Educational Psych Chapter 5

Crystallized intelligence

(Fluid intelligence/Crystallized intelligence) is more important for familiar tasks, especially those that depend heavily on language and prior knowledge

Fluid intelligence

(Fluid intelligence/Crystallized intelligence) is more important for new, unfamiliar tasks, especially those that require rapid decision-making and involve nonverbal content

Savant syndrome

A condition in which a person possesses an extraordinary ability (e.g., exceptional mathematical, artistic, or musical talent) that is quite remarkable in contrast to other aspects of their mental functioning

Bipolar disorder

A condition that is usually inherited and is characterized by excessive mood swings and in some cases by distorted thought processes; often doesn't appear until adolescence, even though its biological underpinnings have been present since birth

Universal design

A principle that allows for flexibility in how information is presented, and how students demonstrate what they have learned; the central tenet of this is that instructional materials should be designed so that there are as few barriers as possible to students using those materials

Fluid intelligence

Ability to acquire knowledge quickly, use abstract reasoning abilities, and adapt to new situations effectively

Individuals with Disabilities Education Act (IDEA)

Act that grants educational rights from birth until age 21 for people with cognitive, emotional, or physical disabilities; includes free and appropriate education, fair and nondiscriminatory evaluation, education in the least restrictive environment, individualized education program (IEP), and due process

Positive Behavior Intervention and Supports (PBIS)

An approach that focuses on promoting adaptive behavior; based on promoting positive or "good" behavior, rather than on punishing bad behavior

Student with general delays in cognitive and social functioning

Any student who shows a consistent pattern of developmental delays, regard-less of whether the student has been identified as having a disability

Externalizing behaviors

Behaviors that have direct or indirect effects on other people; examples include aggression, defiance, stealing, and general lack of self-control

Internalizing behaviors

Behaviors that primarily affect the student with the disorder; examples include severe anxiety or depression, exaggerated mood swings, withdrawal from social interaction, and eating disorders

5

By the time children reach the first grade, about ?% have noticeable speech disorders

Autism spectrum disorders

Characterized by impairments in social cognition (e.g., perspective taking, interpreting other people's body language), social skills, language usage, and social interaction

Intellectual disabilities

Characterized by pronounced delays in most aspects of cognitive and social development; students with this exhibit significantly below-average general intelligence and deficits in adaptive behavior

Giftedness

Common characteristics of ?: Advanced vocabulary, language, and reading skills Extensive general knowledge about the world Ability to learn more quickly, easily, and independently than peers Advanced and efficient cognitive processes and learning strategies Considerable flexibility in ideas and approaches to tasks High standards for performance High motivation to accomplish challenging tasks; boredom during easy tasks Strong interest in the area in which strengths have been identified Positive self-concept Average or above-average social development

Hearing loss

Common characteristics of ?: Delayed language development because of reduced exposure to spoken language Proficiency in sign language Some ability to read lips Less oral language than that of hearing classmates Less developed reading skills, especially if language development has been delayed Less general world knowledge Below average academic achievement Some social isolation, more limited social skills, and reduced perspective-taking ability

Emotional and behavioral disorders

Common characteristics of ?: Frequent absences Deteriorating academic performance with increasing age Often, but not always, below-average intelligence Low self-esteem Aggressive or withdrawn behaviors Angry or argumentative Rule-breaking Little or no empathy for others' distress Significant substance abuse

Physical and health impairments

Common characteristics of ?: Low stamina and a tendency to tire easily Lower levels of academic achievement due to frequent school absences Fewer opportunities to experience and interact with the outside world in educationally important ways Possible low self-esteem, insecurity, social isolation from peers, or heavy dependence on adults

Visual impairments

Common characteristics of ?: Normal functioning of other senses General learning ability similar to that of nondisabled students More limited vocabulary, expressive and receptive language, and general world knowledge Delayed motor development; reduced capability to imitate others' behaviors Inability to observe other people's body language and other nonverbal cues Uncertainty and anxiety In the primary grades, less knowledge about the conventions of written language

