Educational Psychology: Ch. 4

Front 1

Intelligence

Back 1

Problem-solving skills and the ability to adapt to and learn from life's experiences.

Front 2

Mental Age

Back 2

An individual's level of mental development relative to others.

Front 3

Intelligence Quotient (IQ)

Back 3

A score designed to measure intelligence

Front 4

Normal Distribution

Back 4

A symmetrical distribution; majority of the scores fall in the middle; few scores in the extreme

Front 5

Sternberg's Triarchic Theory of Intelligence

Back 5

Analytical, Practical, & Creative

Front 6

Sternberg's Triarchic Theory of Intelligence: Analytical

Back 6

Analyze, judge, evaluate, compare/contrast; book smart

Front 7

Sternberg's Triarchic Theory of Intelligence: Practical

Back 7

use, apply, implement, put into use; street smart

Front 8

Sternberg's Triarchic Theory of Intelligence: Creative

Back 8

create, design, invent, originate, and imagine

Front 9

Gardner's 8 Frames of Mind: Verbal

Back 9

The ability to think in words and to use language to express meaning. Authors, journalists, speakers.

Front 10

Gardner's 8 Frames of Mind: Mathematical

Back 10

The ability to carry out mathematical operations. Scientists, engineers, accountants.

Front 11

Gardner's 8 Frames of Mind: Spatial

Back 11

The ability to think 3-D. Architects, artists, sailors.

Front 12

Gardner's 8 Frames of Mind: Bodily-Kinesthetic

Back 12

The ability to manipulate objects and be physically adept. Surgeons, crafts people, dancers, athletes.

Front 13

Gardner's 8 Frames of Mind: Musical Skills

Back 13

A sensitivity to pitch, melody, rhythm, and tone. Composers, musicians, musical therapists.

Front 14

Gardner's 8 Frames of Mind: Intrapersonal skills

Back 14

The ability to understand oneself and effectively direct one's life. Theologians, psychologists.

Front 15

Gardner's 8 Frames of Mind: Interpersonal

Back 15

The ability to understand and effectively interact with others. Successful teachers, mental health professionals.

Front 16

Gardner's 8 Frames of Mind: Naturalistic

Back 16

The ability to observe patterns in nature and understand natural and human-made systems. Farmers, botanists, ecologists, landscapers.

Front 17

According to Salovey and Mayer, emotional intelligence is the ability to:

Back 17

Perceive and express emotion accurately and adaptively. Understand emotion and emotional knowledge, Use emotion to facilitate thought. Manage emotions in oneself and others.

Front 18

Deep Learners

Back 18

Actively construct knowledge. Give meaning to material. Focus on internal rewards. Are self-motivated.

Front 19

Surface Learners

Back 19

Are passive learners. Fail to tie information to a larger framework. Focus on external rewards.

Front 20

Personality

Back 20

The distinctive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world.

Front 21

Temperament

Back 21

A person's behavioral style and characteristic way of responding.

Front 22

The "Big Five" Factors of Personality

Back 22

Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism.

Front 23

Easy Temperament

Back 23

Positive mood. Establishes regular routines in infancy. Adapts easily to new experiences.

Front 24

Difficult Temperament

Back 24

Reacts negatively, cries frequently. Irregular daily routines. Slow to accept change.

Front 25

Slow to Warm Up Temperament

Back 25

Low activity level. Somewhat negative. Low intensity of mood.

Front 26

Person Situation Interaction

Back 26

The best way to characterize an individual's personality is not only in terms of personal traits or characteristics, but also in terms of the situation involved; environment. `

Front 27

Nature-Nurture Issue

Back 27

Issue that involves the debate about whether development is primarily influenced by nature (biological inheritance) or nurture (environmental experiences).

Front 28

Stereotype threat

Back 28

the anxiety that one's behavior might confirm a negative stereotype about one's group.

Front 29

Culture-fair tests

Back 29

tests of intelligence that are intended to be free of cultural bias

Front 30

between-class ability grouping (tracking)

Back 30

grouping students based on their ability or achievement.

Front 31

Nongraded (cross-age) Program

Back 31

a variation of btw-class ability grouping in which students are grouped by their ability in particular subjects regardless of their age or grade level.

Front 32

Joplin Plan

Back 32

A standard nongraded program for instruction in reading.

Front 33

With-in Class ability Grouping

Back 33

Placing students in two or three groups within a class to take into account differences in student's abilities.

Front 34

Goodness of Fit

Back 34

the match btw a child's temperament & the environmental demands the child must cope with.