My EXAM 2
--The Three Stratum Theory of Intelligence
"g" at top (general intelligence) of triangle, relationship with g, eight broad, biologically based abilities at the second stratum; narrower manifestations of these abilities at lower stratum
FORMAL OPERATIONS
(11+) Thought is now capable of abstract, systematic, scientific thinking
Piaget's Pre-operational Stage
- (2-7 years) - operations are mental representations that obey logical rules (they're in the pre-operations stage) -hands on activities are good for them
g 3 8 conceptions of intelligence
--The Three Stratum Theory of Intelligence --3 Sternberg's Triarchic Theory --8 Gardner's Theory of Multiple Intelligences
Concrete Operational Achievements
-Can conserve (decentration and reversibility) -Can classify (hierarchially) -Can seriate (arrange items quantitatively) -Can reason spatially (direction, maps)
Crystallized vs. Fluid Intelligence
-Crystallized: skills that depend on information valued by culture (accumulated knowledge, experience, good judgment, mastery of social conventions) -Fluid: depends on basic information processing skills (detecting relationships among stimuli, analytic speed, working memory)
Piaget's Pre-operational characteristics (10)
-Egocentrism (can't focus on others) -Irreversibility -Influenced by appearance -Confuse reality and fantasy -Centration (focus on 1 aspect, ignore others) -Conservation (no volume change in shape change) -Difficulty in Perspective Taking -Animistic thinking (inanimate objects) -Hierarchal Classification (within hierarchy group) -Make-believe Play
4 other types of memory
-Episodic (personal experience; ex: bed-time routine) -Autobiographical (special, one-time events, long lasting, personal meaning) -Semantic (organized memory in long term) -Scripts (interpretation of everyday events, general interpretation of what occurs and when)
Formal Operational Achievements (2)
-Hypothetico-Deductive Reasoning -Propositional Thought
Measuring Intelligence
-Individual Tests (Stanford-Binet, Wechsler) -Aptitude Tests (SAT, ACT) -Achievement Tests (Classroom tests) -Infant Tests (Bayley Scales, Fagan test)
= Piaget vs. Vygotsky's emphasis
-Piaget: emphasize biological side (maturation + experience) -Vygotsky: emphasize social/language side of development (participation in social dialogues with more experienced mentors)
Vygotsky theory's characteristics (4)
-Private speech -Intersubjectivity (2 people start task with different understanding but arrive at shared understanding) -Scaffolding (adjusting amount of help given) -Zone of Proximal Development (task too difficult for child alone, but good with help of leader)
Principles of a Supportive Literacy Environment
-Provide abundant reading & writing materials (model it yourself) -Engage in interactive reading -Visit Libraries, Museums, Zoos and Parks -Point out letter-sound correspondence -Support Children's Writing (don't worry about errors, give them confidence) -Reading Shift (learning to read--reading to learn) -Support mathematical learning -Encouraging math skills at home -Support Scientific learning
3 Strategies for Storing Information
-Rehearsal (repeat) -Organization (chunk/organize) -Elaboration (relate 2+ pieces of info with shared meaning tho they don't belong in same category)
Research on Piagetian Theory
-School-age children start developing abstract thinking skills -Formal operations may not be universal -->Training and context may contribute -->Often fall back on easier thinking
Skills needed to think like a scientist
-greater working memory -compare theories given effects of variables -exposure to increasingly difficult problems -instruction on scientific steps of reasoning -Metacognitive Understanding (thinking about thinking)
= Benefits of Make-Believe Play (4)
-interaction -involvement -include more children -cooperation
Phonological Progress
-minimal words -add ending consonant -adjust vowel length -add unstressed syllables -produce full word, correct stress pattern, though refinement needed (pasgetti) mostly complete age 5
To help with Cognitive Self-Regulation
-planful learning -suggest effective learning strategies -monitoring of progress -evaluate strategy effectiveness
Inspiring make-believe play
-provide sufficient space and materials -encourage play without controlling it -realistic toys and materials without clear purpose -rich real-world experiences -help child solve social conflicts -encourage artistic expression
How to help and reinforce child language
-respond to infant sounds -establish joint attention and comment -play social games -engage in frequent conversation -expand--add new information -read often
High Stakes Testings
-undermines quality of education -drill-based learning over high-level reasoning -motivation by fear for teachers and students
3 tips from "The Power of Knowing"
1. Ask more questions don't tell, ask intelligent questions 2. Admit what you don't know develop from curiosity 3. See the Genius in Self and Others take risks, challenges and do something hard every day
3 Theories of Language Development
1. Nativist 2. Behaviorist 3. Interactionist
Key Elements--Adolescents
1. Sensitivity to Public Criticism 2. Exaggerated Sense of Personal Uniqueness 3. Idealism and Criticism 4. Difficulty in Decision Making
Four Components of a Mental System (Information Processing)
1. Sensory Register 2. Working Memory 3. Central Executive 4. Long Term Memory
3 Supports for Biological Preparedness--Chomsky
1. animals 2. brain structure 3. sensitive period
Fuzzy Trace Theory (Reconstruction)
2 types of encoding: -GIST: automatically reconstructs info into fuzzy version -VERBATIM: for answering specific questions
Vocab development stages
6 mo: comprehend basic words 12 mo: say first word 18-24 mo: add 1-2 words/day preschool age: add 9 words/day age 6: 10,000 word vocabulary Later: school age: 20 new words/day, words from context, multiple meanings of words, idioms, riddles/jokes, sarcasm and irony **comprehension develops ahead of production**
Q: Mothers' exaggerated pronunciation in infant-directed speech (IDS) is strongly associated with
6- to 12-month-olds' increasing sensitivity to the phonemic categories of their native language.