Intellectual disabilities

Common characteristics of ?: Sociability and a genuine desire to belong and fit in at school Less general knowledge about the world Poor reading and language skills Short attention span Poor memory; few or no effective learning and memory strategies Difficulty drawing inferences and understanding abstract ideas Difficulty generalizing something learned in one situation to a new situation Immature play behaviors and interpersonal skills Delayed motor skills; conditions that adversely affect performance in physical activities

Autism spectrum disorders

Common characteristics of ?: Strong visual-spatial thinking skills Exceptional awareness of visual details Unusual ability to maintain attention and focus during distractions Difficulty understanding how other people feel Good memory for a set of unrelated facts May avoid physical contact with others Difficulty planning and organizing a future course of action Strong need for a consistent, predictable environment

Learning disabilities

Common characteristics of ?: Poor reading and writing skills Ineffective learning and memory strategies Trouble concentrating on and completing assigned tasks, especially in the face of distractions Poor sense of self and low motivation for academic tasks, especially in the absence of individualized assistance in areas of difficulty Poor motor skills Poor social skills

IQ (intelligence quotient) scores

Determined by comparing a student's performance on a given test with the performance of others in the same age-group; a score of 100 indicates average performance on the test

Individual differences

Differences between individuals in various domains, including cognitive abilities, personalities, and physical skills

Learning disabilities

Difficulties in one or more specific cognitive processes that can't be attributed to cultural or linguistic diversity, generally delayed cognitive development, emotional problems, sensory impairment, or environmental deprivation; often appear to result from specific and possibly inherited brain dysfunctions

Specific language impairments

Difficulty perceiving and mentally processing particular aspects of spoken language; subcategory of speech and communication disorders

Critical thinking

Disposition; consistently evaluating information or arguments in terms of their accuracy, credibility, and worth, rather than accepting them at face value

Stimulation seeking

Disposition; eagerly interacting with one's physical and social environment in order to gain new experiences and information

Open-mindedness

Disposition; flexibly considering alternative perspectives and multiple sources of evidence, and suspending judgment for a time rather than leaping to immediate conclusions

Need for cognition

Disposition; regularly seeking and engaging in challenging cognitive tasks

Assistive technology

Electronic devices and other equipment that can enhance students' abilities and performance; extremely valuable in helping students successfully participate in the curriculum and social life of general education classrooms

Emotional and behavioral disorders

Emotional states and behaviors that consistently and significantly disrupt academic learning and performance; students with these are identified as students with special needs when their problems have a substantial negative impact on classroom learning

High functioning autism

Fairly mild form of autism; students usually have normal language skills and average or above-average intelligence

Increase

Furthermore, worldwide, there has been a slow but steady (increase/decrease) in people's performance on intelligence tests

Physical and health impairments

General physical or medical conditions (usually long term) that interfere with school performance to such a degree that special instruction, curricular materials, equipment, or facilities are necessary; students may have limited energy and strength, reduced mental alertness, or little muscle control

Cattell

He found evidence for two distinctly different components of general intelligence (g): fluid intelligence and crystallized intelligence

One time

IQ score reflects a child's performance on a particular test at (one time/all times)

Speech and communication disorders

Impairments in spoken language or language comprehension that significantly interfere with academic performance; examples include persistent articulation problems, stuttering, abnormal syntactical patterns, and difficulty understanding other people's speech

Differentiated instruction

Instruction that is tailored to align with each student's current knowledge, skills, and needs

Severe intellectual disability

Intellectual disability; students experience major delays in development and require a great deal of support; they often can understand speech, but may have difficulty producing speech

Profound intellectual disability

Intellectual disability; students experience severe cognitive impairment; they often also have severe physical limitations and require extensive care

Mild to moderate intellectual disability

Intellectual disability; students generally are able to learn how to take care of themselves; they usually can travel and often can be employed

