Unit 3 Flashcards
Intelligence in the school environment: educational response to exceptional students
1
Q
What can Intelligence be?
A
- The ability to solve problems of daily life
- capacity to adapt and learn from experiences (resilience)
- creative and interpersonal skills (Gardner)
- Sternberg: capacity to adapt, shape, and select environments
- Vygotsky: cultural tools with help from higher-skilled individuals (ZPD)
2
Q
What did Alfred Binet develop?
A
A method to identify children who were unable to learn in school
-> the Binet-Simon Scale
3
Q
Which concept did Binet develop?
A
concept of Mental Age (MA)
-> an individuals level of mental development relative to others
4
Q
What is the Binet test?
A
An intelligence test
5
Q
What is the Chronological Age (CA) in intelligence tests?
A
refers to biological age
6
Q
What is William Stern’s IQ formula?
A
IQ = Mental Age : Chronological Age x 100
7
Q
If the mental age is above chronological age, the persons IQ is …?
A
higher than 100
8
Q
If mental age is below chronological age, the persons IQ is …?
A
lower than 100
9
Q
Do we still use the concept of mental age?
A
No, it is outdated, we use disability and percentile
10
Q
What is an average percentile for people?
A
96-97 percentile
11
Q
What is a normal distribution in intelligence testing?
A
is symmetrical, with the majority of scores falling in the middle, and fewer scores towards the high and low extremes
12
Q
What are typical items for children and adults on the Stanford-Binet test?
A
Children: verbal tasks (e.g.: defining six words) and nonverbal tasks (e.g.: tracing a path through a maze)
Adults: more complex verbal tasks (e.g.: defining and comparing words, explaining proverbs)
13
Q
What are 5 aspects of cognitive ability in the Stanford-Binet test?
A
Fluid Reasoning
Knowledge
Quantitative reasoning
Visual-spatial reasoning
Working memory
14
Q
What are the 2 aspects of intelligence in the Stanford-Binet test?
A
- Verbal intelligence
- Nonverbal intelligence
15
Q
What is measured by the Wechsler Scales?
A
an overall IQ score and specific sub-scores, such as the Verbal Comprehension Index, Working Memory Index, and Processing Speed Index, helping to identify areas of strength and weakness
16
Q
What are the different Wechsler tests for various age groups?
A
- Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV): For children aged 2 years 6 months to 7 years 3 months.
- Wechsler Intelligence Scale for Children (WISC-V): For children and adolescents aged 6 to 16 years.
- Wechsler Adult Intelligence Scale (WAIS-IV): For adults.
17
Q
What is the Mensa Workout?
A
provides an approximate estimation of IQ
-> offered by Mensa, a high IQ organization
18
Q
Why is establishing rapport important when assessing children’s intelligence?
A
establishing rapport fosters trust and comfort, helping children feel secure and honest
-> encourages cooperation, reduces anxiety, improves performance
-> enhances communication, minimizes response bias, allowing more accurate assessments of true psychological state
19
Q
Which 3 factors should be considered when assessing a child’s intelligence?
A
Motivation
Anxiety
Frustration Tolerance
20
Q
What are the theories of multiple intelligences?
A
suggest that intelligence is not a single general ability but rather consists of specific abilities
21
Q
which specific abilities might multiple intelligences consist of?
A
Naturalist skills
Mathematical skills
Bodily-kinesthetic skills
Intrapersonal skills
Musical skills
Interpersonal skills
Spatial skills
Verbal skills
22
Q
How should we think about a student’s intelligence?
A
more appropriate to think of a student’s intelligence as comprising specific abilities rather than as a single general ability. Each student may excel in different areas of intelligence
23
Q
What are two theories of multiple intelligences?
A
Sternbergs Triarchic Theory and Gardners Eight Frames of Mind
24
Q
What are the 3 forms of intelligence according to Sternbergs triarchic theory?
A
3 forms:
Analytical
Creative
Practical
25
What are the characteristics of Analytical, Creative and Practical intelligence?
Analytical: ability to analyze, judge, evaluate, compare and contrast
Creative: to create design, invent, originate and imagine
Practical: to use, apply, implement and put into practice
26
Why is it important to incorporate all three types of intelligence in classroom instruction?
not all tasks are purely analytical, creative, or practical, these types of intelligence are normally combined
-> give students opportunities to learn through all three types of intelligence
27
What characterizes students with analytical intelligence according to Sternberg’s Triarchic Theory?
- High scores on traditional intelligence tests (e.g., Stanford-Binet).
