____ amendment
property right; 14th
48
Are ethical codes perfect?
no
49
Are ethical codes derived from federal legislation?
No, they are derived from the profession
50
Codes tend to be reactive (true or false)
true
51
What are the foundations of psychologist's service delivery? (example: diversity v. development)
52
Student shars they are going to get revenge and have a plan. What is the psych's responsibility?
breach confidentiality (Tarsoff)
53
Which standard suggest psych avoid multiple relationships and conflicts of interest?
Honesty and Integrity in Professional Relationships
54
Does every evaluation require norm referenced standardized assessment?
No
55
Are all assessment results automatically confidential or do you have to wait to be told?
Automatically confidential
56
Assent
affirmitive agreement of minor to participate in psychological services
57
Brown v. Board of Education's major identifier
RACE
58
Mills v. board of education's major identifier
disability
59
Tarasoff
duty to warn and protect
60
Rowlee's major identifier
Must provide education but not the best educaiton
61
Riles' major identifier
mentally retarded based on color (culturally biased IQ test. placed on one measure)
62
P.A.R.C. vs. Commonwealth of Pennsylvania and Mills
every child has a right to an education; Federal laws to ensure educational opportuities for ALL children (child find)
63
Child Find
a result of PARC and Mills; obligation to recognize (actively seek to locate) and provide special education services to all children with disabilities from ages 3-21
64
IDEAL Problem Solving Model
I = Identity problem and parameters
(IDENTIFY the problem)
D = Define alternative goals (DEFINE the
problem)
E = Explore possible strategies
(INTERVENTION options)
A = Anticipate and Act (ACTIONS taken during
intervention and how did they work)
L = Look and Learn (LOOK at the results)
65
8 Step Problem Solving Model
1. Describe the parameters of the situation
2. Define potential legal-ethical issues
3. Consult legal-ethical guidelines and district
policies
4. Evaluate rights, responsibilities, and
welfare of all affected parties (consider
culture)
5. Generate alternative decisions
6. Enumerate the consequences of each
decision (short term and long term)
7. Consider evidence that consequences will
actually occur
8. Make the decision
66
Larry P. vs Riles
Cannot test using discriminatory IQ tests that do not take culture into account; African Americans being given IQ testing in Cali is illegal
67
Diana vs Board of Education (California)
Students must be evaluated in their native language or given a nonverbal assessment
68
BICS
Basic Interpersonal Communication Skills (nonverbal cues; highly contextual) 2 years
69
CALPS
Cognitive Academic Language Proficiency Skills (low verbal cues; low contextual) 5-7 years
70
5 Areas of Cultural Competence
- Value cultural diversity
- Conduct a cultural self-assessment
- Manage they dynamics of difference
- Acquiring and institutionalizing cultural
knowledge
- Adapting to diversity and cultural context
71
Acculturation
multidirectional process in which individuals carry knowledge of heritage culture while at the same time, accessing new and diverse cultural patterns of the dominant society; learning new culture while not sacrificing heritage culture
72
Multicultural Competence Framework
1. Awareness of own cultural values and
biases
2. Awareness of client's worldview
3. Culturally appropriate intervention
strategies (scaffolding)
73
Multicultural Flashpoints ?????
Definable, measureable evidence ?????
