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37 Cards in this Set
- Front
- Back
CHAP 6
Psychometrics: |
looks for common factors to explain abilities
Fluid vs. crystallized Intelligence |
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What are the 2 different conclusions on intelligence? who made them up. Explain
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1. IQ as a general factor
g-factor - Spearman and Carrol vs. 2. Multiple Intelligences - recognizes 9 types of intelligences Gardner |
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Gardner's Multiple Intelligences
kinds? what is it? based on what? |
- Based on information- processing theories
- Considers that the brain has difference regions with specific abilities (L -R hemispheres) - emphasizes that development is not simultaneous in all areas - linguistic, logical- mathematical, spatial, musical, body- kinesthetic, interpersonal, intrapersonal, naturalistic, existential.....etc. - maybe kids should be taught more in a broad range to foster all intelligences - need more research |
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What is the standford binet? who developed it? what is it?
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- Leiws Terman
- its the intelligence quotient (IQ) Compares mental age (MA) with croniolgical age (CA) IQ= MA/CA x 100 - Above 100= better than average - 100 average - below 100 = less than average - Today the performances are using other people a persons age. If average you get 100 |
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what are the three contemporary IQ tests?
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The Stanford Binet V - The current (2003) version of Binet’s test
The Wechsler Intelligence Scale for Children - 3rd Edition (WISC-III) The Kaufman Assessment Battery for Children (K-ABC) |
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What are samples from WAIS in verbal:
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General Information
Similarities Arithmetic Reasoning Vocabulary Comprehension Digit Span |
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What are samples from WAIS in performance:
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Picture Completion
Picture Arrangement Block Design Object Assembly Digit-Symbol Substitution |
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What are the two issues in evaluating IQ tests? describe:
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1. Reliability: Will it yield scores that are consistent?
- often measured by administering similar forms of a test, twice. - modern tests are quite reliable 2. Validity - comparing test scores with with other independent measures - Try comparing to grades since intelligence is hard to test - high correlations, but not always valid |
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What is the problems of validity of traditional IQ tests
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IQ tests traditionally measure the current level of knowledge and certain skills.
- be better to measure future learning |
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How do we fix this? Describe:
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Dynamic testing: measures a childs learning potential by having the child learn somthign new in the presence of the examiner and with the examiners help.
- thus interactive, and proof of new achievement - learning potential - combine both static and dynamic testing |
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Arguments for nature vs. nurture?
4- |
IQ scores involve both heredity and environment
Twin studies Adoption studies Environmental influence: Flynn Effect |
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IQ scores involve both heredity and twin studies, adoption studies
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- identical Twins had simililar IQs, and IQ increaseas
- fraternal twins and biological ones are less correlated but similar to each other - Adopted kids follow biological parents scheme. |
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Environmental influence: Flynn Effect
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- rapid increase in just a few decades, must be environmental
- environment does make a difference |
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What are the canadian terms for mental retardation?
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In Canada, terms are developmental disability or intellectual impairment
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What does it refer to?
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substantially below-average intelligence and problems adapting to an environment that emerge before the age of 18
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Which level of mental retardation is usually still in mainstream education in canada?
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mild
- 85% of persons with retardation - possibly receive modified programs and remedial help |
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The Learning Disabilities Association of Canada (LDAC) defines learning disabilities as a:
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number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information.”
- Are considered separately from intellectual impairments as they occur in persons with at least average abilities for thinking and reasoning |
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Areas affected my include:
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Oral language
Reading Written language Mathematics |
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ADHD stands for?
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Attention-Deficit Hyperactivity Disorder
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Attention-Deficit Hyperactivity Disorder has three characteristics:
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1. Overactivity
-energetic, fidgety and unable to sit still - especially in situations where they must limit activity 2. Inattention: do not pay attention in class and seem ot be able to concentrate on school work and skip from one task to the nest 3. Impulsivity: act before before thinking - not all show to same degree - usually normal intellegence but low scores in testing |
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What is ADHD prevalence? gender?
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- 3-5% of kids
- boys affected two to four times as often as girls |
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What role does genetics play?
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- twin studies show that identical twins are more often diagnosed
- adopted show similarity to biological |
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Myths?
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- caused by sugar, tv etc.
- or that people grow out of it. - many people are wrongly diagnosed is not true |
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DSM-IV Criteria: ADHD
4 things |
A. Either (I) or (II)
I. Inattention: e.g., difficulty organizing tasks, does not seem to listen when spoken to II. Hyperactivity and impulsivity: e.g., often fidgets or squirms, has difficulty awaiting turn B. At least some of the symptoms present before age 7 C. Impairment present in two or more settings D. Clear evidence of significant impairment in social, academic, or occupational functioning |
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Neurological Basis: ADHD ***
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1.Abnormalities of CC
2.Frontal Lobes -Symmetry -PET studies /Metabolism 3. Frontal-basal circuitry (inhibitory function) |
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What are the two important processes in reading? describe.
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Word recognition: orthography
- recognizing a unique pattern of letters. - ex: no meaning from chinese sentence Comprehension: semantics; increases with WM & experience |
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What are the two foundations of reading skill?
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1. Letter
- kids who know them learn to read more easily 2.Phonological awareness: GPC - kids to can readily distinguish language sounds |
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*** Verbal learning disorders: Dyslexia.
What are the two models |
1. Visual Processing Model
Magnocellular/parvocellular systems 2. Auditory (Phonological) Model Grapheme-to-phoneme conversion (GPC) Phonological awareness Planum temporale (L = R, L< R, ectopias) CC/frontal cortex |
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Describe the chronology of math skills
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By 6 yr: simple addition using their fingers
- do this in a series of steps of higher and higher sophistication with the hands By 1st grade: can add and subtract mentally - begin with larger number and add on By 8 - 9: know addition tables and can add single digits by memory -not a rigid development pathway |
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Mathematics Disorder called?
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Dyscalculia
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Dyscalculia: 3 main problems
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Failure to understand concepts
Failure to recognize symbols Failure to remember operations |
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*****Neurological Basis: Dyscalculia
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Preserved linguistic skills
Posterior & Anterior RH (white matter) RH = interregional integration LH = intraregional specialization Goldberg & Costa R-L shift |
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CHAP 8
Desrcibe the systems view of a family |
- everybody effects everyone
- not just parents on child. - not just family on family -but also extended family, work, social status, school..... |
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What are the general effects of birth order:
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1st born: guinea pigs, parents enthusiastic but little practicle experience.
- more affectionate, more punitive, high expectation - higher intellegence, longer school - more pleasing Younger: realistic expectations, relaxed - less concerned with pleasing, - better with peers |
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which stage of erikson are we at now? which one do we move into?
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3. Concrete Operational
Egocentricism wanes - things are not always as they appear Mental operations emerge (conservation tasks) - but thought is still concrete 4. Formal Operational Abstract /hypothetical thought emerges app 11 yrs - develop Deductive reasoning |
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Describe the chronology of describing others. important to do because?
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At 7, children describe others in concrete terms
By 10, they use more psychological traits At 16, descriptions are integrated into a cohesive account Children's descriptions begin to help them to predict how others will behave |
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What are selmans 5 stages of perspective taking? age? describe
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Undifferentiated (3-6 years) egocentric
Social-Informational (4-9 years) knowledge Self-Reflective (7-12 years) empathy Third-Person (10-15 years) objective Societal (14 years to adult) personal history Knowledge: if he had the information, then they would understand Empathy: If he were in my shoes he would see the situation, and he would understand Objective: Seeing both views, pros and cons of both Personal history: How have things played out in the past? |