module 6 Flashcards

1
Q

What are the different ways researchers have conceptualised what intelligence is?

A
  1. as a single trait: general intelligence (g)
    - tasks on intelligence tests positively correlated
    - scores correlate w/ school grades, info-processing speed, knowledge of non-studied subjects & speed of neural transmission
  2. as a few basic abilities: primary mental abilities
    - word fluency, verbal meaning, reasoning, spatial visualisation, numbering, memory, perceptual speed
    - 2 types of intelligence
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2
Q

What are the two types of intelligence?

A
  1. crystalised intelligence: factual knowledge
    - increase across life span
  2. fluid intelligence: ability to think on the spot
    - peak early in adulthood
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3
Q

How do we measure intelligence? (WISC)

A

Wechsler Intelligence Test for Children:

  • 6 yrs & older
  • verbal section: crystallised intelligence, tests general knowledge
  • performance section: fluid intelligence, tests spatial & perceptual abilities
  • yields overall score & separate scores on 5 abilities: verbal comprehension, visual-spatial processing, working memory, fluid reasoning & processing speed
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4
Q

How do we measure intelligence? (WISC, abilities)

A
  • reflect skills important within info-processing theories
  • correlates positively w/ other aspects of intelligence
  • related to important outcomes: school grades & occupational success
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5
Q

How do we measure intelligence? What does IQ mean? (IQ)

A

Intelligence Quotient

  • qualitative measure, used to indicate child’s intelligence relative to that of same aged children
  • based on normal distribution: most scores near mean (100)

stability:

  • from age 5, correlation of IQ tests are strong
  • the closer in age tests are given, the stronger the correlation
  • scores not constant over time
  • increases when:
    • child believes academic performance is valuable
    • child’s parents take interest in success & use firm but modest discipline
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6
Q

How do we measure intelligence? What does IQ mean? (IQ predicts)

A
  • predicts academic, economic & occupational success

- but can’t rule out motivation, creativity, physical & mental health and social skills as factors affecting success

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7
Q

What are some of the factors thought to influence intelligence? (nature)

A

genetics: plays greater role as child gets older

genotype-environment interaction:

  • passive effects: children overlap w/ parents’ interests
  • evocative effects: children influence others’ behaviour
  • active effects: children choose things they enjoy
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8
Q

What are some of the factors thought to influence intelligence? (gender)

A
  • boys & girls mostly equal, but small differences appear in early toddlerhood
  • girls: more verbal fluency, writing skills & perceptual speed
  • boys stronger in visual-spatial processing, science skills & mathematical problem solving
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9
Q

What are some of the factors thought to influence intelligence? (family)

A
  • better-quality home environments cause higher IQ scores
  • low income families: shared environment accounts for more of variance in IQ scores & academic achievement
  • middle & high income families: genetics account for more of variance in IQ scores & academic achievement
  • emotional & verbal responsiveness of mother
  • avoidance of restrictions & punishment
  • provisions of appropriate play material
  • maternal involvement w/ child
  • opportunities for variety of daily stimulation
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10
Q

What are some of the factors thought to influence intelligence? (school)

A
  • more schooling correlated w/ increased IQ scores

- IQ scores increase during school year but decrease during summer break

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11
Q

What are some of the factors thought to influence intelligence? (society)

A

poverty hinders intellectual development:

  • poor diet, reduced healthcare, inadequate parenting, poor intellectual stimulation, lack of emotional support
  • greater gap in wealth in country, greater difference in IQ scores
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12
Q

What is Gardner’s theory of intelligence?

A

multiple intelligence theory: intellect based on view that ppl possess at least 8 types of intelligence

  • children learn best thru instruction that allows them to build on strengths
  • has large influence on teaching
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13
Q

What are the multiple intelligences and examples? (l & l-m)

A
  1. linguistic: sensitive to meanings & sounds of words; mastery of syntax; appreciate ways languages can be used
    e. g. poet, political speaker, teacher
  2. logical-mathematical:
    - understand objects & symbols, actions that can be performed on them and relations b/w these actions
    - ability for abstraction
    - ability to identify problems & seek explanations
    e. g. mathematician, scientist
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14
Q

What are the multiple intelligences and examples? (s & m)

A
  1. spatial
    - perceive visual world accurately, perform transformations upon perception & recreate aspects of visual experience in absence of physical stimuli
    - sensitive to tension, balance & composition
    - detect similar patterns
    e. g. artist, engineer, chess master
  2. musical
    - sensitive to individual tones & phrases of music
    - understand ways to combine tones & phrases into larger musical rhythms & structures
    - aware of emotional aspects of music
    e. g. musician, composer
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15
Q

What are the multiple intelligences and examples? (n & b-k)

A
  1. naturalistic
    - sensitive to & understand plants, animals and other aspects of nature
    e. g. biologist, farmer, conservationist
  2. bodily-kinesthetic
    - use body in highly skilled ways for expressive/goal-directed purposes
    - handle objects skillfully
    e. g. dancer, athlete, actor
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16
Q

What are the multiple intelligences and examples? (i & i)

A
  1. intrapersonal
    - access to own feeling life
    - draw on emotions to guide & understand behaviour
    e. g. novelist, therapist, parent
  2. interpersonal
    - notice and make distinctions among moods, temperaments, motivations & intentions of other ppl and potentially to act on this knowledge
    e. g. political leader, religious leader, parent, teacher, therapist
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17
Q

What is Steinberg’s theory of intelligence?