74
Four Components for Change
1. Awareness (a. self; b. others; c. systematic
change and bias; d. relational cultural
identities
2. Acknowledgement and Knowledge:
Individuals worldview and own personal
cultural self-awareness
Stage 1: School personnel realize
cognitions regarding multiculture
within school
Stage 2: forming a new reconsideration
of knowledge
3. Advocacy: takes ones own awareness,
beliefs, knowledge, and transform them
into a plan for effective change
4. Action: act and art of doing something in a
proactive way to promote multiculturalism
75
Title IV of Civil Rights Act of 1964
LEA are required to provide EL students alternative language services to: (1) enable them to acquire English proficiency; (2) provide them meaningful access to the content of the educational curriculum available to all students including SPED and RS
76
Mills vs Board of Education
FAPE
Due Process be established
Students receive SPED regardless of LEA financial capacity
77
Guadalupe Organization vs. Tempe Elementary
Consent decree = IQ test cannot be the sole criteria or primary basis of diagnosis of mild MR and adaptive behavior must be assessed outside of school setting
78
Dual Discrepancy Model
(1) Student must be significantly below same aged peers on measure of academic performance
(2) Student must perform poorly in response to carefully planned and precisely delivered instruction
79
Problem Solving Approach
Based on each INDIVIDUAL student, team members (a) identify the problem and determine the cause, (b) develop a plan to address the problem, (c) implement the plan, (d) evaluate the plan's effectiveness
(Pros: more flexibility and individualized treatment)
80
Standard Protocol Treatment Approach
Standard (same, consistent for all students) Protocol (instruction, intervention) Treatment (predetermined formate or delivery system)
(Pros: Easier to ensure accurate treatment implementation and fidelity)
81
Universal Screening
Brief assessments focused on target skills that are highly predictive of future outcomes
- First step in RtI
- Usually done 3x/year (Fall, Winter, Spring)
- Examples: IRI, SBAC
82
Three Types of Assessment
Summative
Normative (Formative)
Diagnostic
83
Summative Assessment
Tells us what student learned over a period of time (ACT, SAT, Final exams)
- Completed AFTER instruction
- Tells us WHAT to teach not how
- Generally given to ALL students
84
Formative Assessment
Tells us ow well students are responding to instruction (CBM (cognitive based measure): iStation, mastery tests, benchmarks)
- Completed DURING instruction
- Generally given to ALL students for
benchmarking, SOME for progress
monitoring
85
Diagnostic Assessment
tells us students current knowledge and skills to determine a measure of learning (Qualitative reading inventory, Key math)
- Administered BEFORE instruction
- Generally given to SOME students
- Determine WHAT to teach and what
INTERVENTIONS
86
Norm-Referenced Test
- Students compared with each other
- Interpretation is student abilities relative to
other students
- Percentile score is used
87
Criterion-Referenced Test
- Students performance compared to a
criterion for mastery
- Scores indicate whether student met criteria
- Pass or fail score
88
8 Steps of CBT
1. Clarify the Problem
2. Formulating initial treatment goals
(measurable, use numbers)
3. Designing a Target Behavior (be strict in
definition)
4. Identifying Maintaining Conditions
(Antecedents and Consequences)
5. Designing Treatment Plan
6. Implement Treatment Plan
7. Evaluate Success of Therapy
8. Conduct follow up assessment
(problem, goals, TB, Maintaining conditions, design treatment, implement treatment, evaluate, follow-up)
89
Four Functions of Behavior
1. Attention
2. Self-Stimulation
3. Avoidance
4. Tangible (something physical)
90
Reinforcer
A stimulus that when presented following a response increased the likelihood of the response increasing again (increases behavior)
91
Positive Reinforcement
Presenting a stimulus or ADDING something to a situation following a response, which INCREASES the likelihood the response will occur again in that situation
92
Negative Reinforcement
REMOVING a stimulus or taking something away from a situation following response, which INCREASES the likelihood the response will occur again
93
Punishment
DECREASES the likelihood of responding to a stimulus; may involve withdrawing a positive reinforcer or presenting a negative reinforcer (decrease the behavior)
94
Reward
may not increase the likelihood of the response reoccuring
95
Raw Score
Number of correct responses
96
Standard Score (mean, SD)
Normal distribution of raw scores
Mean=100
SD=15
97
Scaled Score (mean, SD)
Normal distribution of raw scores
Mean=10
SD=3
98
+1 SD = _______%ile
+1 SD = 84%ile
99
+2 SD = _________%ile
+2 SD = 98%ile
100
-1 SD = _______%ile
-1 SD = 16%ile
101
-2 SD = ______%ile
-2 Sd = 2%ile
102
Score Significance
2 or more standard deviations above or below the mean
103
Bate Rate
Comparison to determine how likely a score difference is to occur
104
Percentile Norm
provide comparison to peers (percentile rank when compared to 100 kids)
105
Floor Effect
the number of items available at the lowest level among children with below-average ability
106
Ceiling Effect
the number of difficult items available at the highest level of a test to distinguish among children with above-average ability
107
Flynn Effect
the continual rise in IQs during the 20th century. May be due to improvements in education opportunities and schooling, genetic factors, increased cross mating, smaller family size, test sophistication, improvements in cognitive stimulation, better nutrition, and improved parental history
108
Halo Effect
reflects overgeneralizations from a limited amount of information, as when someone allows an impression of another person or a particular trait of that person to influence judgements about that person
109
Basic Principles of Interpretation
- We test to intervene, not diagnose
- Data that cannot be linked to intervention is
useless
- Patterns of Strengths and Weaknesses
should be linked to recommendations for
instruction and intervention
- Tests are dumb tools only given meaning by
astute practitioners
- test results are little value in isolation
- Broadest test scores are most reliable
- Interpret from top down (broad to
specific)
- Never interpret single subtests
- Clusters must be composed of two
subtests at minimum
- avoid confirmatory bias; leaning toward
your own opinion
110
Inter-Rater Reliability
percentage agreement (teacher matches up with what you see in observation); also called examiner reliability
111
Test-Retest Reliability
computed from the scores that individuals obtain on the same test on 2 different occasions
112
Internal Consistency Reliability
Basedon the scores that individual obtain during a single administration of a test
113
Inter Individual Analysis
Difference BETWEEN individuals (student compared to same age peers) (GROUP)
114
Intra Individual Analysis
differences WITHIN an individual (student's ability compared to same students' other abilities) (SELF)
115
Score Discrepancies
if there is statistical significance and a low base rate, then interpret differences among indexes. This can be described as more/less developed. Use cross battery if needed .
