W5 - Chapter 9 (DN) Flashcards
1
Q
accommodation
A
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
2
Q
assimilation
A
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
3
Q
contrast assimilation & accomodation
A
- 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.
4
Q
alerting response
A
- brightening & widening of the eyes
- in response to a stimulus
- indicates an infants capacity for responsiveness
- contrast with orienting response
p. 297
5
Q
ceiling effect
A
-
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
6
Q
CHC model
A
- abbreviation for the Cattell-Horn-Carroll model of cognitive abilities
p. 294-295
7
Q
cross-battery assessment
A
- an evaluation
- employs tests from different test batteries
- involves interpretation of data from specified tests to provide a comprehensive assessment
p. 295
8
Q
crytallized intelligence
A
- in Cattell’s two-factor theory of intelligence
- acquired skills & knowledge
- highly dependent on formal & informal education
9
Q
culture-fair intelligence test
A
- 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
10
Q
culture-free intelligence test
A
- the ideal in psychometrics
- a test completely devoid of any cultural influence
- therefore not favouring people from any one culture over another
11
Q
culture loading
A
- 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
12
Q
emotional intelligence
A
- popularisation of aspects of Gardner’s theory of multiple intelligences
- emphasis on the notions of interpersonal and intrapersonal intelligence
p. 293
13
Q
factor-analytic theories (of intelligence)
A
- 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
14
Q
fluid intelligence
A
- 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
15
Q
Flynn effect
A
- “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
16
Q
g (factor of intelligence)
A
- 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
17
Q
Gf and Gc
A
- fluid-crystallized intelligence
- as described in Cattell-Horn model, Carroll’s three-stratum theory, and other models
p. 293-294
18
Q
giftedness
A
- performance that is consistently remarkable in any positively valued area
p. 307-308
19
Q
group factors
A
- according to Spearman
-
factors common to a group of activities indicating intelligence
- such as linguistic, mechanical or arithmetic abilities
p.292
20
Q
hierarchical model
A
- 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
21
Q
information-processing theories (of intelligence)
A
- 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
22
Q
intelligence
A
- 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
23
Q
interactionism
A
- the belief that heredity & environment interact to influence the development of one’s mental capacity & abilities
p. 304
24
Q
interpersonal intelligence
A
- 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
25
Q
intrapersonal intelligence
A
- 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
26
Q
maintained abilities
A
- 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
27
Q
mental age
A
- 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
28
Q
nominating technique
A
- 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
29
Q
parallel processing
A
- 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
30
Q
PASS model
A
- Information-processing model
- developed by Luria
- PASS
- Planning
- Attention
- Simultaneous
- Successive
p.296
31
Q
predeterminism
A
- 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
32
Q
preformationism
A
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
33
Q
psychoeducational assessment
A
- 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
34
Q
schema
A
- in Piagetian theory
- an action or mental structure
- that when applied to the world
- leads to knowing or understanding
p.289
35
Q
schemata
A
- the plural of schema
- e.g., infants are born with several schemata (sucking, grasping)
p. 289
36
Q
sequential processing
A
- 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
37
Q
s factor (of intelligence)
A
Specific Skill or Ability
38
Q
simultaneous processing
A
- 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
39
Q
successful intelligence
A
- 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
40
Q
successive processing
A
- 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
41
Q
temperament
A
- with reference to personality assessment of infants
- the distinguishing manner of the child’s observable actions and reactions
p. 310
42
Q
“Termites”
A
- humorous reference to the gifted children who participated in Lewis M. Terman’s study of intelligence initiated in 1916
p. 305n3
43
Q
three-stratum theory of cognitive abilities
A
- 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
44
Q
two-factor theory of intelligence
A
- 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
45
Q
Verbal, Perceptual, and Image Rotation (VPR) model
A
- 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
46
Q
vulnerable abilities
A
- 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
47
Q
Why did McGrew-Flanagan CHC model omit g?
A
- 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
