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30 Cards in this Set
- Front
- Back
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What is intelligence? |
-three levels of analysis: as one thing, as a few things, or as many things |
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Intelligenceas a Single Trait |
-being able to do well on intellectual tasks (i.e school smarts) |
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Measures of g correlates ( general intelligence) |
- hypothesis that each of us possessesa certain amount of g -g influences ourability to think and learn on all intellectual tasks -knowledgeof subjects not studied in school -positive correlation with grades |
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Intelligence as a few basic abilities |
-twotypes of intelligence.(Cattell, 1987) -Crystallized intelligence:“Factual knowledge about the world” increases with age -Fluid intelligence:“Ability to think on the spot to solve problems” declines slowly after early adulthood |
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Intelligence as numerous processes |
-Carroll's three-stratum theory of intelligence
-generalintelligence (g) ->influences several intermediate-level abilities ->influence a variety ofspecific processes |
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Measuring Intelligence: The Contents of Intelligence Tests |
-measuresof intelligence must be based on observable behaviour (different things for different age groups)
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Measuring Intelligence: Continuity of IQ Scores |
-Measurement of same children's IQ scores at different ages have showncontinuity from age 5 onward
-moreclosely correlated when closer in time, and are more stable at older ages -influencedby parent and child characteristics -IQ isa strong predictor of academic, economic, and occupational success |
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Measuring Intelligence: Continuity of IQ Scores |
-involves inhibition, being able to follow rules, and to inhibitimpulsive reactions
-predicts 8th graders’grades, even after controlling for IQ |
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Practical intelligence |
-includes mental abilities not measured on IQ tests
-predicts occupational success even after controlling for IQ is |
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Practical intelligence |
- debate about the issue of how environmentinfluence intelligence
-the IQs of adopted children and their biologicalparents become correlated as the children get older - genetic processes do not exerttheir effects on IQ until later childhood |
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Howard Gardner: Multiple intelligence theory (People possess at lest 8) (Alternative Perspectives) |
-Linguistic (good at reading, writing, telling stories) -Logical-mathematical -Spatial/visual (ability to visualize with the mind's eye) -Musical (sensitivity to sounds,) Naturalistic(ethical,and holistic understanding) -Bodily-kinaesthetic (control of one's bodily motions) -Intrapersonal (self-reflective capacities) -Interpersonal (sensitivity to others' moods) |
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Gardner's evidence |
-Deficitsshown by people with brain damage -Existenceof prodigies -Lessevidence than traditional theories -has a big influence on the education system |
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Sternberg's theory of successful intelligence (Alternative Perspectives) |
Successis a product of being able to maximize one’s strengths/minimize weaknesses, bymodifying/selecting appropriate environments |
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Success depends on three types ofabilities (Sternberg's theory) |
-Analytic (linguistic, mathematical, and spatial skills) -Practical(reasoning about everyday problems) -Creative (intellectualflexibilty and innovation) |
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Emergent Literacy |
-used to explain a child's knowledge of reading and writing before they learn how to read and write -It signals a belief that, in literate society, young children, even one- and two-year-olds are in the process of becoming literate. |
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Some components of emergent literacy: (things children can do before they learn how to read or write) (6) |
-Conventionsof print - Knowledge of letters - Linguistic awareness - Phoneme-Grapheme correspondence -Emergent reading - Emergent writing |
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Conventions of print |
childrenexposed to written language know things like reading goes from left-to-right,top-to-bottom, and front-to-back (English) |
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Knowledge of letters |
abilityto name letters in kindergarten predicts later reading scores; this can be more challenging than you think -> ‘elemeno’ l,m,n,o |
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Linguistic awareness |
identificationof linguistic units (e.g., phonemes, syllables and words) |
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Phoneme-Grapheme correspondence |
-childrenmust learn how sounds (spoken) correspond to letters (written) |
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Emergent reading and Writing |
-‘pretendreading’, making up narratives to go along with the pictures -pretendwriting’; making squiggles to write their name, a story, a grocery list, etc. |
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Chall's (1979) stages of readingdevelopment (0-2) |
-Stage 0 (birth - start of1st grade) Knowingletters of alphabet and phonemes -Stage 1 (1st and 2nd grade) phonological recoding skills,translateletters into sounds -Stage 2 (2nd and 3rd grade) Gainingfluency in reading simple material |
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Chall's (1979) stages of reading development (3-4) |
-Stage 3 (4th through 8th grade)Acquiringreasonably complex, new information from written text (learn to read now read tolearn) -Stage 4 (8th through 12th grade) Gainingability to understanding and coordinate information from multiple perspectives (understand subtl cues in reading) |
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Pre-ReadingSkills |
-Print Awareness -Letter Knowledge -Phonological Awareness -Listening Comprehension -Motivation to Read |
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Phonemic awareness |
-listeners are able to hear, identify and manipulate phonemes -detectionof rhymes - phonemicsegmentation tasks (the ability to break words down into individual sounds) |
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Howshould we teach reading? |
1)phonics 2) whole-word 3) whole-language |
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Reading comprehension |
-Involvesforming a mental model ofthe situation or idea being depicted in the text -Includescontinuously updating it as new information appears (working memory) |
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Aspects of number skills begin early (Mathematics) |
-early ‘awareness’ of quantity (thenumber of items in a set) -early ‘addition’ and ‘subtraction’skills (simple arithmetic) |
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Numerosity |
-Theability to determine the quantity of small sets of items or events withoutcounting. -infants are capable of this |
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Wechsler Intelligence Scale for Children (WISC-IV) (4) |
-overallscore and 4 separate scores -verbal comprehension -perceptual reasoning -working memory -processing speed |