A
  • based on view that intelligence is the ability to achieve success in life
  • success depends on 3 types of abilities: analytic, practical & creative
  • considering all 3 allow identification of wider range of talented ppl
18
Q

What are analytic abilities?

A
  • traditional intelligence test measures

- e.g. language, math, spatial

19
Q

What are practical abilities?

A
  • reasoning about everyday problems

- e.g. conflict resolution

20
Q

What are creative abilities?

A
  • reasoning in novel circumstances

- e.g. creating “clean-up”, a fun game

21
Q

What is the three-stratum theory of intelligence?

A

Carroll’s model that places g at top of intelligence hierarchy, eight moderately general abilities in middle & many specific processes at bottom

  • attempts to view intelligence thru multiple levels of interconnected processes
  • all 3 levels of analysis are necessary to account for totality of facts about intelligence
22
Q

What are the stages of reading development? (0-1)

A

stage 0: birth to beginning of 1st grade
- acquire prerequisites for reading: knowing alphabet & phonemic awareness

stage 1: 1st & 2nd grade
- acquire phonological recoding skills

23
Q

What are the stages of reading development? (2-4)

A

stage 2: 2nd & 3rd grade
- gain fluency in reading simple material

stage 3: 4th-8th grade
- acquire new info thru print

stage 4: 8th-12th grade
- develop skill of coordinating multiple perspectives

24
Q

What is phonemic awareness?

A

ability to identify component sounds within words

25
What is phonological recoding?
ability to translate letters into sounds & blend sounds into words
26
What are pre-reading skills? (phonemic awareness)
phonemic awareness: - correlated w/ later reading achievement & a cause of it - teaching phonemic-awareness skills to 4 & 5 yr olds causes them to become better readers & spellers for at least 4 yrs after training - learned from natural environment (e.g. nursery rhymes)
27
What are pre-reading skills? (word identification)
word identification: - from 1st grade, children choose adaptively b/w 2 approaches - progress b/w beginning of 1st grade & end of 2nd grade: from relying on phonological recoding to retrieval - degree of mastery of phonological recoding contributes to retrieval skills
28
What is word identification?
identification of words crucial to reading comprehension & enjoyment of reading - 2 ways: 1. phonological recoding 2. visually based retrieval
29
What is comprehension?
forming mental model of situation/idea depicted in text and continuously updating as new info appears - improves w/ age & experience - content knowledge: greatest influence on reading comprehension development - influenced by amount of reading - SES partially reflect differences in amount parents read to children during preschool
30
What is a mental model?
cognitive processes used to represent situation/sequence of events
31
What is encoding?
identification of key features of object/event
32
What is automatisation?
execution of process w/ minimal demands on cognitive resources
33
What is comprehension monitoring?
keeping track of one’s understanding of verbal description/text - differentiates b/w good & poor readers
34
What is content knowledge?
understanding vocabulary terms & possessing general info about subject
35
What is the hidden classroom?
- influences how child performs in school - messages about performance: - beliefs about effort - stereotypes about ability - culture of success/achievement vs. “being cool” - reward for risk taking - messages come in form of teacher expectations, student expectations, posters in classroom
36
How do beliefs about effort affect performance? (1)
e. g. “you’re really smart” - imply natural ability: e.g. being male/female - contrasts w/ view that success is achieved thru hard work & determination VS e. g. “you worked very hard on that” - rewards process more than result - imply success is not guaranteed: - w/ effort, goes up - in absence of effort, goes down
37
How do beliefs about effort affect performance? (2)
students who believe success is natural do worse in long term: - have harder time rebounding from negative feedback - internalise negative feedback as statement about themselves
38
How do stereotypes about academic ability impact academic performance?
- help/hinder academic performance depending on stereotype - girls: good at reading/writing/English - boys: good at math/science - Asians: good at math
39
What is Dweck’s theory of self-attributions & achievement motivation?
achievement motivation: whether children are motivated by learning/performance goals - learning goals: seek to improve competence & master new material - performance goals: seek to receive positive assessments of competence/avoid negative assessments - 2 different patterns of achievement motivation
40
What are the 2 different patterns of achievement motivation? (1st)
1. entity/helpless orientation: attribute success & failure to enduring aspects of self and give up in face of failure - entity theory: person’s level of intelligence is fixed & unchangeable
41
What are the 2 different patterns of achievement motivation? (2nd)
2. incremental/mastery orientation: attribute success & failure to amount of effort expended and persist in face of failure - incremental theory: person’s intelligence can grow as function of experience