module 6 Flashcards
What are the different ways researchers have conceptualised what intelligence is?
- 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 - as a few basic abilities: primary mental abilities
- word fluency, verbal meaning, reasoning, spatial visualisation, numbering, memory, perceptual speed
- 2 types of intelligence
What are the two types of intelligence?
- crystalised intelligence: factual knowledge
- increase across life span - fluid intelligence: ability to think on the spot
- peak early in adulthood
How do we measure intelligence? (WISC)
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
How do we measure intelligence? (WISC, abilities)
- reflect skills important within info-processing theories
- correlates positively w/ other aspects of intelligence
- related to important outcomes: school grades & occupational success
How do we measure intelligence? What does IQ mean? (IQ)
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
How do we measure intelligence? What does IQ mean? (IQ predicts)
- predicts academic, economic & occupational success
- but can’t rule out motivation, creativity, physical & mental health and social skills as factors affecting success
What are some of the factors thought to influence intelligence? (nature)
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
What are some of the factors thought to influence intelligence? (gender)
- 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
What are some of the factors thought to influence intelligence? (family)
- 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
What are some of the factors thought to influence intelligence? (school)
- more schooling correlated w/ increased IQ scores
- IQ scores increase during school year but decrease during summer break
What are some of the factors thought to influence intelligence? (society)
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
What is Gardner’s theory of intelligence?
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
What are the multiple intelligences and examples? (l & l-m)
- linguistic: sensitive to meanings & sounds of words; mastery of syntax; appreciate ways languages can be used
e. g. poet, political speaker, teacher - 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
What are the multiple intelligences and examples? (s & m)
- 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 - 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
What are the multiple intelligences and examples? (n & b-k)
- naturalistic
- sensitive to & understand plants, animals and other aspects of nature
e. g. biologist, farmer, conservationist - bodily-kinesthetic
- use body in highly skilled ways for expressive/goal-directed purposes
- handle objects skillfully
e. g. dancer, athlete, actor
What are the multiple intelligences and examples? (i & i)
- intrapersonal
- access to own feeling life
- draw on emotions to guide & understand behaviour
e. g. novelist, therapist, parent - 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
What is Steinberg’s theory of intelligence?
- 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
What are analytic abilities?
- traditional intelligence test measures
- e.g. language, math, spatial
What are practical abilities?
- reasoning about everyday problems
- e.g. conflict resolution
What are creative abilities?
- reasoning in novel circumstances
- e.g. creating “clean-up”, a fun game
What is the three-stratum theory of intelligence?
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
What are the stages of reading development? (0-1)
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
What are the stages of reading development? (2-4)
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
What is phonemic awareness?
ability to identify component sounds within words
What is phonological recoding?
ability to translate letters into sounds & blend sounds into words
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)
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
What is word identification?
identification of words crucial to reading comprehension & enjoyment of reading
- 2 ways:
- phonological recoding
- visually based retrieval
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
What is a mental model?
cognitive processes used to represent situation/sequence of events
What is encoding?
identification of key features of object/event
What is automatisation?
execution of process w/ minimal demands on cognitive resources
What is comprehension monitoring?
keeping track of one’s understanding of verbal description/text
- differentiates b/w good & poor readers
What is content knowledge?
understanding vocabulary terms & possessing general info about subject
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
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
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
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
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
What are the 2 different patterns of achievement motivation? (1st)
- 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
What are the 2 different patterns of achievement motivation? (2nd)
- 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
