EDPS 350 Ch. 12

Increasing Children's Creative Thinking

Brainstorming: a technique in which people are encouraged to come up with creative ideas in a group, play off each other's ideas, and say practically whatever comes to mind that seems relevant to a particular issue provide environments that stimulate creativity

Mindfulness

being alert, mentally present, and cognitively flexible while going through life's everyday activities and tasks.

Use caution in interpreting an overall IQ score

by considering the different domains of intelligence, you will find that every child has areas of strength

Executive Function

conscious control of thoughts, emotions, and actions to accomplish goals or solve problems

Creative Intelligence

consisting of the ability to create, design, invent, originate, and imagine creatively intelligent students may not conform to expectations instead of giving conformist answers, they give unique answers, for which they might get reprimanded or marked down no teacher wants to discourage creativity, but Sternberg stresses that too often a teacher's desire to increase students' knowledge suppresses creative thinking

Verbatim Memory Trace

consists of the precise details of the information

Intelligence Quotient (IQ)

defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 [thus, IQ = (ma/ca) x 100]. On contemporary intelligence tests, the average performance for a given age is assigned a score of 100. William Stern

Elaboration

linking a stimulus to other information at the time of encoding

Multiple Intelligence Cons

many believe it has been taken too far some argue that a research base to support the three intelligence's of Sternberg or the eight intelligence's of Gardner has not yet emerged many still support a general intelligence

Operations

mental actions that are reversible

Cultural-Familial Intellectual Disability

mild intellectual disability that may be caused largely by environmental influences psychologists suspect that this type of disability often results from growing up in a below-average intellectual environment

Convergent Thinking

narrows the available problem solutions to determine the single best solution produces one correct answer and characterizes the kind of thinking that is required on conventional tests of intelligence

Concrete Operations

operations that are applied to real, concrete objects allow the child to consider several characteristics rather than to focus on a single property of an object the ability to classify or divide things into different sets or subsets and to consider their interrelationships

Intelligence

problem-solving skills and the ability to learn from and adapt to the experiences of everyday life

Analytical Intelligence

referring to the ability to analyze, judge, evaluate, compare, and contrast tend to be favored in conventional schooling they often do well under direct instruction, in which the teacher lectures and gives students objective tests they often are considered to be "smart" students who get good grades, show up in high-level tracks, do well on traditional tests of intelligence and the SAT, and later get admitted to competitive colleges

Scientific Reasoning

requires a logical way of thinking based on gathering and evaluating evidence identifying causal relationships

Good Thinkers

routinely use strategies and effective planning to solve problems routinely use strategies and effective planning to solve problems

Helpless Orientation

seem trapped by the experience of difficulty, and they attribute their difficulty to lack of ability

Metacognition

"Thinking about thinking" or the ability to evaluate a cognitive task to determine how best to accomplish it, and then to monitor and adjust one's performance on that task can take many forms, including thinking about and knowing when and where to use particular strategies for learning or solving problems conceptualization consists of planning, self-regulation, or a child's self-confidence eyewitness judgments

Wechsler Adult Intelligence Scalw (WAIS-IV)

17 +

The Wechsler Scales

A set of widely used, individually administered intelligence tests that yield verbal, performance, and overall IQ scores.

Ethnic Variations

African American schoolchildren in the United States score 10 to 15 points lower on standardized intelligence tests than White American schoolchildren do children from Latino families also score lower than White children do about 15 to 25 percent of African American schoolchildren score higher than half of White schoolchildren do, and many White schoolchildren score lower than most African American schoolchildren as African Americans have gained social, economic, and educational opportunities, the gap between African Americans and non-Latino Whites on standardized intelligence tests has begun to narrow

Whole-Language Approach

An approach to reading instruction based on the idea that instruction should parallel children's natural language learning. Reading materials should be whole and meaningful.

Mental Age (MA)

Binet's measure of an individual's level of mental development, compared with that of others

Brainology

Carol Dweck's program designed to help school children achieve higher levels of achievement and confidence

Parents

Here are some positive parenting practices that result in improved motivation and achievement: 1. knowing enough about the child to provide the right amount of challenge and the right amount of support 2. providing a positive emotional climate that motivates children to internalize their parents' values and goal 3. modeling motivated achievement behavior, such as working hard and persisting with effort at challenging tasks

Goal Setting

It is not enough just to get individuals to set goals. It also is important to encourage them to plan how they will reach their goals. Being a good planner means managing time effectively, setting priorities, and being organized. Younger children will likely need help from parents or teachers to develop goal setting, planning, and organizational skills need to monitor their progress, judge how well they are doing on the task, and evaluate the outcomes to regulate what they do in the future

Gifted Characteristics

Precocity: -precocious -begin to master an area earlier than their peers ----learning in their domain is more effortless for them than for ordinary children -in most instances, these gifted children are precocious because they have an inborn high ability in a particular domain or domains. Marching to their own drummer: -gifted children learn in qualitatively different ways from ordinary children -they need minimal help, or scaffolding, from adults to learn -in many instances, they resist any kind of explicit instruction -they often make discoveries on their own and solve problems in unique ways A passion to master: -are driven to understand the domain in which they have high ability -they display an intense, obsessive interest and an ability to focus -hey motivate themselves, says Winner, and do not need to be "pushed" by their parents.