Multi-Tiered Systems of Support (MTSS)

Intervention efforts aimed at addressing concurrent issues that affect students' learning; can be very effective, because all teachers in the school are trained in using evidence-based practices to support the learning and behavior of all students in the school

Hearing loss

Malfunction of the ears or associated nerves that interferes with the perception of sounds within the frequency range of normal human speech; two to three of every 1,000 children born in the US have a form of this

Visual impairments

Malfunctions of eyes or optic nerves that prevents normal vision even with corrective lenses

People-first language

Mention the person before the disability; for example, student with a learning disability rather than learning-disabled student

Inclusion

Most students with special educational needs are in general education classrooms for part or all of the school day

15

Moving a child from a neglectful, impoverished home environment to a more nurturing, stimulating one (e.g., through adoption) can result in IQ gains of ? points or more

Distributed intelligence

People are far more likely to think and behave intelligently when they have assistance from their physical, cultural, and social environments

Holistic

People from East Asian cultures tend to be (analytic/holistic) thinkers

Analytic

People from mainstream Western culture tend to be (analytic/holistic) thinkers

Severe and multiple disabilities

Physical disabilities caused by medically detectable physiological conditions that require significant adaptations and highly specialized services; such students are typically accompanied by child-specific teacher aides or other specialists when attending general education classrooms

Dynamic assessment

Rather than assess what students already know and can do, we might teach them something new and see how quickly and easily they master it

Cognitive styles

Specific cognitive tendencies and personality characteristics that result in students approaching tasks and thinking about topics differently; students don't necessarily have much conscious control over these

Dispositions

Specific cognitive tendencies and personality characteristics that result in students approaching tasks and thinking about topics differently; students voluntarily and intentionally bring to bear on their efforts to master subject matter

Students with special needs

Students who are different enough from their peers that they require specially adapted instructional materials and practices to help them maximize their learning and achievement

Externalizing behaviors

Students with (externalizing behaviors/internalizing behaviors) are more likely to be referred for evaluation and possible special services

Attention-deficit hyperactivity disorder (ADHD)

Students with ? may have: Exceptional imagination and creativity Exceptionally detailed memories Low school achievement Problems with planning and time management Classroom behavior problems Greater use of media Poor social skills and interpersonal difficulties Increased probability of substance abuse in adolescence

Boys

Students with externalizing behaviors are more likely to be (boys/girls)

Girls

Students with internalizing behaviors are more likely to be (boys/girls)

Intelligence

The ability to apply prior knowledge and experiences flexibly to accomplish challenging new tasks; adaptive, related to learning ability, involves use of prior knowledge, and is culture specific

Crystallized intelligence

The knowledge and skills accumulated from experiences, schooling, and culture

Least restrictive environment

The most typical and standard educational environment that, with sufficient supplementary aids and support services, can reasonably meet their needs

Sternberg's Theory of Successful Intelligence

Theory focuses on how our skills and abilities in three domains help us achieve our short-term and long-term goals: analytical intelligence, creative intelligence, and practical intelligence; wisdom is a recently suggested fourth domain

Spearman's concept of g

Theory that intelligence comprises both (1) a single reasoning ability (a general factor) that is used across the board and (2) a number of more specific abilities, such as problem-solving ability and abstract reasoning (specific factors); the general factor and any relevant specific factors work together as we engage with various tasks

Cattell-Horn-Carroll theory of cognitive abilities

Theory that suggests that intelligence consists of three layers (or "strata"): general intelligence (g), 9-10 more-specific abilities including fluid and crystalized intelligence, and over 70 very specific abilities, such as reading speed; most researched and most widely used intelligence theory

Gardner's Multiple Intelligences

Theory which suggests that people have at least eight distinct abilities, or multiple intelligences, that are relatively independent of one another; there may also be a ninth (existential) intelligence dedicated to philosophical and spiritual issues

