Test 2: Learning, Cognition, and Intelligence Flashcards
Learning
Classical Conditioning
Instrumental/Operational Learning
Cognition
Object & physical knowledge
social knowledge
Both Cognition and Learning
Perceptual Learning
Statistical learning
Observational Learning/imitation
Rational Learning
Classical Conditioning
form of learning that consists of associating an initial stimulus that always evokes a particular reflexive response
Instrumental (operant)
learning relation between one’s own behavior and consequences that result
When consequences INCREASE the likelihood of a behavior happening,
Reinforcement occurs
When consequences DECREASE the likelihood of a behavior happening,
Punishment occurs
ABA
Positive Reinforcement
Guided instruction
Scaffolding
Perceptual Learning
Learning about the stability and regularity of environmental stimuli
Affordances
Opportunities for action in environment that are geared to organism’s physical characteristics and motor capabilities
Differentiation
key process in perceptual learning
Statistical Learning
Type of learning involving picking up info. from environment and detecting statistically predictable patterns
Observational Learning/Imitation
Learning through observation or other people’s behavior
Rational Learning
Integrating the learner’s prior beliefs and biases with what actually occurs in the environment
Object knowledge in infants is explored using a procedure called violation-of-expectancy
Infants shown an event that should evoke surprise or interest
The event violates something the infants know or assume to be true.
Object Permanence study by Baillergeon
5 month infants
Infants look reliably longer at impossible event
Social Knowledge
Infants understand the behavior of others is purposive and goal-directed
- Agent
- Goal Environment
- Object Approach
- Goal Object
- Observer
Woodward Paradigm
As young as 5 months, infants look at aspects of behavior that are relevant to her or his underlying intentions
France in 1904
Alfred Binet got the Binet-simon test going
Intelligence as single trait
general intelligence
we all possess certain amount of g. G influences our ability to think and learn on all intellectual tasks
G correlates with information-processing speed, speed of neural transmission, brain volume.
Intelligence as few Basic Abilities
Fluid Intelligence- ability to think on the spot
Crystallized IQ: knowledge of world.
Other have 7 traits.
Evidence:
Tests of each type of intelligence correlate more highly with test of same type than with tests of different type
Different developmental courses
Active brain regions differ
Intelligence as many distinct processes
Intelligence is comprised of numerous processes
Evidence:
Many processes involved in reading.
John Carroll
All 3 levels useful
Multiple Intelligence by Howard Gardner
Based on view that people possess @ least 8 types of intelligence
Evidence:
Brain-damaged patients
Prodigies
Theory of Successful Intelligence by Robert Sternberg
Based on view that intelligence is the ability to achieve success in life.
Success in life based on 3 abilities:
Analytical Intelligence
Creative Intelligence (imagination/creative problem solving)
Practical Intelligence (street smarts)
Giftedness, Dr. Ellen Winner
Precocity- has skills that develop earlier than typical children
Rage to master- incredible intrinsically drive and motivated
Marching to their won drum- think and learn in usual ways, primarily on their own
Opposed to Current Intelligence Testing
To assess the complexity of
intelligence, must assess
broader range of abilities
than currently tested
Current test are culturally biased
Reducing intelligence to a number is simplistic, unethical
Believe in need for current intelligence testing
Best method to predict
grades, achievement,
career success
Valuable in making special
education decisions
Other methods are more biased (e.g., teacher report)
IQ tests early in childhood
Children ages 0 to 3-5
Visual Reception
Fine and Gross Motor
Receptive Expressive Language
WISC
Most widely used intelligence test for children 6+ years.
Standard Deviation
Measure variability of scores within distribution
More stability of IQ scores
IQ tests given closer in time
IQ tests given at older ages
Less stability of IQ scores
Alertness/mood of child on test days
Family factors
Environmental changes
Dweck’s Theory of Self-attributions and achievement motivation
Growth mindset
INCREMENTAL THEORY
Theory that intelligence can grow as a function of experience
Dweck’s Theory
Growth mindset
INCREMENTAL/MASTERY ORIENTATION
Attributing success and failure to the amount of effort expended and to persist in the face of failure
Dweck’s Theory
Fixed Mindset
ENTITY THEORY
Theory that intelligence is fixed and unchangeable
Dweck’s Theory
Fixed Mindset
ENTITY/HELPLESS ORIENTATION
Attributing success and failure to enduring aspects of the self and to give up in the face of failure
Dweck said children’s motivation based on either
Learning Goals or Performance goals (seeking to receive positive assessments)
GXE: Passive effects on intelligence
Genetic influence overlaps with being raised by bio parents
GxE: Evocative effects
Child’s genetic makeup influences other’s behavior
GxE: Active effects
Child’s genetic Makeup influences their choice of enviornment
HOME
Caldwell and Bradley Oragnization/safety Intellectual stimulation Parent-child interactions Emotional enviornemtn
Changes in HOME scores RELATED to change in IQ. However, for adoptive children, correlation between HOME and IQ is smaller.