Q: At what age do children shift from "learning to read" to "reading to learn"?
7-8
Accommodation Assimilation Adaptation
Adjust old schemes; create new to fit Prompted by disequilibrium Use current schemes to interpret world Used during equilibrium building schemes through direct interaction with environment
--3 Sternberg's Triarchic Theory
Analytical, Creative & Practical Intelligence
strategies are used flexibly to organize and problem solve
Central Executive
Q: Which of the following would NOT be an example of a 'core knowledge' type according to that perspective?
Children learn language as they grow mostly by being exposed to it, not necessarily by being sat down and taught the rules of speaking by their parents
Propositional Thought
Evaluate logic of verbal statements without referring to real-world experience
Q: According to Piaget, a child who is able to categorize would be able to do which of the following tasks?
Explain that in a group of 3 cats and 4 dogs there are more animals than dogs
Early childhood is a vital time for laying the foundations of the executive function. Preschoolers make strides in: (3)
Focusing attention Inhibiting inappropriate responses Thinking flexibly
= Was Piaget right?
He had the right ideas of when things developed, but some things were earlier than what he thought
Multipliers v. Diminishers
How might I be having a diminishing effect? --Idea person (rely on others ideas) --Always-on person (unmatched energy levels) --Rescuer person (leave people helpless and unskilled) --Pacesetting person (create spectators not followers) --Optimistic (overlook real problems)
Q: Amy is 16 and spilled some ketchup on the hem of her shirt at lunch. She got so worried that everyone would notice and think that she is a slob that she called home sick and left school early. This would best fit as an example of which of the following?
Imaginary Audience
Implications for education in math, science and reading
Important to provide enriching environments during concrete stage.
Interactionist Theory of Language Development
Inner capacities and environment work together; Social context is important native capacity + strong desire + rich language environment = children's discoveries of functions and regularities of language
School-age period is the most energetic period of the growth of the executive function, handling tasks requiring: (6)
Integration of working memory Inhibition Planning Flexible use of strategies Self-monitoring Self-correction of behaviors
Q: Which of the following is an example of animistic thinking?
Kyle wants to make sure that his stuffed animal has a plate at dinner too
Nativist Theory of Language Development
Language Acquisition Device biologically prepares infants to learn rules of language through universal grammar
Behaviorist Theory of Language Development
Learned through operant conditioning (reinforcement) and imitation
Big part of concrete operational learning
Learning to Read
Q: In Sterberg's Triachic Theory, which of the following is not one of his three core categories of intelligence?
Occupational Intelligence Others: creative, analytical, practical
3 Mathematical Concepts
Ordinality: relationship between quantities Cardinality: Last word indicates the quantity Number sense vs. Drilling Math facts?
Sensorimotor stage characteristics
Out of Sight--Out of Mind (0-7 mo) Object Permanence (8-12 mo) Overcome A-not-B search Error (12-18) Invisible Displacement (18-24)
3 types of Retrieval
Recognition Recall Reconstruction (recalling a memory, how select, interpret and reorder events and details as years pass)
Consequences of Abstract Thought
Self-consciousness and Self-focusing (adolescent egocentrism) -Imaginary audience -Personal fable
Four Cognitive Development stages
Sensorimotor stage 0-2 yrs Preoperational stage 2-7 yrs Concrete operational stage 7-11 yrs Formal Operational Stage 11+
What is: Sights and Sounds are stored only momentarily
Sensory memory
--8 Gardner's Theory of Multiple Intelligences
Spatial, Linguistic, Logico-Mathematical, Musical, Intrapersonal (know self), Bodily-Kinesthetic, naturalist, Interpersonal (understand others)
Piaget's 6 sensorimotor stages
Stage 1: 0-1 month - reflexes (OBJECT PERMANENCE) Stage 2: 1-4 months - primary circular reactions (CHANCE; CHEEK TO FEED) Repeating chance behavior (basic needs) Stage 3: 4-8 months- secondary circular reactions (MORE COMPLICATED; MOBILE) Repeating interesting behaviors based off own actions Stage 4: 8-12 months - coordination of secondary circular reactions (GOALS) Finds hidden objects (object permanence), anticipates events Stage 5: 12-18 months - tertiary reactions (EXPLORE; IMITATION & INNOVATION) Exploring objects in new ways, imitation of novel behavior, overcoming A-not-B search error Stage 6: 18-24 months - mental representation (FINDING SOLUTIONS) Internal depiction of objects, deferred imitation, finding hidden objects (invisible displacement), make believe play
Q: A baby who accidentally makes a smacking noise while eating and later tries to reproduce the sound is primarily characteristic of the cognitive advances of which of Piaget's stages?
