Psychology Exam 3 Chapter 8

Front 1

General Intelligence (g)

Back 1

part of intelligence that influences our ability to think and learn on all intellectual tasks

Front 2

Fluid Intelligence

Back 2

-involves our ability to think on the spot

- related to capacity of working memory and related to size of cortex

Front 3

Crystallized Intelligence

Back 3

- factual knowledge about the world

- reflects long term memory

- hippocampus is particularly crucial brain region

Front 4

True or False: Children who do well on one test of fluid intelligence tend to do well on tests of crystallized intelligence

Back 4

False: children who do well on one test of fluid intelligence tend to do well on other tests of fluid intelligence but not necessarily on tests of crystallized intellgience

Front 5

Describe how crystallized and fluid intelligence grow.

Back 5

-Crystallized intelligence increases steadily from early in life to old age

- Fluid intelligence peaks in early adulthood around age 20 and slowly declines thereafter

Front 6

Primary Mental Abilities

Back 6

Intelligence involves seven primary mental abilities: word fluency, verbal meaning, reasoning, spatial visualization, numbering, rote memory, and perceptual speed

Front 7

What theory says intelligence involves numerous processes?

Back 7

Information-processing analyses

Front 8

Three-stratum theory of intellgience

Back 8

-Top = g

- Middle = moderately general abilities (including fluid and crystallized intelligence and skills similar to seven primary mental abilities

- specific processes

Front 9

Is intelligence one thing, a few things, or many things?

Back 9

All of the above

Front 10

How do we measure intelligence?

Back 10

Through observable behavior

Front 11

Where do intelligence tests have their greatest success and widest application?

Back 11

With children who are at least 5 or 6 years old

Front 12

Wechsler Intelligence Scale for Children (WISC)

Back 12

- most widely used instrument for children 6 years and older

- consistent with Carroll's three-stratum framework

- test yields not only an overall score but also separate scores on four moderately general abilities (verbal comprehension, perceptual reasoning, working memory, and processing speed)

Front 13

IQ (Intelligence Quotient)

Back 13

- summary measure of a child's intelligence relative to that of other children of the same age

- a score of 100 is given to children who score exactly the mean for their age at the time the test is developed

Front 14

On most IQ tests the standard deviation is _____

Back 14

15 points

Front 15

A standard deviation of 1 =

Back 15

85-115 (68 % of participants)

Front 16

Continuity of IQ scores

Back 16

- scores are more stable at older ages (closer similarity of scores for 8-9 year olds than 4-5 year olds)

- although IQ scores tend to be similar, they are rarely identical

Front 17

True or False: A child's IQ is more closely related to the child's later occupational success than is the socioeconomic status of the child's family, the school the child attends, or any other variable that has been studied

Back 17

True

Front 18

Self-discipline

Back 18

- the ability to inhibit actions, follow rules, and avoid impulsive reactions

- not measured in IQ test

Front 19

Practical intelligence

Back 19

- accurately reading other peoples emotions and intentions

- not measured in IQ tests

Front 20

True or False: While IQ is a key contributor to educational, occupational, and economic success, other factors are also influential

Back 20

True

Front 21

Describe the influence of genes on intelligence.

Back 21

- relatively modest in early childhood but becomes very large by adolescence and adulthood

Front 22

True or False: Correlations between IQs of identical twins increase from preschool to adulthood, whereas correlations between the IQs of fraternal twins decrease

Back 22

True

Front 23

True or False: IQs of adopted children and those of their biological parents become increasingly correlated as the children become older, but the IQs of adopted children and their adoptive parents become less correlated as the children become older

Back 23

True

Front 24

Passive effects of environments children encounter due to their genotype

Back 24

- children whose genotypes predispose them to enjoy reading are likely to be raised in homes with books, magazines, and newspapers, because their parents also like to read

Front 25

Evocative effects of environments children encounter due to their genotype

Back 25

-children eliciting or influencing other people's behavior

- even if a child's parents are not avid readers, they will read more bedtime stories to the child if he or she seems interested in the stories rather than bored by them

Front 26

Active effects of environments children encounter due to their genotype

Back 26

- children choosing environments they enjoy

- high school student who likes reading will borrow books from the library and obtain books in other ways, regardless of whether he or she was read to when young

Front 27

HOME (Home Observation for Measurement of the Environment)

Back 27

- designed to assess the families environments of children between birth and age 3

- children's IQ scores as well as math and reading achievement, are positively correlated with HOME measure of their family environment

- scores between HOME and IQ are CORRELATED not causally related

Front 28

Effect of shared environment on IQ

Back 28

- impoverished backgrounds- shared environment accounts for far more of the variance in IQ than genetics does

- affluent backgrounds- relative influence of shared environment and genetics is reversed

Front 29

What is more important on performance on IQ exam: age or grade level?

Back 29

-Grade level

- a child who is in 5th grade will do much better than a child who is older than him but in 4th grade

Front 30

Average IQ scores during summer vacation

Back 30

- Low socioeconomic status= scores drop

- High socioeconomic status= scores stay constant or rise slightly

Front 31

Flynn Effect

Back 31

average IQ scores have risen over the past 75 years

Front 32

What is the cause of the Flynn Effect?

Back 32

- gene pool has not changed, so the increase in IQ scores must be due to changes in the environment

- No change in scores of people in top 10%

- Large change in scores among those in the bottom 10%

- Better nutrition, better health care, and universal education

Front 33

True or False: The more years children spend in poverty, the lower their IQs tend to be

Back 33

True

Front 34

True or False: Children of fathers who hold low status jobs perform more poorly than children whose fathers hold comparable jobs in Canada or Japan.