- Good grades and access to competent universities.
- Teachers have high expectations of them.
- Typically perform well in lecture-based classes with objective tests.
28
How do students with creative and practical intelligence differ from those with analytical intelligence?
- Creative Intelligence: have insightful ideas and unique ideas, often do not conform to traditional expectations
- Practical Intelligence: typically score low on traditional IQ test
29
What is verbal intelligence and what are professions associated with it?
The ability to think in words and use language to express meaning.
-> authors, journalist, speakers
30
What is mathematical intelligence and what are professions associated with it?
The ability to carry out mathematical operations
-> Scientists, engineers, accountants
31
What is spatial intelligence and what are professions associated with it?
The ability to think 3-dimensionally
-> architects, artists, sailors
32
What is bodily-kinesthetic intelligence and what are professions associated with it?
The ability to manipulate objects and be physically adept
-> surgeons, craftspeople, dancers, athletes
33
What is musical intelligence and what are professions associated with it?
Sensitivity to pitch, melody and rhythm
-> composers, musicians, music therapists
34
What is intrapersonal intelligence and what are professions associated with it?
The ability to understand oneself and effectively direct one's life
-> Self-knowledge
-> Theologians, psychologists
35
What is interpersonal intelligence and which professions are associated with it?
The ability to understand and interact effectively with others
-> Empathy
-> Teachers, mental health professionals
36
What is naturalist intelligence and which professions are associated with it?
The ability to observe patterns in nature and understand natural and human-made systems
-> Farmers, botanists, ecologists, landscapers
37
What is a key criticism of Gardner's theory of multiple intelligences?
lack of comprehensive research support for these theories, leading to perceptions that Gardner's classifications are arbitrary.
38
What examples do critics use to question the arbitrary nature of Gardner's classifications?
why musical intelligence is recognized while others, such as chess intelligence or fighter intelligence, are not acknowledged
39
What is the overall conclusion of many psychologists regarding intelligence?
still support the concept of general intelligence
40
What does general intelligence include?
abstract reasoning, knowledge acquisition, and problem-solving abilities
41
What is emotional evaluation?
Internal guidance system
42
How do emotions influence decision-making?
When we experience strong emotions, they can bias our judgements and choices
43
How do emotions influence our motivation?
When we feel happiness - we are more likely to engage in behavior that enhances those emotions
Unpleasant emotion can motivate us to take action to remove the situation
44
What are our social interactions influenced by?
Empathy. Our emotional expression such as a smile can convey friendliness, approachability might signal distress or discomfort
45
What does Adaptation alert us to?
potential threats - help us forming social bonds
46
How does Emotion influence our Memory?
Emotional events are often more memorable
-> strong emotions lead to higher likeliness to encode and store details of situations
47
What can high emotional intelligence help us with in self-regulation?
delay gratification when necessary, manage stress and make more rational choices
48
What did Mayer and Salovey define emotional intelligence as?
perceiving emotions, using emotions to support ideas, understanding emotions and emotional information, and adjusting emotions for emotional and mental development.
49
What did Salovey and Mayer describe emotional intelligence as?
- ability to identify and express emotion accurately and adaptively
- understand emotions and emotional knowledge
- using feelings to facilitate thought
- manage emotions in oneself and others
- they claimed that emotional intelligence increases intelligence
50
When does emotional intelligence start?
at birth
-> first emotional attachment formed when mother meets the child's needs
51
What factors can develop or weaken a child's emotional intelligence?
Quality of interactions with others
-> positive interactions foster emotional growth, negative experiences may hinder it
52
How is emotional intelligence defined in terms of reasoning and behavior?
It is the ability to reason about emotions and to process emotional information to enhance cognitive processes and regulate behavior.
53
What is Critique of the Salovey and Mayer Model?
the model introduces concepts like "flexible planning" and "redirected attention," which can be challenging to define precisely
54
Which 5 points does Daniel Goleman's mixed model include?
Self-awareness: Knowing one's emotions
Self-regulation: Managing Emotions
Motivation: Motivating oneself
Empathy: Recognizing Emotions in others
Social skills: Handling relationships
55
What does the Mixed Model state?
