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CI 152
Differences
| Question | Answer |
|---|---|
| Three views of intelligence: | cognitive, information processing, psychometric |
| Three theories in psychometric view: | unitrait, dual trait, multi trait |
| The father of intelligence testing: | Binet |
| Gauge children's abilities to reason, to judge, to memorize, to comprehend, and to attend. | to determine which children had the mental capacity to profit from schooling (find summary score) |
| Binet's summary score: | mental age (divide MA by chronological age, time 100 = IQ) |
| Examples of Unitrait theorists: | Binet, Terman (developed Stanford-Binet test), Charles Spearman |
| Intelligence is one, general cognitive characteristic that is manifested in all academic areas: | Unitrait Theory |
| Manifestations of a common, underlying trait: | Binet’s five indicators |
| Two kinds of intelligence, perhaps verbal and mathematical: | Dual Trait Theory |
| Argued for “fluid versus crystallized” intelligence. Process-oriented cognitive activities versus content-oriented activities: | Cattell and Horn |
| The abilities associated with verbal meaning, number facility, reasoning, perceptual speed, and spatial relations are distinct kinds of intelligence: | Thurstone's Theory of Primary Mental Abilities |
| Maintained that there are eight distinct kinds of intelligence: logical/ mathematical, linguistic, musical, naturalist, spatial, bodily/kinesthetic, interpersonal, intrapersonal | Gardner |
| Cognitive Style: Less attentive to detail, more social, more affected by feedback, read others more easily, good in group activities: | The Field Dependent (Global Thinkers) |
| Cognitive Style: able to break whole into parts, function well even when task is apart from context, less likely to conform, self-concept dependent on others' perceptions: | The Field Independent (Analytical Thinkers) |
| tend to respond quickly and move on, rarely double-checking: | impulsive learners (may make more errors with reasoning problems) |
| more likely to consider alternatives before settling on a solution: | reflective thinkers |
| Students with this accept responsibility and look inward for explanations of outcomes: | internal locus of control |
| Students with this tend to blame outcomes on factors they do not control: | external locus of control |
| What does locus probably reflect? | experience and conditioning |
| Origins of the Americans with Disabilities Act: | history, rationale, law |
| Steps in implementing special education include: | identification, referral, assessment, review, IEP, periodic review |
| The largest group of "exceptionalities": | the learning disabled |
| How are "gifted and talented" identified: | traditionally through high test scores or high grades |
| Longitudinal study of the gifted: | Terman |
| Who also did research on gifted and talented youth? | Gallagher |
| Enrichment and Acceleration Programs: | school programs for the gifted |
Created by:
Neukay
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