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Psych Ch.5
Section 2: Child and Adolescent Development
| Question | Answer |
|---|---|
| What is intelligence? | general mental capability including the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, adapt, and learn quickly |
| What are the two types of intelligence? What do they do? Which form of memory is linked with each? Who is the theorist? | Fluid: linked to working memory; ability to apply reasoning and problem-solving to a new situation Crystallized: linked with long term memory; ability to use existing knowledge Cattel (1940s) |
| What is g? Who created the theory? What is under g? | General intelligence under g is S - which are domains Spearman |
| What are the four general intelligence domains (s)? | Logical, spacial, mechanical, arithmetical |
| What is important to remember about expertise in g? 2 things | Expertise in a domain could be the result of experience and practice; Students can have expertise in one domain without a high “g” |
| What is the Triarchic Theory of Intelligence/Theory of Successful Intelligence? Who is the theorist? | the use of an integrated set of abilities needed to attain success in life; intelligence is defined within sociocultural context (she says just cultural) Sternberg |
| What are the three parts of Sternberg's theory? | Analytical Practical Creative |
| What does the analytical component of Sternberg's theory mean? | Ability to analyze or evaluate problems, arrive at solutions, & evaluate progress toward solution |
| What does the practical component of Sternberg's theory mean? | street smarts; Solve problems faced in daily life |
| What does the creative component of Sternberg's theory mean? | generate new and different ideas; create, invent, discover, hypothesize, and problem solve |
| What predicts individual differences in intelligence? 3 things | Information processing (working memory/processing speed) which could be due to brain differences caused by genes Quality of home environment (cultural capital, good parenting) School Attendance (less = less) |
| What is stability (in intelligence)? | whether a child’s rank on a trait remains the same over time; term psychologists use to refer to whether rank-ordering on a trait remains the same across time |
| What is habituation (in intelligence)? | a reduction in attention to a continuously available or repeated stimulus |
| What is dishabituation? | attention that has become habituated is renewed after a change in the stimulus |
| What is core knowledge? | innate, skeletal conceptual structures/ideas that develop early and easily, without instruction, and are universal but may require experience to fine-tune; genetically preprogrammed in the human brain |
| What are nativists? What do they believe about the role of environment in core knowledge? | those who believe that competence in core domains is largely innate and little influenced by the environment; provide some minimal experience to trigger innate ideas |
| What are gender differences in intelligence? | Seldom observed in g scores; guys have better spacial ability (mental rotation); only diff between male/female brain reliably found is men's are slightly bigger |
| What are the SES differences in intelligence? Why? | Middle & high SES tend to score significantly higher on intelligence tests than low SES children Family stress & investment model; poverty risk factors overwhelm genetic predispositions for high intelligence (less heritable for low SES, more for higher) |
| What are the cultural differences in intelligence? | Different cultures vary in what components of intelligence they value; intelligence is imbedded in cultural setting |
| Why are intelligence tests bs? | Cultural bias; test bias/predictive pias |
| What is test bias/ What is predictive bias? (intelligence tests) | Test Bias: test has less validity for one group than another group Predictive Bias: members of two groups who have the same score are not predicted to have the same outcome |
| What is the Flynn effect? | the worldwide pattern of rising intelligence scores |
| What are learning disabilities? | a lack of response to instruction that is effective for most other students; the student does not meet state-approved age or grade-level standards in one or more areas |
| What are the two classroom purposes of intelligence testing? | 1. to diagnose students for special education services—both gifted and remedial programs 2. to diagnose learning disabilities |
| How do you define talent? | Having a high level of skill but often seen as being a natural ability (i.e., born with it); natural or innate ability |
| How do you define expertise? | Having a high level of skill or knowledge as a result of practice and experience; not innate e.g. experts are made, not born |
| What is the general age trend for talent and expertise? Why? | We see grades decline from 6th to 12th grade School transitions, Student perceptions of teacher, Personal life demands |
| What is the research on homework and achievement? What are the age trends associated with it (how many hours for primary, elementary/middle, middle-highschool)? | should not be burdensome, homework should have clear objectives & clear instructions; practice NOT punishment 10 to 20 minutes per day for K – 2 30 to 60 minutes per day for 3 – 6 No clear guidelines for 7 - 12 |
| What are the four factors that predict expertise? | Deliberate Practice, Use of Time, Genes and Innate Ability, and Motivation |
| What is deliberate practice? | activities specifically designed to increase competence that are effortful, use specialized facilities or materials, and require expert feedback |
| Honestly... | just review all of the classroom implications for each chapter cus I'm lowkey lazy (unless they're on here) |
| What is academic achievement? What are the two types? | a measure of knowledge based on grades or standardized tests Teacher assigned grades or GPAs Standardized test scores |
| What gender differences are there for achievement? | Girls tend to earn higher grades at all grade levels, including in math and science; female advantage is larger for language courses; Girls also tend to earn higher standardized test scores in language |
| What might be a reason for the gender differences in achievement? | Girls tend to do more homework |
| What are differences in SES for achievement? | low-SES children have lower academic achievement than higher-SES children; impoverished children have lower math and reading abilities and do not catch up to nonpoor children |
| What are possible reasons for differences in SES achievement? | mother’s education, low-income children have higher rates of absenteeism; family stress and family investment model; less opportunity to learn (OTL) at school |
| What is OTL? Why do low SES children have less OTL in school? | being exposed to academic concepts and spending time learning them Poor children are less likely to have high-quality teachers who are effective at presenting information and using time |
| What are ethnic differences in achievement? | From kindergarten to high school, on average, students of Asian descent tend to have the highest achievement, followed by White, African American, and Latino students; graduation gap |
| What are possible reasons for ethnic differences in achievement? | SES and ethnicity are linked; schools with predominantly students of color tend to be overcrowded, lack textbooks, and have fewer qualified teachers; cultural capital & cultural mismatch |
| What kinds of teachers succeed with low SES students and students of color? | highly engaging and demanding |
| Do learning styles work? | there is no sound evidence supporting the idea that matching activities to one’s learning style improves learning |
| What should you do instead of catering to learning styles? | use varied modes of presentation (e.g., hands-on, video, lecture, discussion, etc.); Combine verbal and visual information (Cog. Load theory); play games to help with memory, motivation, retrieval practice, and flexibility in thinking. |
| Why can catering to learning styles be bad? | spending your time trying to tailor all your materials to fit the specific preferences of each student would not be a good use of your time; students may waste their time studying in ways that aren’t likely to help them succeed |
| What are the six school factors linked to achievment? | Frequent Testing, Time-on-Task, Homework, Retention in Grade (repeat a grade - bad), Class Size (smaller = better), High Stakes Test (little positive effect; anxiety and stress) |
| What are high stakes tests? | tests used to make decisions that have educational or financial impact |
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