School and cultural influences on IQ
School: income
Culture: different types of intelligence
Poverty
Emotional conflict
Limited stimulation
inadequate diet
Reduced access to healthcare
Reading
0-1st grad
phonemic awareness
Reading
1st-2nd grade
phonological recording skills, sounding out
Reading
2nd-3rd grade
Gain fluency in simple material
Reading
4th-8th grade
Acquire reasonably complex new information form written text
8th-12th
Adolescents acquire skills not only in understanding information presented from single perspective, but also in coordinating multiple perspectives
Phonemic Awareness
Predicts how well children learn to read. Essential to reading for alphabetic languages
Graphemes
smallest part of written language that represents a phoneme in spelling of a word
d, f, p, s, ch, sh, -ck, -igh
Phonics
understanding the there is a dependable relationship between phonemes and graphemes.
Word Identification Strategy:
Phonological Reading
Translate letters into sounds and blend into words
Sound out
Word Identification Strategy:
Visually based retrieval
processing word meaning directly from visual form
sight reading
Fluency
Ability to read accurately and quickly
Develops gradually with time and practice. Frees students to understand what they’re reading
More fluent readers
Able to focus on comprehension
Connections between ideas and background knowledge
Less fluent readers
Focus attention on decoding words
Little attention for comprehending text
Vocabulary
Words we must know to communicate effectively
Oral: words we use in speech
Reading: words we recognize or use in print
Learning Vocab: Indirect
Children learn most words through daily experiences
Learning Vocab: Direct
Word-learning strategies: using word parts, or context clues
Explicity teaching
Reading Comprehension
involves forming a mental model
Basic Processes: encoding and automatization.
Strategize by reading slowly when need to mast material, speed up when only need rough sense
Comprehension monitoring (metacognition)
Process of keeping track of one’s understanding of a verbal description or text
Content knowledge (metacognition)
Frees cognitive resources
Allows readers to draw inferences about unstated information
Generating Written text: Lower level goals vs. higher level
Low: spelling, capitalization, punctuation
High: comprehensible argument, organizing
Solution to mathematics anxiety
Have students write brief description of their emotions before taking a test.
Phonemes
units of sound in speech, change word meaning (r vs. l)
200 phonemes, English uses 45.
Voice onset time
difference between when sound is initiated in vocal cord and when air leaves mount
b -30 onset time
p +10 onset time
Better at detecting differences between speech sounds at ___ months. Better at vocab/grammar at __-___ months
6 months
13-24 months
Discriminate speech sounds for other languages
Drops around 11 months
Cooing: __ - ___ months
Babbling _-__months
1.5-3 months, drawn out vowel sounds
6-10 months, string of consonant vowel sounds
Morphemes
smallest unit of meaning
words: act, dog, funny,
Parts of words: -s, -ing. re-
Word segmentation
boundaries between words
Prettybaby= pretty baby or pre tyba by?
Morphology: Stress Patterns
English, 1st syallble more likely stressed
Morphology: Statistic Learning
Certain sounds more likely to appear together.
8 month olds can pick out words in 2 minutes (random string with some repeats)
6 months understand _________ (language)
9 months understand ____ (language)
6- familiar things “mommy”
9- familiar expressions “bye”
2 years understand ___ words
200-500 words
First word
10-15 months
Holophrastic period
one word utterances to express whole phrase
Overextension
using a given word in broader context than appropriate
Word spurt
jump in vaocab around 19 months
Syntax
Rules in language about how different words go together
Lila ate the lobster
The lobster ate Lila
Overregularization
treat irregular forms as regular
Ex: we goed to the playground
Mean Length of Utterance MLU
Roger Brown’s measure of syntactic production which increases up to age 13.
I’m Tired= I am Tired
When does syntactic production begin?
2 years, telegraphic speech (2 words)
When do 4 word sentences show up?
around 2.5 years
Pragmatics
knowledge of cultural rules and contextual variations for using language: body language, proxemic (distance), paralinguistic (intonation, rate, pitch)
Pragmatics: infancy
cooing and babbling
Pragmatics: early conversation skills
collective monologues: content of each child’s turn has little to do with what other child said
Sustained conversation increases form 21-36 months
Pragmatics: Later conversational skills
The extent to which children talk about the past increases dramatically over the preschool period
School children better able to understand multiple word meanings
Critical period for language
0-~5-8 years
False Belief problems
Tasks that test a child’s understanding that other people will act in according with their own beliefs, even if they are incorrect
Object substitution
form of pretense in which an object is used as something other than itself (banana phone)
Sociodramatic play
activities in which children enact miniature dramas with other children or adults
Imaginary Friends
63% of children
Likely to be first born, advance ToM, little TV, verbally skillful
How do children get bio knowledge? Nativist
Humans born with biology module, crucial for survival
Bio info? Empiricist
Comes from observations and information from parents
