CD chap8
psychometric approach
-An approach to cognitive development that focuses on outcomes and results and is the basis for intelligence tests designed to assess mental abilities -basis for intelligence tests that assess individual differences in children's mental abilities. -Product orientation vs process orientation
Practical intelligence
-Contextual Component Adapting to situations Selecting compatible environments Shaping environments (street smart, ability to adapt to new situation, shaped environment to your own needs, select environment to anable you to flourish
Creative Intelligence
-Experiential component (how long you take to automatize),response to novelty automatization -Solve novel problems -Make processing skills automatic to free working memory for complex thinking
socioeconomic status (SES)
combines three interrelated—but not completely overlap- ping—variables: (1) years of education and (2) the prestige of one's job and the skill it requires, both of which measure social status; and (3) income, which measures economic status.
Gardner's Theory of Multiple Intelligences
defines intelligence in terms of distinct sets of processing operations that permit individuals to solve problems, create products, and discover new knowledge in a wide range of culturally valued activities. Dismiss the idea of general intelligence Logico-mathematical Musical Spatial Bodily-kinesthetic Interpersonal Intrapersonal Naturalist (added later, but before last two) Spiritual intelligence (added later) Existential intelligence (added later)
environmental cumulative deficit hypothesis
the negative effects of underprivileged rearing conditions increase the longer children remain in those conditions. As a result, early cognitive deficits lead to more deficits, which become harder to overcome
Research shows that self-discipline—effort and delay of gratification—predicts school performance at least as well as IQ does—and sometimes better
true
Thurstone
viewed intelligence as a set of distinct primary mental abilities Unrelated factors called primary mental abilities
Why do preschool scores predict less well than later scores?
with age, test items focus less on concrete knowledge and more on complex reasoning and problem solving, which require different skills. during periods of rapid development, children frequently change places in a distribution schooling
criticisms of psychometric approach
• Focus too narrow on what children know rather than what they can achieve -Process by which knowledge is acquired, retained or used to solve problems • They don't measure other attributes that people commonly think of as indications of intelligence
Psychometric researchers ask questions like these:
● What factors, or dimensions, make up intelligence, and how do they change with age? ● How can intelligence be measured so that scores predict future academic achievement, career attainment, and other aspects of intellectual success? ● Are mental test scores largely stable over childhood and adolescence, or can performance change dramatically? ● To what extent do children of the same age differ in intelligence, and what explains those differences?
fluid intelligence
(context- independent) ability to solve new problems, use logic in new situations, and identify patterns. Depends on basic information processing skills: Detecting relationships among stimuli Analytical speed Working memory Examples of the use of fluid intelligence include solving puzzles and coming up with problem-solving strategies you'll use it slightly differently each time you're in a new situation, so it's flexible and adaptive - like water in its fluid form.
IQ as a Predictor of Occupational Attainment
- IQ predicts adult attainment well, but not perfectly -Personality, practical intelligence also important
Analytical Intelligence
-information-processing components -applying strategies -acquiring task-relevant and metacognitive knowledge -engaging in self-regulation.
3 things children need to understand to have a mature understanding of death are
1. irreversibility - death is irreversible; living things don't come back to life 2. non-functionality - death means that all life function end ;the dead do not eat, breath, or act intentionally 3. Universality- all living things die
developmental quotients (DQs)
A score on an infant intelligence test, computed in the same manner as an IQ but labeled more conservatively because it does not tap the same dimensions of intelligence measured in older children.
emotional intelligence
A set of emotional abilities that enable individuals to process and adapt to emotional information, measured by tapping
Wechsler Intelligence Scale for Children-IV (WISC-IV)
An individually administered intelligence test, appropriate for ages 6 through 16, that measures general intelligence and four broad intellectual factors: verbal reasoning, perceptual reasoning, working memory, and processing speed.
Interpersonal
Ability to detect and respond appropriately to the moods, temperaments, motivations, and intentions of others Therapist, salesperson
creativity
Ability to produce original, appropriate work involves alternating between divergent and convergent thinking
The Stanford-Binet Intelligence Scales
An individually administered intelligence test, appropriate for individuals age 2 to adulthood. Measures general intelligence and five intellectual factors: fluid reasoning, quantitative reasoning, knowledge, visual spatial processing, and working memory. used to identify highly intelligent children and diagnose those with learning problems. Each provides a measure of general intelligence and a profile of subtest scores; each has a downward extension, tailored for assessing the intelligence of preschoolers.
Sternberg's Triarchic Theory of Intelligence
CAP made up of three broad, interacting intelligences: (1) analytical intelligence, or information-processing skills; (2) creative intelligence, the capacity to solve novel problems; (3) practical intelligence, application of intellectual skills in everyday situations. Intelligent behavior involves balancing all three intelligences to achieve success in life, according to one's personal goals and the requirements of one's cultural community.
three-stratum theory of intelligence
Carroll's factor-analytic theory, which represents the structure of intelligence in three tiers, with g at the top; a second tier of biologically based broad abilities; and a third tier of specific behaviors. The most comprehensive factor-analytic classification of mental abilities to date.
Why are aptitude and achievement tests closely related to intelligence tests and to each other?
Certain items on each, especially those assessing verbal and math skills, are similar. As this overlap suggests, most tests tap both aptitude and achievement, though in different balances. The three test types do differ in breadth of content. Intelligence tests assess the widest array of skills. Aptitude tests are narrower, focusing on particular skill areas. And achievement tests cover the narrowest range because they are aimed at measuring recent learning, usually in particular school subjects.
