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31 Cards in this Set
- Front
- Back
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Describe Spearman's 2 factor theory of intelligence
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g - general ability common to all intellectual tasks
s - specific to a particular task |
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Def: divergent thinking (Guilford)
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Ability to generate new, creative ideas
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Def: convergent thinking (Guilford)
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Ability to group divergent ideas and synthesize into one unifying concept
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Correlation of IQ among family members
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.88 identical twins reared together
.75 identical twins reared apart .50 parent / child, fraternal twins, sibs .17 unrelated children reared together |
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Describe confluence model (Zajonc)
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Family size is inversely proportional to the availability of intellectual stimulation
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Wechsler verbal subtests
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Vocabulary
Information Similarities Comprehension Sentences Letter-number sequencing Arithmetic Digit span |
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Wechsler performance subtests
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Picture completion
Picture arrangement Block design Object assembly Digit Symbol-coding Coding Matrix Reasoning Animal house Mazes Symbol search Geometric design |
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Implications of a Wechsler verbal IQ > performance IQ (by at least 12 points)
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High level of education
Depression - psycho-motor slowing Poor motor-visual integration Right hemisphere damage |
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Implications of Wechsler IQ performance score > verbal (by at least 12 points)
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Low SES
Low academic achievement Language deficits Learning disabilities Left hemisphere damage |
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WAIS verbal comprehension tests
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Information
Vocabulary Similarities provide good estimate of premorbid functioning |
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WAIS perceptual organization tests
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Picture completion
Block design Matrix reasoning (similar to Raven Progressive Matrices test) |
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WAIS working memory tests *
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Digit span
Arithmetic Letter-number sequencing |
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WAIS processing speed tests
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Digit-symbol coding
Symbol search |
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Describe Raven's Progressive Matrices *
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Originally designed as general IQ test
More used to test perceptual ability and spatial logic Often included in neuropsych evaluations Series completion tests Used as a 'cultural-fair' test |
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What is measured by the Wechsler comprehension subtest?
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Judgement
Common sense |
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Describe curriculum-based assessment
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Assessment of the student in terms of his / her curriculum
Identifies progress Identifies changes in instruction that might help the student progress |
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Upshot of Larry P vs Riles
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IQ scores banned as sole criterion in EMR (educable mentally retarded) placement
SF suit claimed racial bias in placement |
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Effects of ability tracking
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Pervasively negative for low and moderate ability students
Little to no effect on high ability students |
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Buckley amendment
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Access rights to school records for parents and students over 18
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Provisions of the All Handicapped Children Act
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Free public education
No single procedure used in placement Individualized education plan Mainstreaming as much as possible |
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Role: school psychologist
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Indentify children needing help and make referrals
Assess, consult, make recommendations to both parents and teachers |
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Wechsler subtests most resistant to brain damage
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Vocabulary
Information Picture completion |
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Utility of infant IQ tests
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As screen for low IQ, but not as a predictor of future IQ
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Distinguisting characteristics of Montessori teaching
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Children select their own activities
Heterogeneous classrooms with respect to age and level of development |
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WAIS vs Stanford-Binet
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Stanford-Binet a better test at extremes of IQ continuum
Wais pushes scores to the middle |
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WAIS verbal subtests
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Verbal comprehension
Working memory |
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WAIS performance subtests
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Perceptual organization
Processing speed |
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Attributes affected by birth order
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IQ
leadership academic achievement |
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Desc: domain referenced test
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Draws specific content from a domain in order to assess strengths and weaknesses
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Desc: norm referenced tests
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Differentiate students at different levels of achievement but are not diagnostic
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Def: criterion referenced test
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Evaluates mastery to a prescribed level, ie criterion
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