Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
50 Cards in this Set
- Front
- Back
|
Nerve cells that store and transmit information in the brain
|
neurons
|
|
|
The gap between neurons, across which chemical messages are sent
|
synapses
|
|
|
Death of many surrounding neurons during the peak period of development in any brain area to make room for growth of neural fibers that form synaptic connections.
|
programmed cell death
|
|
|
The cortex is divided into different lobes, each of which contains a variety of regions with specific functions. Some major ones are labeled here.
|
The left side of the human brain, showing the cerebral cortex.
|
|
|
Loss of connective fibers by seldom-stimulated neurons, thereby returning them to an uncommitted state so they can support the development of future skills.
|
synaptic pruning
|
|
|
Cells responsible for myelinization of neural fibers.
|
glial cells
|
|
|
A process in which newral fibers are coated with an insulating fatty sheath (called myelin) that improves the efficiency of message transfer.
|
myelininzation
|
|
|
The largest structure of the human brain; accounts for the highly developed intelligence of the human species.
|
cerebral cortex
|
|
|
Specialization of functions of the two hemispheres of the cortex.
|
lateralization
|
|
|
The ability of other parts of the brain to take over functions of damaged regions.
|
brain plasticity
|
|
|
The hemisphere of the brain responsible for skilled motor action. The left hemisphere is dominant in right-handed individuals. In left-handed individuals, the right hemisphere may be dominant, or motor language skills may be shared between the hemispheres.
|
dominant cerebral hemisphere
|
|
|
A brain structure that aids in balance and control of body movements
|
cerebellum
|
|
|
A structure in the brain stem that maintains alertness and consciousness.
|
reticular formation
|
|
|
The large bundle of fibers that connects the two hemispheres of the brain.
|
corpus callosum
|
|
|
A product-oriented approach to cognitive development that focuses on the construction of tests to assess mental abilities.
|
psychometric approach
|
|
|
A complicated statistical procedure that combines scores from many separate test items into a few factors, which substitute for the separate scores. Used to identify mental abilities that contribute to performance on IQ tests.
|
factor analysis
|
|
|
general factor or "g" in Spearman's theory of intelligence, a common factor representing abstract reasoning power that underlies a wide variety of test items.
|
general factor, or "g"
central and supreme, abstract reasoning power, form relationships and apply general prinicipals |
|
|
specific factor, or "s" in Spearman's theory of intelligence, a mental ability factor that is unique to a particular task.
|
specific factor, or "s"
*Unique to task! |
|
|
A product-oriented approach to cognitive development that focuses on the construction of tests to assess mental abilities.
|
psychometric approach
|
|
|
primary mental abilities in Thurstone's theory of intelligence, seven distinct mental abilities identified through factor analysis (verbal meaning, perceptual speed, reasoning, number, rote memory, word fluency, and spacial visualization).
|
Primary mental abilities
|
|
|
A complicated statistical procedure that combines scores from many separate test items into a few factors, which substitute for the separate scores. Used to identify mental abilities that contribute to performance on IQ tests.
|
factor analysis
|
|
|
In Cattell's theory, a form of intelligence that depends on culturally loaded, fact oriented information.
|
crystallized intelligence
*This is taught! |
|
|
general factor or "g" in Spearman's theory of intelligence, a common factor representing abstract reasoning power that underlies a wide variety of test items.
|
general factor, or "g"
central and supreme, abstract reasoning power, form relationships and apply general prinicipals |
|
|
In Cattell's theory, a form of intelligence that requires very little specific knowledge but involves the ability to see complex relationships and solve problems.
|
fluid intelligence - genetic!
*This is innate-a person is born with this |
|
|
specific factor, or "s" in Spearman's theory of intelligence, a mental ability factor that is unique to a particular task.
|
specific factor, or "s"
*Unique to task! |
|
|
Cattell's theory, which represents the structure of intelligence as a pyramid, with "g" at the top; eight broad biologically based abilities at the second stratum; and narrower manifestations of these abilities at the lowest stratum that result from experience with particular tasks. The most comprehensive classification of mental abilities to be confirmed by factor-analytic research.
|
three-stratum theory of intelligence
|
|
|
primary mental abilities in Thurstone's theory of intelligence, seven distinct mental abilities identified through factor analysis (verbal meaning, perceptual speed, reasoning, number, rote memory, word fluency, and spacial visualization).
|
Primary mental abilities
|
|
|
A research procedure aimed at clarifying the cognitive processes responsible for intelligence test scores by correlating them with laboratory measures designed to assess the speed and effectiveness of information processing.
|
componential analysis
|
|
|
In Cattell's theory, a form of intelligence that depends on culturally loaded, fact oriented information.
|
crystallized intelligence
*This is taught! |
|
|
In Cattell's theory, a form of intelligence that requires very little specific knowledge but involves the ability to see complex relationships and solve problems.
|
fluid intelligence - genetic!
