Ch8: Intelligence - Berk 9 Human Development

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Psychometric model

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Approach to cognitive development is that basis for the wide variety of intelligence tests available for assessing children's mental abilities. Product-oriented approach that is concerned with outcomes and results. Asks questions like: What factors or dimentions make up intelligence, and how do they change with age?
How can intelligence be measured so that scores predict future academic achievement?
Are mental tests socres largely stableover childhood and adolescence, or can performance change?

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Factor Analysis

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A complicated correlational procedure which identifies sets of test items that cluster together, meaning that test-takers who do well on one item in a cluster tend to do well on the others. Distinct clusters are called: Factors. EX: If vocab, verbal comprehension, and analony all correlate they form a factor that may be labelled "verbal ability:

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General Intelligence

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Charles Spearman (1927) found all test items correlated with one another. He propsed that a common underlying ______ called (_) influenced each of them.

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Specific Intelligence

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Test items by Spearman were not perfectly corrlated and he concluded that they varied and suggested that each iteam, or a set of items also measured _______ unique to the task.

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hierarchial models

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Spearman and Thurstone acknolweded that their findings supported each others and propsed the ________ ___________ of mental abilities

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subtests

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hierarchial models are measured by these groups of related iteams in which they privide information about a child's strengths and weaknesses and can be combined into a total score representing general intelligence

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Crystallized Intelligence

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One of the two broad factors that intelligence consists of. This term referes to skills that depond on accumulated knowledge and experience, good judgment, and mastery of social customs- abilities acquired because they are valued by the individual's culture. On intelligence tests, vocabulary, general information, and arithmetic problems are examples of items that emphasize this type of intelligence.

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Fluid Intelligence

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One of the two broad factors that intelligence consists of. This type depends more heavily on basic information-processing skills-the ability to detect relationships among stimuli, the speed with which the individual can analyze information, and the capacity of working memory. This type of intelligence is assumed to be influenced more by conditions in the brain and less by culture. It often works with the other type of intelligence to support effective reasoning, abstraction, and problem solving.

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Three stratum theory of intelligence

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A theory of intelligence that elaborates the models proposed by Spearman, Thurstone, and Cattell. Carroll represented the structure of intelligence as having three tiers: g at the top, broad abilities, narrow abilities. This is apparently the most comprehensive theory to date. he agreed with general intelligence and included fluid and crystallized.

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componential analysis

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A second model of intelligence that conduct an analyses of children's test scores, looking for relationships between aspects (or components) of information processing and children's intelligence test performance.

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Sternberg's Triarchic Theory

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Made up of three broad, interacting intelligence. Sternberg is one of the people who looked at intelligence outside of the academic setting such as predicting career success. Intelligent behavior involves balancing all three intelligence's to achieve success in life, according to one's personal goals and the requirements of one's cultural community.

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Analytical Intelligence

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The first type of intelligence in Sternberg's compontential model of intelligence. This is one of the three interacting intelligences that consists of the information-processing components tha tunderlie all intelligence acts: applying strategies, acquiring task-relevant and metacognitive knowledge, and engaging in self-regulation. Bad because village people don't do well in academic settings, but do awesome in out-of-school settings

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Creative Intelligence

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The second type of intelligence in Sternberg's compontential model of intelligence. This is one that involves processing familiar info and useful solutions to NEW problems. People with this think more skillfully than others when faced with novelty. They apply information-processing skills in new effective ways that make those skills work very greatly and move to high-level performances.

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Practical Intelligence

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The third type of intelligence in Sternberg's compentential model of intelligence. This is goal-oriented activity aimed at adapting to, shaping, or selecting environments. When one cannot adapt, they try to re-shape or change it to meet their needs. If they cannot, they select new contexts that better match their skills, values, or goals. Reminds us that intelligence is culture-free.

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Gardner's Theory of Multiple Intelligences

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This is a compentential model of intelligence that defines intelligence in terms of distinct sets of processing operations that permit individuals to solve problems, create products, and discover new knowledge in a wide range of culturally valued activities. Dismissing the idea of general intelligence, Gardner proposes at least EIGHT independent intelligences: Linguistics, Logio-mathametical, spatial, bodily-kinesthetic, naturalist, interpersonal, intrapersonal

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Savant Syndrome

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Individuals who display one area of outstanding strength alongside deficits in many others.

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The Stanford-Binet Intelligence Scales

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An intelligence test for individuals from age 2 to adulthood that measures general intelligence and five intellectual factors: fluid reasoning, quantitative reasoning, knowledge, visual-spatial processing, and working memory. This was founder of the term IQ: Intelligence Quotient which measured for general intelligence.

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The Wechsler Intelligence Scale of Children

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An intelligence test for people that is appropriate for cihlden age 6-16. It includes measures of general intelligence and a variety of factor scores long before the Standford-Binet. Includes four broad intellectual factors: verbal reasoning, preceptual reasoning, working memory and processing speed.

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Aptitude tests

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tests that access an individual's potential to learn specialized activity.

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Achievement tests

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Tests aimed to assess actual knowledge and skill attainment.

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Developmental Quotients

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or (DQs). Because most infant scores do not tap the same dimensions of intelligence assessed in older children they are conservatively labeled DQs rather than IQs.

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Intelligence

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Ability to learn from experience, solve problems, and use knowledge to adapt to new situactions