Back 34

True

Front 35

True or False: Children of fathers who hold high-status jobs perform as well as children whose fathers have comparable jobs in Canada and almost as well as those in Japan.

Back 35

True

Front 36

Why is it that children from impoverished homes in the United States do worse on the IQ test than children from impoverished homes in other developed countries?

Back 36

Poor families in the United States are much poorer than their counterparts in many other developed countries

Front 37

Some children who live in poverty overcome the odds and do well in school and in life. What distinguishes these resilient children from others in similar circumstances?

Back 37

High-quality parenting can help children meet the challenges imposed by poverty

Front 38

True or False: Average IQ scores of children of different racial and ethnic groups do differ

Back 38

True

- Asian American, Euro American, Latino/Indian, African American

Front 39

True or False: Latino children tend to have higher performance scores than verbal scores, while African american children have higher verbal potions than performance portions

Back 39

True

Front 40

What is a crucial fact that differentiates IQ scores

Back 40

Different racial and ethnic groups describe children's performance only in environments in which the children live

Front 41

Why are the current group differences between IQ scores getting smaller

Back 41

Decreases in discrimination and inequality

Front 42

Environmental Risk Scale

Back 42

- more risks in a childs environment, the lower the childs IQ tended to be

- did not include any of the risk factors was around 115

- six or more risks was around 85

- number of risks was better predictor of IQ than any one particular risk

Front 43

If two children have the same IQ at around age 4, but one child lives in an environment with more risk factors, at age 13..

Back 43

the child facing more risk will have a lower IQ than the other child

Front 44

Programs for Helping Poor children

Back 44

- initially increased IQ but by end of program the IQ scores were the same as nonparticipants from impoverished neighborhoods

- however, more graduated from high school, lower arrest rates, fewer held back in school

Front 45

Carolina Abecedarian Project

Back 45

- started 6 moths continued until 5 yr olds

- benefits remained evident 15 years after end of program

-starting intervention programs early and continuing them for substantial periods of time can lead to lasting effects

Front 46

Project Head Start

Back 46

- beyond the end of Head Start, children's performance becomes indistinguishable from that of nonparticipants with similar backgrounds

Front 47

Multiple Intelligence Theory

Back 47

People possess 8 kinds of intelligence: linguistic, logical-mathematical, spatial, musical, naturalistic, bodily-kinesthetic, interpersonal, and interpersonal abilities

Front 48

Theory of Successful Intelligence

Back 48

-Envisions intelligence as the ability to achieve success in life, given one's personal standards within one's sociocultural context

- degree to which people succeed depends on three types of abilities: analytic, practical, and creative

Front 49

Five Stages of reading development

Back 49

Stage 0 (birth-1 yr): phonemic awareness

Stage 1 ( 1st/2nd grades): phonological recoding skills

Stage 2 (2nd/3rd grades): fluency in reading

Stage 3 (4th-8th grades): acquire complex, new information from reading

Stage 4 (8th-12th grades): appreciate multiple viewpoints

Front 50

Phonemic awareness

Back 50

gaining knowledge of individual sounds within words

Front 51

Phonological recording skills

Back 51

ability to sound out words

Front 52

Performance on _____________ tasks during kindergarten is the strongest predictor of children's ability to sound out and spell words in early grades--- stronger even than IQ or social-class backgrounds

Back 52

phonemic-awareness tasks

Front 53

What two ways can words be identified?

Back 53

Phonological recoding and visually based retrieval

Front 54

Visually based retrieval

Back 54

processing a words meaning directly from its visual form

Front 55

Strategy-choice process

Back 55

choosing either visually based retrieval or phonological recoding based on the fastest approach that is likely to be correct

Front 56

Reading comprehension involves forming a ______________ of the situation or idea depicted in the text and continuously updating it as new information appears

Back 56

mental model

Front 57

Comprehension monitoring

Back 57

- keeping tack of understanding the text you are reading and rereading what you don't understand

- differentiates good readers from poor readers

Front 58

True or False: If preschoolers from poor families were read to daily they too would become better readers

Back 58

True

Front 59

True or False: Children who have relatively advanced reading skills when they enter kindergarden tend to be better readers through elementary, middle, and high school

Back 59

True

Front 60

How does metacognitive understanding play a crucial role in writing?

Back 60

- recognizing readers may not have same knowledge as the writer and that one therefore should include all the information that readers will need to allow them to grasp what is being said

- need to plan writing rather than just jumping into it

Front 61

Mathematical disability

Back 61

children have IQs in the normal range but are extremely poor at mathematics

Front 62

Pre-K Mathematics

Back 62

presents preschoolers with a variety of nth activities and includes a home component in which parents learn to help their children learn math concepts

Front 63

Mathematical equality

Back 63

idea that values on the two sides of equal sign must balance

Front 64

Gesture speech mismatches

Back 64

gesturing conveys more information than their verbal statements

Front 65

What is the best way for children who initially show gesture-speech mismatches learn?

Back 65

learn from instruction more than peers whose gesturing and speech are consistent

Front 66

Two main reasons of differences in mathematical knowledge of different countries

Back 66

- other countries spend much more time on math than the US does

- math instruction in these countries is more coherent

Front 67

What is a good way children learn math

Back 67

-in a way that is meaningful to them

- that's why child street vendors can do math so easily, because it relates to their profit