116
Unitary Ability definition
An ability represented by a cohesive set of scaled scores, each reflecting unique facets of that ability
Three steps
117
Unitary Ability Steps
1) If the scaled scores within one index is NOT
unitary, interpret each scaled score
2a) To determine whether the FSIQ is
interpretable, the simplest way is to
subtract the Lowest Index from the Highest
Index.
- If DIFFERENCE <23, the CAI may be
interpreted as a reliable and valid
estimate of a person's overall intellectual
ability
- If DIFFERENCE >=23, then proceed to
step 3.
3a) Subtract lowest VCI scaled score from
highest VCI scaled score (the same for PRI,
WMI, PSI)
- Is size of difference less than 1.5 SDs
(<5points)?
- If YES, then ability presumed to underlie
the VCI is unitary and may be
interpreted
- If NO, then the difference is too large and
VCI cannot be interpreted as a unitary
ability
118
Charles E. Spearman is credited with what theory
General Intelligence Theory (g)
119
Spearman g Intelligence
General Intelligence Theory: intelligence is not equal to intellectual abilities; it is a global entity aggregated of specific abilities that are qualitatively different (WISC-V)
- Charles E. Spearman
- two factor theory of intelligence
- g factor
- specific intellectual abilities
120
Edward L Thorndike (theory)
intelligence is comprised of elements or abilities that are qualitatively different; intelligence could be best measured by a wide array of tests (WISC-V)
121
Cattel, Horn, and Carroll
- Cattel and Horn - Gf-Gc model of fluid
crystalized intelligence
- Carroll's Three stratum Hierarchy
- Structure of human cognitive abilities
- 9 broad cognitive abilities
- Gf- Fluid Reasoning
- Gc- Comprehension-Knowledge
- Gq- Quantitative knowledge
- Grw- Reading and Writing ability
- Gsm- Short-term memory
- Glr- Long-Term storage and Retrieval
- Gv- Visual Processing
- Ga-Auditory Processing
- Gs- Processing Speed
- Extra: Gt- Decision.Reaction Time/Speed
122
Gf - Fluid Reasoning
includes the broad ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures
123
Gc- Comprehension-Knowledge
includes the breadth and depth of a person's acquired knowledge, the ability to communicate one's knowledge, and the ability to reason using previously learned experiences or procedures
124
Gq- Quantitative Knowledge
is the ability to comprehend quantitative concepts and relationships and to manipulate numerical symbols
125
Grw- Reading and Writing Ability
includes basic reading and writing skills
126
Gsm - Short-Term Memory
is the ability to apprehend and hold information in immediate awareness and then use it within a few seconds
127
Glr- Long-Term Storage and Retrieval
is the ability to store information and fluently retrieve it late r in the process of thinking
128
Gv- Visual Processing
the ability to perceive, analyze, synthesize, and think with visual patterns, including the ability o store and recall visual representations
129
Ga- Auditory Processing
is the ability to analyze, synthesize, and discriminate auditory stimuli, including the ability to process and discriminate speech sounds that may be presented under distorted conditions
130
Gs- Processing Speed
the ability to perform automatic cognitive tasks, particularly when measured under pressure to maintain focused attention
131
Gt- Decision/Reaction Time/Speed (Extra)
reflects the immediacy with which an individual can react to stimuli or a task (typically measured in seconds or fractions fo seconds; not to be confused with Gs, which typically is measured in intervals of 2-3 minutes)
132
Luria Theory of Intelligence
need all three blocks to work together (Carrolls three stratum hierarchy)
133
Weschler Scales of Intelligence; what three intelligence tests
WISC-V (Weschler Intelligence Scales for Children) 6-16 years old
WPPSI-IV (Weschler Preschool and Primary Scale of Intelligence) 2.6-7.7 years old
WAIS-IV (Weschler Adult Intelligence Scale) 16-90 years old
134
Are the Weschler Intelligence tests theory based?
