Test III Flashcards
Stanford Binet
The revised version of Binet intelligence test
Binet
Scale?
Developed what?
1905 scale
Mental age
Weschler Scales
WAIS
WISC
WPPSI
Adults
Children
Preschool
Intelligence quotient
Equation
Developed by who
MA/CA x 100 = IQ
William stern
Normal curve
Normal distribution
Sterberg
Multiple intelligences
Analytical, creative, practical intelligences
- how well one can problem solve
- how well one can create, invent and imagine new ideas
- apply and use strengths in educational environments
Salovey Mayer
Emotional intelligence
Emotional intelligence
Appraisal and expression of emotion
Regulation of emotion
Utilization of emotion
Bayley
Tests what
Infant intelligence testing Cognitive Language Motor Socioemotional Adaptive
Intellectual disability
2 standard deviations bet low the mean usually below 80
Gifted learners
130 or above
5 areas of gifted ness
Academic Artistic Leadership Creative Intellectual
Communication
Conveying info based on symbols
Expressive and receptive language
E- how you communicate your thoughts
R- how well you understand what is being communicated to you
Speech
Oral production of language
Preverbal development
W
Gestures
Joint shared attention
Social language
Joint shared attention
Book
Social language
Book
Baby sign language
Helpful when getting started with language, but can be taken too far and interfere with verbal learning; don’t use in place of speech
Single words: comprehension and expression
- Comp 5-6 months
- exp 1 year
Putting words together
Around 18mo - 2 years
Transition to verbal communication
Replace gestures with words, rules of language, phonology
Phonology
The sound system in a language
Phonoemes
The basic unit of sound
Phonetics
A
Morphology
System that governs how rules are formed in a language, can be free or bound
Morphemes
Meaningful units of speech can be free or bound
Overgeneralization
D
Syntax
Appropriate construction of words to form phrases or sentences
Semantics
Word and sentence meaning
Fast mapping
Children who pick up words after hearing them only once or twice
Pragmatics
Using language appropriately in different contexts
Contextual vs decontexualized
C: having conversation about something that is in the room
D: something that is not in the room
Broca’s area
Left frontal, speech production
Wernicke’s
Left temporal, language comprehension
Case study: Bauby
Bauby
Case study: victor
Wild child
Case study: genie
A
Case study: Keller
Q
Nativist approach
Who?
What is it?
LAD?
Noam Chomsky
Humans are prewired to learn language
Language acquisition device
Environmentalist approach
Strategies used with babies and young children; infant directed speech
Interactionist Who? What is it? similar to who? LASS?
- Bruner
- marries biology and environmental
- Vygotsky
- language acquisition support system
Constructivist approach Who does it focus on? What is emphasized? Teacher's role? What do children learn?
Learner centered
Importance of constructing knowledge
Acts as a guide
Explore freely and think critically
Direct instruction What type of learning? Centered around whom? Teacher's expectations? Time spent how?
Structured learning
Teacher centered
Higher expectations for progress
Maximum time spent on learning tasks
Child centered kindergarten
Children are unique
Learning through firsthand experience
Emphasis on play
Montessori
Decreased structure
Ability to choose own interests
Teacher is facilitator
Emphasis on solitary work
Developmentally appropriate practice
Age and individual differences
Project head start
Early head start for children facing poverty
Universal preschool education
Pre k for all us children
Prevention strategies
Reverse spending trends
risk identification
Cognitive development
Independent thinking without intervention unless problems arise
Socioemotional development
Working together to solve problems
Conflict resolution
Solving problems
Expending energy
Idle bodies need more activity
Imagination
Pretend play; becomes more complex the more it is used
Curiosity
Learning about properties of objects
Communication
Talking out and explaining things in the right way; does not come easily for every child
Prosocial behavior
Interacting with other children
8 functions of play
Cognitive dev Socioemotional dev Conflict resolution Expending energy Imagination Curiosity Communication Prosocial behavior
Sensorimotor play
Figuring out how to play and what to play with; first steps to play
Practice play
Repetition, learning skills and motor memory
Symbolic play
Child transforms environment into symbols or make believe
Social play
Playing with peers
Constructive play
Pushed out into space and uses imagination; constructing their own games
Games
Play that involves rules
Types of play
Sensorimotor Practice Symbolic Social Constructive Games
What makes up full scale IQ on the Weschler scales of intelligence?
Verbal IQ and performance IQ
Which IQ test is used for occupation?
Wonderlic
Which intelligence test is a test of achievement and cognitive ability?
Woodcock Johnson test
What must occur to be diagnosed with ASD?
Symptoms must emerge in early childhood and cause impairments in daily activities
8 Multiple intelligences (Gardner)
Verbal Mathematical Spatial Bodily kinesthetic Musical Interpersonal Intrapersonal Naturalistic
According to Sterberg, what is considered successfully intelligent?
Knowing one’s own strengths and executing them when you need to
Discourse
Back and forth conversation
Examples of good and bad pragmatics
Good: eye contact, taking turns
Bad: interrupting, laughing at inappropriate times
Expanding, recasting and labeling
- rephrasing something with elaboration; giving child more info than what they said
- correcting the child
- expanding the child’s vocabulary
Limitations to standardized tests
Strengths outside the box not shown
State criteria differences
Teaching the test
Characteristics of ASD
Deficits in social interaction Obsessive towards one aspect Relationship deficits Repetitive motor movements Inflexibility
Identifying ASD
Singular diagnosis
Multidisciplinary diagnosis
Rules of language
A
Bridges to literacy
Q
