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58 Cards in this Set
- Front
- Back
Galton
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1. pioneer in measurement of individual differences
2. believed intelligence is unitary faculty, inherited trait, and distributed normally in population |
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Spearman
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Two-factor theory of intelligence
1. g = general ability, common to all intell. tasks 2. s = specific ability, specific to a given task |
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Thurstone
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Primary Mental Abilities (word fluency, memory, spatial rel., reasoning)
Developed method of factor analysis |
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Guilford
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120 elements comprise intell.
Most well known dimensions: 1. divergent thinking - ability generate new ideas 2. convergent thinking - ability group and synthesize new ideas into unifying concept |
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Cattell
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1. Fluid intelligence - on-the-spot reasoning. Independent of education. Most susceptible to aging/brain damage
2. Crystallized intelligence - what learn in school. Remain stable w/age. |
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Wechsler
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Viewed intelligence as global. Wechler scales measure diff ways intell can manifest itself not diff types of intell
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Heredity vs. Environment in intelligence
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50% heredity, 50% environ
- correlation coefficient of .50 for parent and child intelligence -identical vs. fraternal twin studies -individual attention affects IQ scores of retarded infants (Skeels) |
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Predictibility of intelligence (infants)
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Low predictibility except in low-scoring babies. May help identify high risk for delays.
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Gender differences in intelligence
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Do not differ in general intell but in specific abilities. Females - verbal skills higher, Males - spatial ability higher.
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Birth order effects on intelligence
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First born greater intell than later born.
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Confluence Model
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Zajonc. As number of children in family increases, intellectual stim and resources for each child declines.
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Race/Ethnicity and intelligence
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Caucasians score higher than African Americans on IQ tests
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Race of examiner and scores on intelligence tests
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Race of examiner is unrelated to performance, rapport is related to performance.
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Stanford-Binet Intelligence Scale
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Includes verbal and performance items grouped by age levels, age 2-adult (32.5).
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Stanfort-Binet higher-level and content factors
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3 higher level with 4 content factors:
1. Crystallized abilities -a. Verbal reasoning -b. Quantitative Reasoning 2. Fluid Analytic -c. Abstract/Visual Reasoning 3. Short-Term Memory -d. Short-Term Memory Reasoning |
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Ratio IQ vs. Deviation IQ
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Ways intelligence is determined by Stanford-Binet.
1. Ratio-IQ - mental age (as determined by passed items)/chronological age X 100 (earlier way) 2. Scores are standardized with same mean and standard deviation across age levels. Advantage - scores can be compared across ages |
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Major changes in 1986 revision of Stanford-Binet
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1. IQ replaced with SAS (standard age scores)
2. similar items grouped under subtests (like Wechsler) 3. entry level for subtest determined by score on vocab - helps differentiate between MR and LD. |
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WISC-III - stands for, age range, # subtests
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Wechsler Intelligence Scale for Children
6-16 years old 13 subtests |
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WPPSI - stands for, age range, # subtests
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Wechsler Preschool Primary Scale of Intelligence
4-6.5 years old 11 subtests |
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WAIS-III - stands for, age range, # subtests
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Wechsler Adult Intelligence Scale
16-89 years old 14 subtests |
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Wechsler scales vs. Stanford Binet
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Stanford-Binet better to administer to people on extreme ends of intelligence continuum i.e. gifted or severely MR
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WAIS and Alzheimer's
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V>P
Predictible pattern of scores on indexes |
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WAIS and Hearing Impairment
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P>V, lowest digit span
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WAIS and Alcoholism
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In intermediate-stage alcoholism, V>P with verbal in normal range. VCI>POI
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Culture and the WAIS-III
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African Americans and members of other ethnic groups on average perform more poorly than Caucasians.
Should supplement when testing non-Caucasians with other tests of non-verbal intelligence such as the Raven Progressive Matrices (like Matrix Reasoning test). |
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Gesell Developmental Schedules
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measure of infant and early childhood development (4 wks-6yrs). Based on observations by caretaker and compared to established norms. Useful for suspected neuro or organic disorders.
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Bayley Scales of Infant Development
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Measure of development ages 2 mos-2.5 yrs. Considered best assessment measure of infant development. Mental scale and Motor scale.
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Denver Developmental Scale
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Screening test for developmental delays administered to infants and preschoolers. Typically used in medical settings.
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Vineland Adaptive Behavior Scales
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Measures person's ability to care for himself. All ages. Domains: communicaion, daily living skills, socialization and motor skills.
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Diagnosing MR
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Must assess intelligence (IQ test - Stanford Binet)and adaptive behavior (Vineland, AAMD Adaptive Behavior Scale, Adaptive Behavior Inventory for Children)
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Importance of non-verbal tests
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1. To test intelligence for children with motor dysfunctions (i.e. cerebal palsy) and severe speech dysfunctions.
2. English second-language, including bilingual 3. Attempts to reduce cultural factors |
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Success of culture-free tests on measures of intelligence for minority children
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Minority children have been found to do NO BETTER on non-verbal tests and they do on standard measures of intelligence
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Peabody Picture Vocabulary Test
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Match given word to series of pics. Approp for: expressive lang disorders but hearing. 2.5-adult
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Columbia Mental Maturity Scale
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Which of set pics doesn't belong. IQ for 3.5 to 9.11 yrs. Approp for: children w/sensorimotor disorders & difficulties speaking/reading
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Hiskey-Nebraska Test
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Developed and standarized for deaf and hearing-impaired children, 3-16yrs.
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Leiter International Performance Scale
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Match blocks w/holes in pictures. Directions given nonverbally. Approp for: children w/reading or speaking problems, new immigrants, autism or slective mutism. Age 2-18.
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Culture Fair Intelligence Test
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Cattell. Age 4-16. Respond to picture and pattern stimuli.
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Raven's Progressive Matrices
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Used as assessment of perceptual ability and spatial logic (advanced levels). all ages.
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System of Multicultural Pluralistic Assessment (SOMPA)
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Measures both adaptive and cognitive abilities. Ages 5-11. Battery includes 6 measures:
1. adaptive behavior inventory 2. sociocultural scales 3. health inventory 4. WISC-III, WPPSI-R 5. Bender-Gestalt 6. Set physical desterity tasks Derived index is Estimated Learning Potential Scale |
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Difference between aptitude and achievement tests
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Aptitude tests measure specific of abilities. Designed as predictors of future behavior (i.e. GRE, SAT).
Achievement tests measure end result of a learning program - retention of content. |
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Test-wiseness
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Not anything more than application of individuals general cognitive ability to test-taking task. Not a skill in itself.
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Gifted children vs. non-giften children
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Gifted achieve higher on measures of self-concept, especially in areas related to academics. Also better metacognitive skills. Process info more efficiently esp. on novel tasks.
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Components of effective schools
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1. strong leadership
2. structured, not oppressive atmosphere 3. teachers who participate in decision-making 4. high expectations of educational staff that kids will learn 5. emphasis on academics 6. frequent monitoring of student performance |
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small vs. large school
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small schools are more effective. More exposure to opportunities/social roles
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3 models of school consultation
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1. mental health model - focus on resolving a problem with child
2. behavioral model - focus on problem with consultee i.e. parent, teacher, admin 3. Adlerian model - emphasis on prevention, educate parents/teachers |
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school interventions most effective
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Those targeting the school environment rather than students directly.
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Curriculum-Based Assessment
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Assessment purpose is to identify progress of existing curriculum and any change of instruction (pace etc.) needed (not intended to bring about changes in curriculum itself)
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Montessori Teaching Method
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children are encouraged to take an active role in selecting own activities. Viewed as active learners who are naturally motivated to interact with their environment. Criticized for not providing cooperative/other-interactive activities.
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Head Start results
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Short term - increase IQ and academic achievement
Long term - decrease placement in SPED, increase probability grad high school, less delinquent behavior. |
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Bilingual Education
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individuals in quality bilingual problams learn as well as all English programs.
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Ability tracking
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Grouping children according to ability level - negative effects for moderate & low achievers, few or no positive effects for high achievers.
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Gender bias in school environment
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Both male and female teachers pay more attention to boys than girls. Both positive and negative biases.
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Jigsaw cooperative learning
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each student given piece of info on a topic whole group is learning. Must teach other group members the info.
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Research on cooperative learning
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positive effect on student achievement and cross-ethnic friendships.
Success depended on level of student accountability |
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Education for All Handicapped Children Act
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1.free public education available for all handicapped children ages 3-21
2. No single procedure shall be sole criterion for placement 3. IEP 4. When possible, mainstream 5. parents access to evals and reports |
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Buckley Amendment
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students 18+ and parents have right to access children's educational records and challenge content
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Issue of placement in special classes based on testing
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1. Larry p. v. Riles - banned use of IQ score as criterion for placement
2. PACE v. Hannon - since IQ is only part of total assessment, does not imply bias in procedure - issue is presently unresolved |
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Terman is best known for
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Adapting the Binet intelligence tests for American use. Also, studies of gifted children
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