no
135
Factors of the WPPSI-IV test
Ages 2.6-3.11:
- VCI, VSI, WMI
Ages 2.0-7.7:
- VCI, VSI, WMI, FRI, PSI
136
Factors for the WISC-V test
VCI, VSI, FRI, WMI, PSI, FSIQ
10 subtests to get index scores
7 subtest for FSIQ
137
Verbal Comprehension
measures verbal knowledge and understanding obtained through informal education and reflects the application of verbal skills to new situations
138
Visual Spatial
measures the ability to interpret and organize visually perceived material and to generate and test hypotheses related to problem solutions
139
Working Memory
measures the ability to hold and manipulate information in the mind as well as the ability to pay attention and concentrate on tasks at hand
140
Fluid Reasoning
measures nonverbal ability, inductive reasoning ability, and the ability to analyze and solve novel problems
141
Processing Speed
Measures the ability to process visually perceived nonverbal information quickly, with concentration and rapid eye-hand coordination being iportant concepts ; highly interrelated with wm; reduced speed interferes with encoding, processing, and retrieval, slow processing interferes with development of reading skills, reduced naming speed impairs word recognition and automaticity
142
KABC-II
(age, based on what theory(s), how many scales)
3-18 years
based on CHC and Luria theories
5 scales
143
KABC-II
(which g scales)
Learning (Glr)
Sequential (Gsm)
Simultaneous (Gv)
Planning (Gf)
Knowledge (Gc) (not in Luria Model)
144
Woodcock Johnson Tests of Cognitive Abilities
(age, based on what theory)
ages 2-99
CHC theory
145
Woodcock Johnson Tests of Cognitive Abilities
(which g scales)
Gc (Comprehension-Knowledge)
Gf (Fluid Reasoning)
Glr (Long-term storage and retrieval)
Ga (Auditory processing)
Gsm (Short-term memory)
Gs (processing speed)
Gv (Visual-Spatial processing)
146
Sternberg's Triadic Theory
Three distinct types of intelligence that a person can possess:
-Practical intelligence
-Creative intelligence
-Analytical intelligence
147
Howard Gardner's Multiple Intelligences
proposes eight different intelligences to account for a broader range of human potential
-linguistic
-logical-mathematical
-spatial
-bodily-kinesthetic
-musical
-interpersonal
-intrapersonal
-naturalist
148
4 Pillars of Assessment (Sattler)
1. Norm-Referenced Measure
2. Interviews
3. Behavioral Observation
4. Informal Assessment Procedures (File
Review)
1. Norm-Referenced Measure: economical and efficient way to evaluate changes in several aspects of child's physical and social world
a) Standardized based on "norm group"
b) Provide scaled scores to reflect a rank
c) provide fair and equitable quantitative
comparison
2. Interviews: Crucial to evaluation process
a) unstructured
b) semi-structured
c) structured
3. Behavioral Observations
a) During formal assessment
b) natural educational environment
(classroom, playground)
4. Inforaml Assessment procedures: supplemental to norm-referenced measures (FILE REVIEW)
a) Criterion Referenced Tests
b) written language samples
c) informal reading ability assessments
d) prior and current school records
e) medical records
f) personal documents
g) self-monitoring records
h) role playing
i) referral document
j) background questionnaire
149
Consent
requirement that the parent be fully informed, in native language, of all information relevant to the activity for which consent is sought; must be knowing, voluntary, competent
150
Assent
voluntary participation of student in decision making, testing, etc.; must be knowing, competent, and voluntary
151
Operant Conditioning
BF Skinner; presenting reinforcement contingent on a response emitted in the presence of a stimulus to increase the likelihood of occurrence of the response (e.g., neg. reinforcement, pos. reinforcement, punishment, etc.)
