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Educational Psychology > Unit 3 > Flashcards

Unit 3 Flashcards

Intelligence in the school environment: educational response to exceptional students

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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)
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2
Q

What did Alfred Binet develop?

A

A method to identify children who were unable to learn in school
-> the Binet-Simon Scale

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3
Q

Which concept did Binet develop?

A

concept of Mental Age (MA)
-> an individuals level of mental development relative to others

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4
Q

What is the Binet test?

A

An intelligence test

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5
Q

What is the Chronological Age (CA) in intelligence tests?

A

refers to biological age

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6
Q

What is William Stern’s IQ formula?

A

IQ = Mental Age : Chronological Age x 100

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7
Q

If the mental age is above chronological age, the persons IQ is …?

A

higher than 100

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8
Q

If mental age is below chronological age, the persons IQ is …?

A

lower than 100

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9
Q

Do we still use the concept of mental age?

A

No, it is outdated, we use disability and percentile

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10
Q

What is an average percentile for people?

A

96-97 percentile

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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

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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)

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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

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14
Q

What are the 2 aspects of intelligence in the Stanford-Binet test?

A
  • Verbal intelligence
  • Nonverbal intelligence
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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

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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.
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17
Q

What is the Mensa Workout?

A

provides an approximate estimation of IQ
-> offered by Mensa, a high IQ organization

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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

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19
Q

Which 3 factors should be considered when assessing a child’s intelligence?

A

Motivation
Anxiety
Frustration Tolerance

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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

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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

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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

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23
Q

What are two theories of multiple intelligences?

A

Sternbergs Triarchic Theory and Gardners Eight Frames of Mind

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24
Q

What are the 3 forms of intelligence according to Sternbergs triarchic theory?

A

3 forms:
Analytical
Creative
Practical

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25
Q

What are the characteristics of Analytical, Creative and Practical intelligence?

A

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

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26
Q

Why is it important to incorporate all three types of intelligence in classroom instruction?

A

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

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27
Q

What characterizes students with analytical intelligence according to Sternberg’s Triarchic Theory?

A
  • 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.
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28
Q

How do students with creative and practical intelligence differ from those with analytical intelligence?

A
  • Creative Intelligence: have insightful ideas and unique ideas, often do not conform to traditional expectations
  • Practical Intelligence: typically score low on traditional IQ test
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29
Q

What is verbal intelligence and what are professions associated with it?

A

The ability to think in words and use language to express meaning.
-> authors, journalist, speakers

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30
Q

What is mathematical intelligence and what are professions associated with it?

A

The ability to carry out mathematical operations
-> Scientists, engineers, accountants

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31
Q

What is spatial intelligence and what are professions associated with it?

A

The ability to think 3-dimensionally
-> architects, artists, sailors

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32
Q

What is bodily-kinesthetic intelligence and what are professions associated with it?

A

The ability to manipulate objects and be physically adept
-> surgeons, craftspeople, dancers, athletes

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33
Q

What is musical intelligence and what are professions associated with it?

A

Sensitivity to pitch, melody and rhythm
-> composers, musicians, music therapists

34
Q

What is intrapersonal intelligence and what are professions associated with it?

A

The ability to understand oneself and effectively direct one’s life
-> Self-knowledge
-> Theologians, psychologists

35
Q

What is interpersonal intelligence and which professions are associated with it?

A

The ability to understand and interact effectively with others
-> Empathy
-> Teachers, mental health professionals

36
Q

What is naturalist intelligence and which professions are associated with it?

A

The ability to observe patterns in nature and understand natural and human-made systems
-> Farmers, botanists, ecologists, landscapers

37
Q

What is a key criticism of Gardner’s theory of multiple intelligences?

A

lack of comprehensive research support for these theories, leading to perceptions that Gardner’s classifications are arbitrary.

38
Q

What examples do critics use to question the arbitrary nature of Gardner’s classifications?

A

why musical intelligence is recognized while others, such as chess intelligence or fighter intelligence, are not acknowledged

39
Q

What is the overall conclusion of many psychologists regarding intelligence?

A

still support the concept of general intelligence

40
Q

What does general intelligence include?

A

abstract reasoning, knowledge acquisition, and problem-solving abilities

41
Q

What is emotional evaluation?

A

Internal guidance system

42
Q

How do emotions influence decision-making?

A

When we experience strong emotions, they can bias our judgements and choices

43
Q

How do emotions influence our motivation?

A

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
Q

What are our social interactions influenced by?

A

Empathy. Our emotional expression such as a smile can convey friendliness, approachability might signal distress or discomfort

45
Q

What does Adaptation alert us to?

A

potential threats - help us forming social bonds

46
Q

How does Emotion influence our Memory?

A

Emotional events are often more memorable
-> strong emotions lead to higher likeliness to encode and store details of situations

47
Q

What can high emotional intelligence help us with in self-regulation?

A

delay gratification when necessary, manage stress and make more rational choices

48
Q

What did Mayer and Salovey define emotional intelligence as?

A

perceiving emotions, using emotions to support ideas, understanding emotions and emotional information, and adjusting emotions for emotional and mental development.

49
Q

What did Salovey and Mayer describe emotional intelligence as?

A
  • 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
Q

When does emotional intelligence start?

A

at birth
-> first emotional attachment formed when mother meets the child’s needs

51
Q

What factors can develop or weaken a child’s emotional intelligence?

A

Quality of interactions with others
-> positive interactions foster emotional growth, negative experiences may hinder it

52
Q

How is emotional intelligence defined in terms of reasoning and behavior?

A

It is the ability to reason about emotions and to process emotional information to enhance cognitive processes and regulate behavior.

53
Q

What is Critique of the Salovey and Mayer Model?

A

the model introduces concepts like “flexible planning” and “redirected attention,” which can be challenging to define precisely

54
Q

Which 5 points does Daniel Goleman’s mixed model include?

A

Self-awareness: Knowing one’s emotions
Self-regulation: Managing Emotions
Motivation: Motivating oneself
Empathy: Recognizing Emotions in others
Social skills: Handling relationships

55
Q

What does the Mixed Model state?

A

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
Q

What is EI according to the Mixed Model?

A

perceived abilities, skills, personality traits and the perception of his/her ability

57
Q

What is the main point of Mayer and Salovey’s model?

A

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
Q

What is the main point of the Bar-on Model?

A

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
Q

How does the focus differ in Mayer and Salovey’s model to Bar-On?

A

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
Q

What does the most prominent finding from brain-imaging studies state?

A

a distributed neural network involving the frontal and parietal lobes is related to higher intelligence

61
Q

What is the difference between woman’s and man’s brain?

A

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
Q

Did Albert Einstein had a huge brain?

A

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
Q

What is a higher level of intelligence linked to?

A

distributed neural network in the frontal and parietal lobes

64
Q

What are functions of the frontal lobe?

A

executive functions:
planning, monitoring, sustained attention, problem-solving, decision-making, working memory

65
Q

What are functions of the parietal lobe?

A

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
Q

What are the functions of the occipital lobe?

A
  • 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
Q

What are the Functions of the temporal lobe?

A
  • 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
Q

What is prosopagnosia?

A

Recognition of familiar faces and objects

69
Q

What is Anomie?

A

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
Q

What also links to intelligence to a lesser extent than the frontal/parietal network?

A

the temporal and occipital lobes as well as the cerebellum

71
Q

What does the Current consensus state?

A

Intelligence is likely to be distributed across brain regions rather than being localized in a specific region such as the frontal lobes

72
Q

What do children who are ‘gifted’ have?

A

above-average intelligence (usually defined as an IQ of 130 or higher) and or superior talent in some domain (art, music, mathematics)

73
Q

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?

A

Standards in schools:
1. Intelligence
2. Academic aptitude
Other factors:
1. Creativity
2. Commitment

74
Q

What do some critics argue about gifted programs in school?

A

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
Q

There are 3 characteristics of children who are gifted, which ones? What is the 4th domain according to Ambrose and Sternberg?

A

Precocity
Their learning process is qualitatively different
They have a passion to m aster
4th domain: information processing

76
Q

What is Precocity in the context of gifted children?

A

refers to gifted children who are able to master concepts in a specific field better than their peers
-> learn quickly with little effort

77
Q

How is the learning process of gifted children qualitatively different from others?

A

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
Q

What characterizes the passion for mastery in gifted children?

A

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
Q

What is the fourth domain of information processing according to Ambrose & Sternberg in gifted children?

A

process information more rapidly, are better at reasoning, use more effective strategies and guide their understanding process better than non-gifted children

80
Q

What does Giftedness consist of?

A

an interaction among three basic clusters of human traits
- Above average general abilities
- high levels of task commitment
- high levels of creativity

Educational Psychology (3 decks)

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