Emotional Intelligence (EI) serves as an overarching term for a wide array of personality traits and characteristics that have been identified as predictors of success in both professional and personal aspects of daily life
-> stands as the only one for which empirical evidence and research findings have been systematically reported
56
What is EI according to the Mixed Model?
perceived abilities, skills, personality traits and the perception of his/her ability
57
What is the main point of Mayer and Salovey's model?
emotional intelligence is primarily rooted in a person's ability to recognize, understand and effectively manage emotions
-> high EI - can perceive their own emotions and those of others - signifies and handles them appropriately
58
What is the main point of the Bar-on Model?
emotional intelligence includes a broad range of non-cognitive capabilities, competencies and skills
-> goes beyond merely understanding emotions and involves developing emotional, social and adaptive skills
-> ability to confront and adapt complex and ever-changing life situations
59
How does the focus differ in Mayer and Salovey's model to Bar-On?
Mayer and Salovey's focus is on understanding and managing emotions
Bar-On expands perspective to include a more diverse set of skills and competencies
60
What does the most prominent finding from brain-imaging studies state?
a distributed neural network involving the frontal and parietal lobes is related to higher intelligence
61
What is the difference between woman's and man's brain?
Woman's brains have a higher gray ratio (thinking) than white matter (electromagnetic impulses)
Woman have higher corpus callosum
-> facilitates the interaction between the two cerebral hemispheres
62
Did Albert Einstein had a huge brain?
No, his brain size was average BUT a region of his brain's partial lobe (very active in processing math and partial information) was 15% larger than average
63
What is a higher level of intelligence linked to?
distributed neural network in the frontal and parietal lobes
64
What are functions of the frontal lobe?
executive functions:
planning, monitoring, sustained attention, problem-solving, decision-making, working memory
65
What are functions of the parietal lobe?
sensory information:
sensory processing (touch, pressure, pain,etc.), transmits information to other brain regions, recognition of object placing, body control, processing somatic sensations, coordination of visual auditory and somatosensory stimuli, body awareness
66
What are the functions of the occipital lobe?
- Mapping the visual world: involve spatial reasoning and visual memory, 'scanning' visual field requires recalling what we just saw
- Determining color properties, size, distance and depth
- Transmitting visual information to other brain regions in order to encode memories, give meaning to stimuli, appropriate motor and linguistic responses
-> constantly respond to information external world
67
What are the Functions of the temporal lobe?
- Auditory processing
- Production of speech -> dysfunction in brain area can lead to difficulties speaking (anomie)
- Recognition of familiar faces and objects
- Recognition of language -> key for hearing and understanding speech, giving meaning to language -> dysfunctions can lead to difficulties in naming objects
- interpreting the meaning of visual stimuli: understanding what it is you are seeing, READING body language
68
What is prosopagnosia?
Recognition of familiar faces and objects
69
What is Anomie?
difficulties speaking due to a dysfunction in the temporal lobe
-> even when other structures are intact or you can consciously think about what you want to say
70
What also links to intelligence to a lesser extent than the frontal/parietal network?
the temporal and occipital lobes as well as the cerebellum
71
What does the Current consensus state?
Intelligence is likely to be distributed across brain regions rather than being localized in a specific region such as the frontal lobes
72
What do children who are 'gifted' have?
above-average intelligence (usually defined as an IQ of 130 or higher) and or superior talent in some domain (art, music, mathematics)
73
What are standards for children who are gifted in schools based on? What do recent studies start to contemplate as other factors related to giftedness?
Standards in schools:
1. Intelligence
2. Academic aptitude
Other factors:
1. Creativity
2. Commitment
74
What do some critics argue about gifted programs in school?
too many children in "gifted programs" are not truly gifted. These children are often somewhat bright, cooperative, and usually non-Latino White, raising concerns about equity and the selection criteria used for these programs.
75
There are 3 characteristics of children who are gifted, which ones? What is the 4th domain according to Ambrose and Sternberg?
Precocity
Their learning process is qualitatively different
They have a passion to m aster
4th domain: information processing
76
What is Precocity in the context of gifted children?
refers to gifted children who are able to master concepts in a specific field better than their peers
-> learn quickly with little effort
77
How is the learning process of gifted children qualitatively different from others?
they often require less support or scaffolding from adults and my resist explicit instructions
-> tend to make unique discoveries and solve problems in unconventional ways
78
What characterizes the passion for mastery in gifted children?
they display an intense, obsessive interest and an exceptional ability to focus
-> often high level of intrinsic motivation, driving them to master their area of interest with dedication and perseverance
79
What is the fourth domain of information processing according to Ambrose & Sternberg in gifted children?
process information more rapidly, are better at reasoning, use more effective strategies and guide their understanding process better than non-gifted children
80
What does Giftedness consist of?
an interaction among three basic clusters of human traits
- Above average general abilities
- high levels of task commitment
- high levels of creativity