Analytic thinking

Thinking style where learners tend to break new stimuli and tasks into their component parts and to see these parts somewhat independently of their context

Holistic thinking

Thinking style where learners tend to perceive situations as integrated, indivisible wholes that are closely tied to their context

Section 504 (of the Rehabilitation Act of 1973)

This act stipulates that institutions that benefit from federal funding (including public schools) can't discriminate against individuals on the basis of a disability

Sternberg's Theory of Successful Intelligence

This intelligence theory considers the role of intelligence in our everyday lives instead of in our academic success only

Adaptive behavior

Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group

True

True or false: Inclusion classes result in a better sense of self if the school environment is one in which all students accept and respect individual differences among their peers

True

True or false: Inclusion classes result in more appropriate classroom behavior, better social skills, and more frequent interaction with nondisabled peers

True

True or false: Intelligence can be used flexibly to respond to a variety of situations and problems

True

True or false: Intelligence is culture specific; what is considered to be intelligent behavior in one culture isn't necessarily intelligent behavior in another culture

True

True or false: a disproportionately large number of minority-group students are identified as having disabilities, especially specific cognitive disabilities, general intellectual disabilities, and emotional and behavioral disorders

True

True or false: academic achievement in inclusion classes is equivalent to (and sometimes higher than) that in a self-contained classroom

False

True or false: all students with learning disabilities experience the deficiencies listed

True

True or false: different cultural groups have different views about what intelligence is and may therefore nurture somewhat different abilities in their children

True

True or false: federal legislation mandates that students with disabilities be educated in neighborhood schools and, ideally, in regular classrooms to the greatest extent possible

False (correlation not causation)

True or false: intelligence causes achievement

True

True or false: intelligence involves the use of prior knowledge to analyze and understand new situations effectively

False

True or false: intelligence is a permanent, unchanging characteristic

True

True or false: learning styles (auditory vs visual learners) are basically just preferences

True

True or false: members of some minority groups are underrepresented in programs for gifted students

True

True or false: on average, children with higher IQ scores earn higher course grades, do better on standardized achievement tests, and complete more years of education

True

True or false: over the long run intelligence requires both environmental nurturance and personal perseverance

True

True or false: people who are intelligent in particular domains learn new information and skills in those domains more quickly and easily than people who are less intelligent in those domains

True

True or false: poor nutrition in the early years of development (including the 9 months before birth) leads to lower IQ scores, as does a mother's excessive use of alcohol during pregnancy

False

True or false: when students have trouble expressing themselves, we should assist them, perhaps by finishing their sentences for them

Attention-deficit hyperactivity disorder (ADHD)

Typically characterized by inattention, hyperactivity, and impulsivity; don't necessarily show all three of these characteristics; all have an inability to inhibit inappropriate thoughts, inappropriate actions, or both

Giftedness

Unusually high ability or aptitude in one or more areas (e.g., in math, science, creative writing, music) to such a degree that special educational services are necessary to help the student meet his or her full potential

Suicide

Warning signs of ? include: Sudden withdrawal from social relationships Increasing disregard for personal appearance Dramatic personality change Preoccupation with death and morbid themes Overt or veiled threats of self-harm Actions that indicate putting one's affairs in order

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS)

When Positive Behavior Intervention and Supports (PBIS) is used as a program across an entire school; based on promoting positive or "good" behavior, rather than on punishing bad behavior; when students are identified as displaying particular problematic behaviors that cannot be adequately addressed through schoolwide efforts, those students are then provided with more individualized approaches to address specific behavioral issues

Individualized education program (IEP)

When an individual is identified as having a disability, the multidisciplinary team collaboratively develops an instructional program tailored to the individual's strengths and weaknesses; written statement that the team continues to review and, if appropriate, revise at least once a year

Response to intervention (RTI)

When students are identified as displaying particular problematic behaviors that cannot be adequately addressed through schoolwide efforts, those students are then provided with more individualized approaches to address specific behavioral issues