week 4: individual differences and development Flashcards
declarative knowledge
how things are/were/will be
episodic memory: prior life events
semantic memory: general info about the world
procedural knowledge
how to do things
conditional: awareness under which condition action are called for
conceptual knowledge
integration of declarative and procedural knowledge to address why questions
concept
mental grouping of objects/events that share a common ground.
schema
a closely connected set of ideas related to a specific object/event
script
a schema that summarize how a common event usually transpires
personal theories
belief systems that explains why they think a cause and effect relationship happens
word views
people’s beliefs and assumptions about reality
conceptual change
replace existing misconceptions with more accurate explanations
internal vs externa differentiation
adapt to differences within de classroom vs grouping students with similar differences
convergent vs divergent
all students need to reach the same goal vs different goals
fluid and crystallized intelligence
cattell and Horn
fluid is what you are born with, crystallized is what you learn
triarchic intelligence
sternberg
analytical (school), creative (outside the box) and practical (problem solving) combination of three is intelligence
nature or nurture
hereditary factor (Galton) or culture and schooling (Binet)
how does intelligence develop and change to generations
genes keep IQ stable, first younger scored higher, generations keep getting smarter
conceptions of giftedness
high intelligence as innate ability (IQ)
clinical perspective (high intelligence with emotional vulnerabilities)
multidimensional: intelligence, creativity, motivation
giftedness beyond the academic domain
giftedness through practice
giftedness as a developmental process: potential, motivation, practice, opportunities
support giftedness
internal differentiation
enrichment
acceleration
external differentiation
selective programs
general issues in development
nature vs nurture
general vs particular development
stability vs change
continuity vs discontinuity
critical vs sensitive periods
develope or transfer skills
importance of culture
jean piaget on development
children are:
active and motivated learners
organize their learning
social interaction
physical interaction with environment
assimilation and accommodation
progression by equilibration
developmental stages
assimilation
the process of interpreting the new information in a way that makes sense based on what is already known, what you see might not be what you perceive
accommodation
changing the scheme to fit the perception
equilibration
Once accommodation has occurred, a new and more advanced state of equilibrium is reached. .
developmental stages
sensorimotor: object permanence, imitation
properational: symbols, egocentrism, language
concrete-opational: reversability, logical reasoning
formal operation: hypothetical-, experimental thinking, formal logic