Stage 2, since this happened first by chance.
Q: Which of the following would a child in the concrete operational stage most likely NOT be able to do?
Think abstractly about a task, such as algebra where letters represent numbers They CAN: arrange students tallest to shortest; draw a crude map of how to get to lunch from class
Concrete operations
Thought is flexible, logical and organized applied to concrete information -better with concrete objects -master concrete operational tasks gradually along continuum of acquisition
Q: High stakes testing does all of the following except...
Upgrades the quality of education other options: -focuses classrooms on drill based learning -promotes fear for students, teachers and administrators -is often less effective at requiring high level reasoning
Q: Which of the following is NOT an example of a thought based schema?
Using a spoon to eat soup
Inhibition
ability to control internal and external distracting stimuli
Categorical Speech Perception
ability to perceive a range of sounds that belong to the same phonemic class (2nd half of first year--stop attending to non-native language sounds; focus on phrasing and patterns)
Q: The capacity for ___ distinguishes the formal operational stage from the concrete operational stage.
abstract thinking
What does IQ predict?
academic achievement occupational attainment psychological adjustment (moderately correlated)
Circular Reactions
adapting schemas; experience occurs by chance and they repeat it over and over
Q: In Sternberg's theory, individuals who are high in practical intelligence excel at
adapting their thinking to fit with the demands of their everyday world.
Q: Chomsky's language acquisition device (LAD) refers to
an innate system that permits children to combine words into grammatically, consistent, novel utterances.
Overextension vs. Underextension Word Coinage/Metaphors
applying a word too broadly (all animals doggie) applying words too narrowly (personal teddy bear is the only bear) scouts= cookie boys
Q: Baby Jeremy enters Piaget's Substage 4 of the sensorimotor period when his schemes
are coordinated deliberately to solve simple problems
Q: Two year old Jessica calls her dad's goggles "swimming glasses" what is this?
assimilating
Hypothetico-Deductive Reasoning
begin with general theory and test specific hypotheses
Fast-Mapping
connect new word with underlying concept after only brief encounter word meaning deepened after repeated exposures in different situations toddlers do this well but preschoolers are especially adept
Central Executive
conscious part of the mind, coordinates incoming information with information in the system, controls attention, selects applies and monitors the effectiveness of strategies
Verbatim
details more likely to be forgotten more mental energy useful for answering specific questions
The more mothers joined in child's activity (9-13 mo), offered verbal prompts, imitated and expanded on child vocalizations
earlier reached major language milestones 50 vocab 2 word combos talk about past
Motivational Resources
emphasize task-focused approach (not rewards) provide rich, stimulating environment believing in a child's creative ability help children find their passion be a model of creative thinking (motivate child to use their internal creative genius)
Q: Longitudinal research reveals that by second grade, children with the highest IQs are more likely to
enter prestigious professions in adulthood.
Gist
essential content less likely to be forgotten less mental energy useful for reasoning
Q: According to Piaget, 4 year old children cannot solve a conservation of liquid problem because they
focus on the height of the water, failing to realize that changes in width compensate for the changes in height.
Protodeclarative vs. Protoimperative
infant directs adult's attention to an object vs child gets an adult to do something via gestures
The Power of Not Knowing Creativity: Personality
innovative style of thinking perseverance and tolerance of ambiguity willingness to take risk courage of one's convictions (add to the human experience)
Q: Regan demonstrates high linguistic intelligence. According to Gardner's theory of multiple intelligences, she would perform well as a
journalist
Q: Unlike Piaget, Vygotsky believed that
language provides the foundation for all higher cognitive processes.
Q: Evidence confirms that, when making decisions, adolescents (relative to adults) are
more influenced by the possibility of an immediate reward or thrill.
Early Word Types
object, action, state (modifiers) personal/social, function (prepositions)
Cognitive Resources
problem finding divergent thinking convergent thinking, evaluating competing ideas insight knowledge (step outside the box)
Phonology vs. Semantics
structure, speech sounds (age 5 developed) vs. vocab, word combos for concepts, meaning
3 types of Attention
sustained selective adaptable (after learning to skate, don't have to pay attention to standing but can give attention to do tricks)
Metacognition
thinking about your thinking INFORMATION PROCESSING THEORY (awareness of thought processes)
Cooing vs. Babbling
vowels, 2 months consonants, 4 months
= Core Knowledge Perspective
we came wired with some knowledge systems we don't have to be explicitly taught, these "prewired" understandings allow for rapid developments -physical knowledge -numerical knowledge -linguistic knowledge -psychological knowledge
information is consciously used and controlled
working memory
