W5 - Chapter 9 (DN)

Question 1

accommodation

Answer 1

Piagetian theory

• one of two basic mental operations through which learning occurs
• changing what is already perceived or thought
• so it fits with new information
• contrast with assimilation
  p. 290

Question 2

assimilation

Answer 2

Piagetian theory

• one of two mental operations through which learning occurs
• actively organising new information
• so it fits in with what is already perceived & thought
• contrast with accommodation
  p. 290

Question 3

contrast assimilation & accomodation

Answer 3

• assimilation = acting on (organising) new to fit in with old
• accomodation = acting on (changing) old to fit with **new **
• where
  
  • new = new information
  • old = what is already perceived or thought
  • acting on = actively organising or changing
• the difference is in how the information is being operated on or (acted on) & the direction of that operation i.e., new > old or old >new.

Question 4

alerting response

Answer 4

• brightening & widening of the eyes
• in response to a stimulus
• indicates an infants capacity for responsiveness
• contrast with orienting response
  p. 297

Question 5

ceiling effect

Answer 5

• diminished utility of a tool of assessment in distinguishing testtakers at the high end of the ability, trait, or other attribute being measured
  p. 259, 307

Question 6

CHC model

Answer 6

• abbreviation for the Cattell-Horn-Carroll model of cognitive abilities
  p. 294-295

Question 7

cross-battery assessment

Answer 7

• an evaluation
• employs tests from different test batteries
• involves interpretation of data from specified tests to provide a comprehensive assessment
  p. 295

Question 8

crytallized intelligence

Answer 8

• in Cattell’s two-factor theory of intelligence
• acquired skills & knowledge
• highly dependent on formal & informal education

Question 9

culture-fair intelligence test

Answer 9

• test or assessment process
• designed to minimise the influence of culture on certain evaluation procedures
  
  • e.g., administration, instructions, item content, required responses, and interpretations

p.313-316

Question 10

culture-free intelligence test

Answer 10

• the ideal in psychometrics
• a test completely devoid of any cultural influence
• therefore not favouring people from any one culture over another

Question 11

culture loading

Answer 11

• an index of the magnitude to which a test incorporates the
  
  • vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture

p.313-316

Question 12

emotional intelligence

Answer 12

• popularisation of aspects of Gardner’s theory of multiple intelligences
• emphasis on the notions of interpersonal and intrapersonal intelligence
  p. 293

Question 13

factor-analytic theories (of intelligence)

Answer 13

• focus on identifying the ability or groups of abilities deemed to constitue intelligence
• Factor analysis is a group of statistical techniques - designed to determine underlying relationships
• Theorists have used factor analysis to study correlations between tests (of intelligence)
• Spearman’s Two-Factor theory of intelligence (1904)
• Carroll’s Three-Stratum Theory
• Gardner’s Theory of Multiple Intelligences
• The CHC Model

p.291

Question 14

fluid intelligence

Answer 14

• in Cattell’s two-factor theory of intelligence
• non-verbal activities that are relatively less dependent on culture & formal instruction
• contrast with crystallized intelligence
  p. 293

Question 15

Flynn effect

Answer 15

• “intelligence inflation”
• the fact that intelligence measured using a normed instrument rises each year after the test was normed
• usually in the absence of any academic dividend

p.306-309

Question 16

g (factor of intelligence)

Answer 16

• in Spearman’s two-factor theory of intelligence
• the general factor of intelligence
• the factor that is measured to greater or lesser degrees by all tests of intelligence
• contrast with s factor and group factors
  p. 292, 303, 311, 344

Question 17

Gf and Gc

Answer 17

• fluid-crystallized intelligence
• as described in Cattell-Horn model, Carroll’s three-stratum theory, and other models
  p. 293-294

Question 18

giftedness

Answer 18

• performance that is consistently remarkable in any positively valued area
  p. 307-308

Question 19

group factors

Answer 19

• according to Spearman
• factors common to a group of activities indicating intelligence
  • such as linguistic, mechanical or arithmetic abilities

p.292

Question 20

hierarchical model

Answer 20

• a theoretical model organised in two or more layers
• each layer is subsumed by or incorporated in the preceding layer
• e.g., Carroll’s three-stratum theory of cognitive abilities
  
  • g is the top layer
  • then two layers of cognitive abilities & processes

p.294

Question 21

information-processing theories (of intelligence)

Answer 21

• a way of looking at intelligence
• focusses on identifying the specific mental processes that make up intelligence
  • i.e., how information is processed, rather than what is processed

p.291

Question 22

intelligence

Answer 22

• a multifaceted capacity
• includes the abilities and capacities to
  • acquire & apply knowledge
  • reason logically & effectively
  • exhibit sound judgement
  • be perceptive
  • be intuitive
  • be mentally alert
  • find the right words & thoughts with facility
  • be able to cope & adjust to new situations & new types of problems

Question 23

interactionism

Answer 23

• the belief that heredity & environment interact to influence the development of one’s mental capacity & abilities
  p. 304

Question 24

interpersonal intelligence

Answer 24

• in Gardner’s theory of multiple intelligences
• the ability to understand other people
  
  • what motivates them
  • how they work
  • how to work cooperatively with them
• contrast with intrapersonal intelligence
  p. 292