152
Shaping
Skinner; differential reinforcement of successive approximations to the desired form or rate of behavior
153
Classical Conditioning
Pavlov; learning to associate an unconditioned stimulus that already brings a particular response with a new conditioned stimulus, so the new stimulus brings the same response (dogs and bell; jim, dwight and mints)
154
Observational Learning
Social Learning Theory
Bandura; people learn from one another via observation, imitation, and modeling
155
Thorndike's Laws
Laws of Exercise
Law of Effect
Law of Readiness
Trial and Error
156
Law of Exercise
Thorndike's law
2 Parts:
- Use: a response to a stimulus strengthens
their connection
- Disuse: when a response is not made to a
stimulus the connection is weakened, the
longer the interval the greater the decline
157
Law of Effect
Thorndike's law; any behavior that is followed by pleasant consequence is likely to be repeated, and opposite as well
158
Law of Readiness
Thorndike's law; when one is prepared to act, to do so is rewarding and not to do so is punishing
159
Trial and Error
Thorndike's law; Learning occurs incrementally by trial and error
160
Constructivist Theory
Bruner; the concept of discovery learning implies that the students construct their own knowledge for themselves; actively involved in a process of meaning and knowledge
161
Theory of Cognitive Development
Piaget;
Assimilation
Accommodation
Schemas
4 Stages of Development
162
Assimilation
part of Piaget's theory of cognitive development; we take in new information and experiences and incorporate them into out existing knowledge
163
Accommodation
part of Piaget's theory of cognitive development; radical reorganization of what you know; changing previous schemas
164
schemas
part of Piaget's theory of cognitive development; a way to organized knowledge, ideas or thoughts on life
165
4 States of Development (stage and age)
Piaget's theory of cognitive development
1. SENSORIMOTOR: B-2
2. PREOPERATIONAL: 2-7
3. CONCRETE OPERATIONAL: 7-11
4. FORMAL OPERATIONAL: 11-adult
166
Sensorimotor Stage (stages of development)
1. Birth to 2 years old; Actions are spontaneous, attempt to understand the world
167
Preoperational Stage (stages of development)
2. 2-7 years old; things done cannot be undone or changed; EGOCENTRISM
168
Concrete Operational Stage (stages of development)
3. 7-11 years old; language and abstract thinking skills increase
169
Formal Operational Stage (stages of development)
4. 11-adult; extension of concrete- hypothetical situations
170
Cultural-Historical Psychology
Vygotsky; Zone of Proximal Development; COGNITIVE DEVELOPMENT DEPENDS ON INTERACTION WITH OTHERS
171
Watson is the father of
behaviorism
172
Central Tendency
Statistical measure to determine a single score that defines the center of a distribution
173
Bell Curve
a normal distribution with a mean of 100
174
Mean
average
175
Mode
that occurs the most
176
Median
middle #
177
Negative Skew
(tail is on what side)
tail is on the left
178
Positive Skew
(tail is on what side)
tail is on the right
179
Standard Error of Measure (SE)
how much difference to expect from one sample to another (same as CONFIDENCE INTERVAL)
180
Standard Deviation
measurement of deviation from the mean
181
4 Ways of Test Interpretation
- Standard Score
- Scaled Score
- T Score
- Percentile Rank
- (extra: z-score)
182
Scaled Score
way of test interpretation; raw score translated into a comparable score (mean=10; SD=3)
183
T Score
way of test interpretation; sample below 30 and SD is unknown (mean=50, SD=10) ?
184
Percentile Rank
percentage of individuals in the distribution equal to or less than the score; way of test interpretation
185
Z-score
determine the raw score location in the distribution - known SD and Sample size above 30 (mean=0, SD=1)
186
Effect Size
provides a measurement of absolute magnitude of treatment effect (closer to 1 = greater effect)
187
Dependent Variable
the variable being observed or measured
188
Independent Variable
the variable that is changed or manipulated
189
Type I Error
you said there was an effect and there actually wasn't
190
Type II Error
there was an effect and you missed it
191
Limitation of Tukey's HSD
sample sizes have to be the same
192
Pearson Correlation COefficient (r)
used to measure correlation (or relationship between variables)
193
Cohen's D
used to measure effect size
194
Regression
used to measure predictions
195
Chi Square Test
non-parametric stat test to measure how well the actual frequency you observed match a hypothesized distribution