High-Stakes Testing
Closing the Gap initiatives etc Teachers "teaching to tests" Promotes a one-size-fits-all education that is insensitive to student diversity Neglects gifted and talented children Promotes fear Can be imprecise
Reducing Cultural Bias in Testing
Combine tests with assessment of adaptive behavior Dynamic Assessment Focus on learning processes Feedback provided Adult-child learning relationship cultivated
Correlational Stability
Compares how children score relative to age-mates, from one time to the next how well children maintain their relative standing among agemates. Better correlations When older at first testing When tests are close together
IQ As a Predictor for Academic Achievement
Correlated with achievement test scores, grades, staying in school
Stability of Absolute Scores
Examines same child's profile of scores over repeated testings Most children fluctuate Some either increase or decrease with age
Communication Styles Research showed that
Higher SES, whites Knowledge-training questions Topic-focused story style Hierarchical task style Lower SES, minorities Real questions Topic-associating style Collaborative task style
Flynn effect
IQs have increased steadily from one generation to the next. supports the role of environmental factors and challenges the assumption that racial and ethnic variations in IQ are mostly genetic.
factor analysis
Identifies a set of items that cluster together Used to investigate whether intelligence is one trait or an assortment of abilities
general intelligence
In Spearman's theory, a common underlying factor, called g, believed to influence all aspects of intelligence. Distinguished from specific intelligence.
specific intelligence
In Spearman's theory, a mental ability that is unique to a task. Distinguished from general intelligence, or "g."
infant tests: - Bayley Scales -Fagan Test-consists entirely of habituation/recovery items.
Most infant tests, which consist largely of perceptual and motor responses, predict later intelligence poorly and are largely used for screening—helping to identify infants who are at risk for future problems. As a result, infant scores are called developmental quotients (DQs) rather than IQs.
componential analysis
Looking for relationships between components of information processing & intelligence test scores Ex. Kids who have faster processing abilities have higher intelligence test score
IQ as a Predictor of Psychological Adjustment
Moderately correlated Low IQ related to school failure, aggression, delinquency
Preschool Intervention
Project Head Start, Aboriginal Head Start 1-2 years preschool Nutrition, health services Parental involvement Long-term Benefits of Early Intervention Better early school IQ, achievement Less special education More high school graduation, college enrollment, employment Lower drug use, teen pregnancy, delinquency Future: Two-generation Approach
primary mental abilities
Thurstone's sets of distinct unrelated factors
Investment theory
a novel project increases chances of creative, valuable product
Crystallized intelligence
ability to use learned knowledge and experience. proposed by Cattel -(context-dependent) Skills that depend on: Accumulated knowledge Experience Good judgment Mastery of social conventions Valued by person's culture On intelligence tests, vocabulary, general information, and arithmetic problems are examples of items that emphasize crystallized intelligence increased with age
dynamic assessment
an innovation consistent with Vygotsky's zone of proximal development, the adult introduces purposeful teaching into the testing situation to find out what the child can attain with social support
aptitude tests
assess an individual's potential to learn a specialized activity. SAT and ACT "supposed to measure fluid intelligence"
Intrapersonal
knowledge of one's own strengths, weaknesses, desires, and intelligences
practical intelligence
mental abilities apparent in the real world but not in testing situations Unlike IQ, practical intelligence does not vary with ethnicity. And the two types of intelligence are unrelated and make independent contributions to job success
What are criticisms? How does Gardner support his theory?
support: neurological support for their separateness . Research indicating that damage to a certain part of the adult brain influences only one ability (such as linguistic or spatial), while sparing others, suggests that the affected ability is independent. Individuals with savant syndrome, who display one area of outstanding strength alongside deficits in many others, provide an illustration. Savant syndrome often is associated with damage to the left cerebral hemisphere, which may have caused the right hemisphere to compensate, yielding an "island of strength" Children with autism though severely impaired in language and communication, a few individuals with autism have remarkable abilities, always featuring dazzling memory. These usually involve numerical and spatial skills—such as effortless calculation, detailed drawing, or performance of long piano pieces after hearing them only once—that are primarily housed in the right hemisphere of the cerebral cortex. criticisms: excellence in most fields requires a combination of intelligences. A talented musician uses logico-mathematical intelligence to interpret the score, linguistic intelligence to respond to teaching, spatial intelligence to orient to the keyboard, interpersonal intelligence to react to the audience, and intrapersonal intelligence to play expressively. some exceptionally gifted individuals have abilities that are broad rather than limited to a particular domain Finally, current mental tests do tap several of Gardner's intelligences (linguistic, logico-mathematical, and spatial), and evidence for g suggests that they have at least some features in common
why is g represents abstract reasoning capacity
test items that involved forming relationships and applying general principles clustered together especially strongly and also were the best predictors of cognitive performance outside the testing situation
achievement tests
testing accumulation of knowledge aim to assess actual knowledge and skill attainment. When a college professor gives a final exam, an achievement test has been used.
Stereotype threat
the fear of being judged on the basis of a negative stereotype—can trigger anxiety that interferes with performance.
divergent thinking
the generation of multiple and unusual possibilities when faced with a task or problem. Divergent thinking contrasts with convergent thinking, which involves arriving at a single correct answer and is emphasized on intelligence tests