Week 10 - FINAL Flashcards
Sternberg on creativity and intelligence
Sternberg defines a key aspect of wisdom as a balance between the need for change (creativity) with the need for stability (intelligence)
Essential Assessment Skills
Sorting Through and Making Sense of Data
Inference–The act of reasoning from knowledge or evidence
—> Inductive reasoning (bottom up,
From the details to conclusions)
—> Deductive reasoning (top down, From conclusions to the implications)
Good Writing
Specific Learning Disorder with impairment in mathematics
Impairment in:
Number sense
Memorization of arithmetic facts
Accurate or fluent calculation
Accurate math reasoning
Dyscalculia
”alternative term used to refer to a pattern of difficulties characterized by:
- problems processing numerical information
- learning arithmetic facts
- performing accurate or fluent calculations.”
General and Specific Factors in Learning Math
General factors
- g
- Language
- Verbal working memory
- Processing speed
- Phonological awareness
Specific factors
- Number sense (numerosity)
Number sense
- Approximate (estimation without language or symbols)
- Symbolic/exact numbers (representation of precise quantities)
Currently it seems that symbolic number sense is a better predictor of future math skill
Ex. aproximate: you give kid 4 grapes, do they know its 4 or think you have 3,000 grapes
Ex. Symbolic: you say you have 3,000 grapes. Can they pciture what that looks like?
Best cognitive predictors of future math skills
General cognitive skills
Mastery of the exact number system
(probably this requires an intact approximate number system
Processing Speed is a predictor of MD, RD, and ADHD (explaining a portion of the comorbidity)
Verbal ability predicts MD and RD
Verbal Working Memory is specifically predictive of MD
- but also is an important contributor to other academic and other outcomes
What does Processing Speed predict
MD, RD, and ADHD
Verbal Ability predits what
MD and RD
Verbal working memory specifically predictive of…
MD
Normative Math Development Framework
Approximate number system in early infancy
Subitizing—ability to know a small set of objects without counting them
5 Implicit Principles of Counting - DON’T NEED
- One-to–one correspondence (itemizing, adds on to eachother)
- Stable order of counting names
- Cardinality (the last number is cardinal of the set)
- Abstraction (any thing can be counted)
- Order irrelevance (the same cardinal number is achieved regardless of order of counting)
Impairments in nuermosity effect….
Deficits in numerosity affect development of later counting and calculation skills
Brain Mechanisms for MD
A widely distributed neuronal network is involved in the development of math skills
Etiology of MD
Familial and heritable
Genetic syndromes for MD
Two genetic syndromes invariably come with MD
- Turner syndrome
- Fragile x syndrome
Diagnosis of MD - HISTORY
Focused on:
- the course of math difficulties
- the extent of impairment
- familial aspects
Diagnosis of MD - OBSERVATION
- the process of problem solving
- counting strategies
- automaticity
Diagnosis of MD - TESTING
Focus on:
- General achievement battery
- Math achievement test (e.g., Key Math)
- IQ test (g, language, PS, WM)
—> r/o (LI, RD, ADHD)
Diagnosis MD math skills
Diagnosis requires careful assessment of the different math skills involved in math development:
- Number sense
- Counting
- Place values
- Automaticity of math facts
- Calculations
- Word problems
Treatment for MD
Instruction is generally the same as with typical learners—just more of it
Math Anxiety
Can develop early and affect math learning
- Potential cascading effects of avoidance-not progressing-becoming more anxious- becoming more avoidant spiral
- Female elementary teachers transmit their math anxiety to females but not to males (Beilock et al., 2015)
- Intergenerational transmission of math anxiety (Maloney et al., 2015)
–> Children of engaged parents with MD developed math anxiety
–> Children of disengaged parents with MD did not develop math anxiety
Math Anxiety treatment
Math anxiety is an effective target for intervention
- Evidence that CBT is effective
- Older students writing about their feelings 10 to 15 minutes before a stressful event was effective in improved performance (Ramirez & Beilock, 2011)
- Math journals helped reduce math anxiety in third graders (Emmert, 2015)
Specific Learning Disorder with impairment in written expression
Impairments in:
Spelling accuracy
Grammar and punctuation accuracy
Clarity / organization of written expression
**unlike dyslexia, decoding is fine, and would have better comprehsnsion than dyslexia*
Written expression evidence
Not good evidence to support writing disorder as a distinct disorder (however, it is in diagnostic manuals)
Perhaps we just have not developed good tests to detect it (or it is not a distinct construct)
- Includes both handwriting and composition
How to test handwriting
Handwriting:
- there is no good standardized test of handwriting skill
» use observation and history
Dysgraphia
Specific Learning Disorder with impairment in written expression
(a presentation, just like how dyslexia is a presentation of a LD in reading)
Behavioral observations – Dysgraphia
Writing (obtain a sample, especially under time pressure)
- not all are messy, but all write slowly
- under time pressure, quality declines significantly
- hold pencil awkwardly & tight > so press too hard
- strokes are not fluid, consistent, or continuous
-poor spatial organization of letters
–> vary in size and spacing
–> varying heights above the line
–> word placement on the page is irregular
–> left margin may drift to the right
Treatment of writing disorder (dysgraphia)
Dx itself is therapeutic because it reframes the problem from motivation
Learn to type (requires less spatial and fine motor skills)
Give additional time for written assignments
Occupational therapy (if very impaired visual spatial and fine motor skills)
Treat emotional sequela
Summary of Patterns of Strength and Weakness Method for Identifying SLD
Research Based
HOT model
Methodically determine a person’s strengths and weaknesses (looking for consistent patterns across both ability and achievement tests)
Connect a pattern of strengths and weaknesses to a specific LD
Develop targeted interventions for that LD
Right Hemisphere Learning Disorders
Right hemisphere learning disorders (aka Nonverbal learning disorders or NVLD)
Strong verbal ability
Key deficits
- Poor Math ability
- Poor Handwriting
- Poor Social cognition (not getting non-verbal social cues)
Not diagnosable, not a valid construct