Triarchic Theory of Intelligence

Robert Sternberg's theory that describes intelligence as having analytic, creative and practical dimensions

Fuzzy Trace Theory

States that memory is best understood by considering two types of memory representations: (1) verbatim memory trace, and (2) gist. In this theory, older children's better memory is attributed to the fuzzy traces created by extracting the gist of information.

Genetic Influences

Studies of twins, family members, and adopted children together support the idea that there is a significant genetic contribution to intelligence. if intelligence is genetically determined, say some investigators, the IQs of identical twins should be more similar than the intelligence of fraternal twins

Mindset

The cognitive view, either fixed or growth, that individuals develop for themselves.

Phonics Approach

The idea that reading instruction should teach the basic rules for translating written symbols into sounds.

Culture and Intelligence

Western cultures tend to view intelligence in terms of reasoning and thinking skills Eastern cultures see intelligence as a way for members of a community to successfully engage in social roles

Intellectual Disability

a condition of limited mental ability in which the individual: 1. has a low IQ, usually below 70 on a traditional intelligence test 2. has difficulty adapting to the demands of everyday life 3. first exhibits these characteristics by age 18

Know that IQ is not a sole indicator of competence

a high IQ is not the ultimate human value it is important to consider students' intellectual competence not only in areas such as verbal skills but also in their creative and practical skills

Working Memory

a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory

Musical

a sensitivity to pitch, melody, rhythm, and tone (occupations: composers, musicians, sensitive listeners)

Avoid stereotyping and preconceived expectations

a special concern is that the scores on an IQ test easily can lead to stereotypes and preconceived expectations about students sweeping generalizations are too often made on the basis of an IQ score an IQ test should always be considered a measure of current performance it is not a measure of fixed potential maturation changes and enriched environmental experiences can advance a student's intelligence

Autobiographical Memory

a special form of episodic memory, consisting of a person's recollections of his or her life experiences

Ethnicity

achievement levels of ethnic minority students—especially African Americans, Latinos, and Native Americans—have been interpreted as deficits by middle-socioeconomic-status White standards, when they simply are culturally different and distinct an especially important factor in the lower achievement of students from low-income families is lack of adequate resources

Metamemory

an understanding about the processes that underlie memory, which emerges and improves during middle childhood

Metalinguistic Awareness

an understanding of one's own use of language; helps children achieve comprehension when information is fuzzy or incomplete allows children "to think about their language, understand what words are, and even define them

Seriation

arranging objects in sequential order according to one aspect, such as size, weight, or volume.

Pragmatics

aspects of language involving the practical ways of communicating with others, or the social "niceties" of language

Improving Children's Memory

assisting them to organize information, elaborate the information, and develop images of the information encourage children to understand the material that needs to be remembered rather than remotely memorizing it repeat with variation on the instructional information and link early and often embed memory-relevant language when instructing children

Startegies

deliberate mental activities to improve the processing of information strategies do not occur automatically; they require effort and work strategies, which are also called control processes, are under the learner's conscious control and can be used to improve memory two important strategies are creating mental images and elaborating on information

The Binet Tests

designed to identify children with difficulty learning in school Binet and his student Theophile Simon developed an intelligence test to meet this request the test, called the 1905 Scale, consisted of 30 questions on topics ranging from the ability to touch one's ear to the ability to draw designs from memory and define abstract concepts

Neo-Piagetians

developmentalists who argue that Piaget got some things right but that his theory needs considerable revision. They have elaborated on Piaget's theory, giving more emphasis to information processing, strategies, and precise cognitive steps the speed at which children process information, the particular task involved, and the division of problems into smaller, more precise steps these are issues addressed by the information-processing approach

Teachers

effective, engaging teachers provide support for students to make good progress but also encourage them to become self-regulated achievers the encouragement takes place in a very positive environment, one in which students are constantly being motivated to try hard and to develop self-efficacy teachers' expectations influence students' motivation and performance teachers' high expectations can help to buffer the negative effect of parents' low expectations for students' achievement