Question 25

intrapersonal intelligence

Answer 25

* in **Gardner's theory** of **multiple intelligence** * a capacity to **form accurate** self perceptions * to **discriminate** accurately between emotions * to be able to **draw upon** one's emotions as a means of understanding & as an effective guide * contrast with *interpersonal intelligence* p. 292

Question 26

maintained abilities

Answer 26

* in the **Cattell-Horn** model of intelligence * **cognitive abilities** that * **don't decline** with age * tend to **return** to **pre-injury** levels after brain damage * contrast with *vulnerable abilities* p. 293

Question 27

mental age

Answer 27

* an index, now seldom used * derived by reference to the chronological **age** at which most testtakers can pass or meet some performance criterion * with respect to individual items or groups of items p.299

Question 28

nominating technique

Answer 28

* a method of **peer appraisal** * members of a class, team, work unit, or other group are asked to select (nominate) people * in response to a question or statement p.308

Question 29

parallel processing

Answer 29

* based on Luria's writings * a type of information processing * **information** is **integrated** & **synthesized** **all** at **once** and **as a whole** * also referred to as simultaneous processing * contrast with *successive processing* p. 295, 296

Question 30

PASS model

Answer 30

* **Information-processing** model * developed by **Luria** * PASS * **P**lanning * **A**ttention * **S**imultaneous * **S**uccessive p.296

Question 31

predeterminism

Answer 31

* the doctrine that one's **abilities** are **predetermined** by **genetic inheritance** * that **no** amount of **learning** or other **intervention can enhance** what is genetically coded to unfold * contrast with......*bollocks!!!* p. 302

Question 32

preformationism

Answer 32

the doctrine that * all living organisms are * **preformed** at **birth** * and **intelligence** like other preformed "structures" * **cannot be improved** upon by environmental intervention * contrast with......*more bollocks!!!* p. 301

Question 33

psychoeducational assessment

Answer 33

* **psychological evaluation** in a school or other setting * usually to *diagnose. remedy*, or *measure* **academic** or **social progress** * or otherwise *enrich* a student's education p.295

Question 34

schema

Answer 34

* in Piagetian theory * an **action** or **mental structure** * that when **applied** to the **world** * **leads** to **knowing** or **understanding** p.289

Question 35

schemata

Answer 35

* the plural of schema * e.g., infants are born with several schemata (sucking, grasping) p. 289

Question 36

sequential processing

Answer 36

* based on Luria's writings * a type of information processing * information is processed in a * sequential, bit by bit fashion * arranged & rearranged until it is logical * also referred to as successive processing * contrast with *simultaneous processing* p. 295-296

Question 37

*s* factor (of intelligence)

Answer 37

Specific Skill or Ability

Question 38

simultaneous processing

Answer 38

* based on Luria's writings * a type of **information processing** * information is **integrated** & **synthesized** **all at once** and **as a whole** * also referred to as parallel processing * contrast with *successive processing* p. 295, 296

Question 39

successful intelligence

Answer 39

* a **cross-cultural conception** of intelligence * **gauged** by the **extent** to which one effectively * *adapts, shares, shapes,* and *selects* **environments** * in a way that **conforms** to both **personal** & **societal standards** of success p.296

Question 40

successive processing

Answer 40

* based on **Luria**'s writings * a type of **information processing** * **information** is **processed** in a * **sequential**, bit by bit **fashion** * arranged & rearranged **until** it is **logical** * also referred to as sequential processing * contrast with *simultaneous processing* p. 295-296

Question 41

temperament

Answer 41

* with reference to **personality assessment** of **infants** * the **distinguishing** manner of the child's **observable actions** and reactions p. 310

Question 42

"Termites"

Answer 42

* humorous reference to the gifted children who participated in Lewis M. Terman's study of intelligence initiated in 1916 p. 305n3

Question 43

three-stratum theory of cognitive abilities

Answer 43

* **John B. Carroll's** conception of *mental abilities & processing* * Classified by **three levels** of **strata** * **Level 1** - *g* at the broadest level * **Level 2** - eight abilities or processes * **Level 3** - a number of more narrowly defined abilities and processes p.293

Question 44

two-factor theory of intelligence

Answer 44

* **Spearman's theory** of general intelligence * Postulates the existence of a **general intellectual abillity** factor (***g***) * which is partially tapped by all other mental abilities p.291

Question 45

Verbal, Perceptual, and Image Rotation (VPR) model

Answer 45

* a **hierarchical model** of the structure of **mental abilities** * with a ***g* factor** that contributes to * verbal, perceptual & image rotation abilities plus * eight more specialized abilities p.303

Question 46

vulnerable abilities

Answer 46

* in the **Cattell-Horn** model of **intelligence** * *Cognitive abilities* that * **decline with age** * **do not return** to pre-injury levels after brain damage * contrast with *maintained abilities* p. 293

Question 47

Why did McGrew-Flanagan CHC model omit *g*?

Answer 47

* They did recognise the existence of g but could not test it * more to do with the reason **why** they created the model in the first place than a reflection on their view of *g* Reason: * to improve psychological assessment is education (psychoeducational assessment) * by implementing *cross-battery* student *assessments* * **g lacked utility** & had **little practical relevance** to cross-battery assessment & interpretation * thus it was omitted