*This is innate-a person is born with this |
|
|
Cattell's theory, which represents the structure of intelligence as a pyramid, with "g" at the top; eight broad biologically based abilities at the second stratum; and narrower manifestations of these abilities at the lowest stratum that result from experience with particular tasks. The most comprehensive classification of mental abilities to be confirmed by factor-analytic research.
|
three-stratum theory of intelligence
|
|
|
Sternberg's theory, which states that information processing skills, prior experience with tasks, and contextual (or cultural) factors interact to determine intelligent behavior.
|
triarchic theory of intelligence
|
|
|
A research procedure aimed at clarifying the cognitive processes responsible for intelligence test scores by correlating them with laboratory measures designed to assess the speed and effectiveness of information processing.
|
componential analysis
|
|
|
Sternberg's theory, which states that information processing skills, prior experience with tasks, and contextual (or cultural) factors interact to determine intelligent behavior.
|
triarchic theory of intelligence
|
|
|
Gardner's theory, which identifies 8 independent intelligences on the basis of distinct sets of processing operations applied in culturally meaningful activities (linguistic, logico-mathematical, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, intrapersonal).
|
Garner's theory of multiple intelligences
|
|
|
An individually administered intelligence test that is the modern descendent of Alfred Binet's first successful test for children. Measures general intelligence and 4 factors: verbal reasoning, quantitative reasoning, abstract/visual (spacial)reasoning, and short -term memory.
|
Stanford-Binet Intelligence Scale - Test!
|
|
|
An individually administered intelligence test that includes a measure of both general intelligence and a variety of verbal and performance scores.
|
Wechsler Intelligence Scale for children - III (WISC III)
|
|
|
Areas, under the curve are given in percentages. By summing the percentages to the left of an individuals IQ, we can obtain a percentile rank, which refers to the proportion of people of the same age that scored lower than the individual did on the test.
|
The normal curve, with the baseline scaled in both IQ and standard deviation (SD) units.
|
|
|
A score that permits an individuals performance on an intelligence test to be compared to the typical performance of same-age individuals.
|
Intelligence quotient (IQ)
|
|
|
A view that attributes the age-related decline in IQ among poverty-stricken ethnic children to the compounding effects of underprivileged rearing conditions. (Home life/environment/upbringing)
|
environmental cumulative deficit hypothesis.
|
|
|
Abilities apparent in the real world, not in testing situations, that involve "knowing how" rather than "knowing that."
|
practical intelligence
|
|
|
A measure of a family's social position and economic well-being that combines 3 interrelated, but not completely overlapping variables: (1) years of education and (2) the prestige of and skill require by one's job, both of which measure social status; and (3) income, which measures economic status.
|
socioeconomic status (SES)
|
|
|
Jensen's controversial theory, which states that ethnic and social-class differences in IQ are due to genetic differences in higher-order, abstract forms of intelligence (level II) rather than basic memory skills (level I)
|
Jensen's Level I and Level II theory
|
|
|
Correlations for identical twins increase modestly into adulthood, whereas, those for fraternal twins drop sharply at adolescence. Similar trends appear when twins are followed longitudinally and IQ correlations are computed at successive ages.
|
Cross-sectional age-related changes in IQ correlations, derived from published studies including thousands of twin pairs.
|
|
|
In this study, selective placement was not great enough to account for the large difference between the two groups.
|
IQs of adopted children as a function of biological mothers' IQ in the Texas Adoption Project.
|
|
|
An approach to testing consisten with Vygotsky's concept of the zone of proximal development, in which purposeful teaching is introduced into the testing situation to see what the child can do with social support.
|
dynamic testing
* Many ethnic minority children perform more competently on test items after adult assistance. And the approach helps identify the teaching style to the child is most responsive. |
|
|
An approach that measures intellectual progress by examining students' real performance in school over time.
|
authentic assessment
|
|
|
Environmental influences that pervade the general atmosphere of the home and affect all children living in it to the same extent.
|
shared environmental influences.
|
|
|
Environmental influences that make children living in the same family different from one another.
|
nonshared environmental influences
|
|
|
A checklist for gathering information about the quality of children's home lives through observation and parental interviews. Infancy, preschool, and middle childhood versions exist.
|
Home Observation for Measurement of the Environment (HOME)
|