Divergent Thinking

expands the number of possible problem solutions

Performance Orientation

focused on achievement outcomes, believing that winning is what matters most and that happiness results from winning

Wechsler Intelligence Scale for Children (WISC-V)

for children and adolescents 6 to 16 years of age also yields five composite scores: 1. verbal Comprehension 2. working Memory 3. processing Speed 4. fluid Reasoning 5. visual Spatial

Subtractive Dual-Language Learing

go from being monolingual in their home language to being bilingual in that language and in English, only to end up monolingual speakers of English can have negative effects

Gifted

have above-average intelligence (an IQ of 130 or higher) and/or superior talent for something when it comes to programs for the gifted, most school systems select children who have intellectual superiority and academic aptitude

Experts

have acquired extensive knowledge about a particular content area; this knowledge influences what they notice and how they organize, represent, and interpret information

Environmental Influences

how much the parents communicated with their children in the first three years of their lives was correlated with the children's Stanford-Binet IQ scores at age 3: the more parents communicated with their children, the higher the children's IQs were schooling also influences intelligence: biggest effects have been found when large groups of children have been deprived of formal education for an extended period, resulting in lower intelligence

Concrete Operational Stage

in Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events

Domain Specifics

individuals who are highly gifted are typically not gifted in many domains, and research on giftedness is increasingly focused on domain-specific developmental trajectories during the childhood years, the domain(s) in which individuals are gifted usually emerges at some point in the childhood years, the child who is to become a gifted artist or the child who is to become a gifted mathematician begins to show expertise in that domain

Organic Intellectual Disability

intellectual disability that involves some physical damage and is caused by a genetic disorder or brain damage

Practical Intelligence

involving the ability to use, apply, implement, and put ideas into practice do not relate well to the demands of school many of these children do well outside the classroom's walls they may have excellent social skills and good common sense as adults, some become successful managers, entrepreneurs, or politicians in spite of having undistinguished school records

Memory

short-term memory increases considerably during early childhood but after the age of 7 does not show as great an increase long-term memory, increases with age during middle and late childhood improvements in memory reflect children's increased knowledge and their increased use of strategies to retain information

Mastery Motivation

task-oriented they concentrate on learning strategies and the process of achievement rather than focusing on their ability or the intended outcome

Culture-Fair Tests

tests of intelligence that are intended to be free of cultural bias first includes items that are familiar to children from all socioeconomic and ethnic backgrounds, or items that at least are familiar to the children taking the test the second type of culture-fair test has no verbal questions

Mathematical

the ability to carry out mathematical operations (occupations: scientists, engineers, accountants)

Transivity

the ability to logically combine relations to understand certain conclusions

Sustained Attention

the ability to maintain attention to a selected stimulus for a prolonged period of time

Bodily-Kinesthetic

the ability to manipulate objects and be physically adept (occupations: surgeons, craftspeople, dancers, athletes)

Naturalist

the ability to observe patterns in nature and understand natural and human-made systems (occupations: farmers, botanists, ecologists, landscapers)

Dual-Language Learning

the ability to speak two languages—has a positive effect on children's cognitive development children who are fluent in two languages perform better than their single-language counterparts on tests of control of attention, concept formation, analytical reasoning, cognitive flexibility, and cognitive complexity

Creative Thinking

the ability to think in novel and unusual ways and to come up with unique solutions to problems

Verbal

the ability to think in words and use language to express meaning (occupations: authors, journalists, speakers)

Spatial

the ability to think three-dimensionally (occupations: architects, artists, sailors)

Interpersonal

the ability to understand and interact effectively with others (occupations: successful teachers, mental health professionals)

Intrapersonal

the ability to understand oneself (occupations: theologians, psychologists)

Self-Efficacy

the belief that one can master a situation and produce favorable outcomes—is an important cognitive view for children to develop Bandura: emphasizes that self-efficacy is a critical factor in whether or not students achieve much in common with mastery motivation and intrinsic motivation "I can"

Gist

the essential part, main point, or essence

Central Executive

the part of working memory that is responsible for monitoring and directing attention and other mental resources focuses on selective attention and inhibition, planning and decision making, and trouble shooting

Flynn Effect

the rise in average IQ scores that has occurred over the decades in many nations

Fixed Mindset

they believe that their qualities are carved in stone and cannot change similar to helpless orientation

Growth Mindset

they believe their qualities can change and improve through their effort liking having a mastery orientation

Critical Thinking

thinking reflectively and productively and evaluating the evidence

Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV)

to test children from 2 years 6 months to 7 years 3 months of age

Individual Differences

variations among people in their thinking, emotion, personality, and behavior the stable, consistent ways in which people are different from each other

Gardener's Eight Frames of Mind

verbal, mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist