Test #3

there are 5 essential features for diagnosis including:

(1) Early onset (2) Social dysfunction (3) Communication dysfunction (4) Intellectual deficits (5) Unusual behaviors

Characteristics of stuttering include:

(1) accompanied by tension or anxiety (often developed as a child because of the teasing they face) (2) sound or syllable repetition (3) prolongations (unnatural stretching out of a sound) (4) blocks (sound gets stuck and cannot come out) (5) substituting easier words for words that are harder to pronounce (6) whole word repetition

Facts about stuttering:

(1) affects approximately 3,000,000 Americans (2) more often seen in males than females (3) not a symptom of an emotional or mental problem (myth) (4) normal to above normal intelligence (5) not a learned behavior (myth)

Preschool Warning Signs for Dyslexia include

(1) delayed speech (Einstein) (2) lack of dominant handedness (3) correlation with allergies (4) difficulty learning the names of letters or the or the sounds of the alphabet (5) difficulty learning how to tie their shoelaces (6) confusion with directionality ie. left vs. right or learning north, east, south, west (7) inability to rhyme by age 4 (8) mixing up sounds in multi-syllabic words ie. aminal for animal

Causes of stuttering include:

(1) genetic (runs in the British Royal Family — Queen Elizabeth's father was a profound stutterer — move made a few years back "The Kirws Speech") (2) defect in auditory feedback (see posted video) (3) lack of cerebral dominance for language functioning (language is on the left side of the brain PET scan studies have revealed that those who stutter the right side of their brain predominantly lights up when they speak) (4) disorder of the timing of the movements of speech muscles (not a widely held belief today)

Handwriting difficulties include:

(1) illegible handwriting (2) unusual pencil grip (thumb on top of fingers) (3) hold pencil lower than normal (basically on the lead) (4) tight hand grip resulting in hand cramping (5) difficulty getting the letters to sit on the horizontal lines (6) unusual spatial organization of the page (ie. margins ignored, widely spaced words and then words pushed tightly together)

associated medical conditions

(1) phenylketonuria (cannot breakdown the the amino acid phenylalanine in foods) (2) congenital rubella (measles) (3) fragile x-syndrome (may explain why males are more prone, they only have one x chromosome)

Spelling difficulties include:

(1) spelling errors include reversing, transposing, or inverting letters (2) signs of spelling uncertainty — numerous erasing marks (3) misspelling when coping from the board

Reading difficulties include

(1) visibly tired after reading for only a short time (2) slow, labored inaccurate reading of single words in isolation (3) ignoring punctuation while reading (4) frequently reversing, inverting, or transposing letters while reading ie. "ded for bed" or "bog for dog' (5) omitting or changing suffixes ie. talks for talking *Reading difficulties can then spill over to spelling and handwriting difficulties.

29. Research would predict that _____ would show the largest intellectual declines in coming years.

(a) 68-year-old Jay, who is married and leading an active social life (b) 69-year-old Grace, who lives alone and is socially inactive (c) 70-year-old Pedro, who is married but socially inactive (d) 71-year-old Alana, who lives alone but is socially active

10. If the scores from an intelligence test are normally distributed, then you would predict that the FEWEST number of people would receive an IQ score at or below _____on that test.

(a) 70 (b) 85 (c) 100 (d) 115

11. If the scores from an intelligence test are normally distributed, then you would predict that the LARGEST number of people would receive an IQ score of _____on that test.

(a) 70 (b) 85 (c) 100 (d) 115

6. Ten-year-old Jackson is found to have a mental age of 13. What is Jackson's IQ?

(a) 80 (b) 100 (c) 110 (d) 130

25. Some children show a lowering of their IQ during their school years. Which factor seems to be the most common cause of this decline?

(a) Accidental injury to the brain (b) Living in impoverished environments (c) Chronic illness (d) Ineffective schools

9. Jacques is told that he will be taking the Wechsler Intelligence Scale for Children. What type of task would Jacques expect to complete as part of the assessment of his performance IQ?

(a) Arithmetic reasoning (b) A test of general knowledge (c) Puzzle assembly (d) Vocabulary

37. Which of the following accurately summarizes Terman's famous longitudinal study of findings regarding gifted children (i.e. the "Termites")?

(a) Gifted children are often emotionally immature. (b) Gifted children are not as well adjusted as their age-mates. (c) Gifted children are well adjusted and morally mature. (d) Gifted children are well adjusted but physically frail.

32. Which "home environment" factor seems to be most important for the intellectual development of a child?

(a) Having several older siblings (b) Having several younger siblings (c) A permissive parenting style (d) Parental involvement with the child

20. Who is demonstrating a high level of ideational fluency?

(a) Hugh, who knows four different languages. (b) Rajesh, who has an IQ of 150 (c) Nina, who quickly generated a list of 20 novel uses for marshmallows (d) Thuy, who can name the day of the week for any date in the 1900s

27. The Flynn effect refers to the observation that .....

(a) IQ scores are no longer related to socioeconomic status. (b) average IQ scores have been increasing. (c) IQ scores are predictive of occupational achievement. (d) IQ is largely heritable.

2. The intelligence concept of "g" was based on the observation that .....

(a) IQ scores predict career success. (b) skill levels are consistent across tasks. (c) children who take math do better at math. (d) there are few racial differences in IQ scores.

5. The formula for calculating the "Intelligence Quotient" is .....

(a) IQ=(CA+MA)/100 (b) IQ=(CA+MA)*100 (c) IQ=(MA/CA)*100 (d) IQ=(MA*CA)/100

7. Jackson would be categorized in which of the following intellectual levels?

(a) Mentally challenged (b) Average intelligence (c) Mentally advanced or gifted (d) Mentally Incompetent

18. Which item is NOT one of the three dimensions on which divergent thinking is analyzed?

(a) Originality (b) Flexibility (c) Ideational fluency (d) Crystallization

33. Reba has been accurately diagnosed as being affected by organic intellectual disability. Which statement about Reba would ALWAYS be true?

(a) Reba's disability is due to some identifiable biological cause. (b) Reba's level of disability would either be severe or profound. (c) Reba was raised in an under-stimulating environment. (d) Reba has five 21st chromosomes.

35. Using today's standards, how would Wendy be accurately classified as a "gifted" child?

(a) She only needs an IQ score of at least 160. (b) She must perform in the top 10 % on a given task. (c) She needs a high IQ score and some special abilities. (d) She needs a high IQ score or some special abilities.

22. All of the following are "scales" on the Bailey Assessment EXCEPT:

(a) Social (b) Cognitive (c) Motor (d) Language

24. Some children show gains in IQ during their school years. Which factor appears to be the primary cause of such gains?

(a) Strict child rearing practices (b) Relaxed child rearing practices (c) Parents who foster achievement (d) Effective schools

15. After years as a store manager, Jill is able to go through the nightly checklist almost without thinking. Jill is demonstrating which of the following?

(a) Terminal drop (b) Automatization (c) Factor Analysis (d) The Flynn effect

26. Which of the following is TRUE of creative children?

(a) They tend to be less open to new experiences. (b) They do not have unhappy or lonely childhood experiences. (c) Their creativity can be predicted by high IQ scores. (d) They engage in more fantasy or pretend play than other children.

8. Who would have the highest IQ?

(a) Tom, who is 10 years old and has a mental age of 15 (b) Ginger, who is 15 years old and has a mental age of 10 (c) Jonas, who is 15 years old and has a mental age of 20 (d) Kathy, who is 20 years old and has a mental age of 15

36. The primary way "gifted" children can be identified at an early age is by their .....

(a) advanced language skills. (b) good social interaction skills. (c) high level of motor activity. (d) lack of motivation to act due to a fear of perfectionism.

1. When discussing intelligence, Roger says, "I subscribe to a psychometric approach on that topic." This means that Roger would most likely .....

(a) be against the idea of measuring intelligence. (b) believe that he is smarter than most other people. (c) describe a person in terms of measurable traits he or she possesses. (d) believe that intelligence is inherited.

12. One of Jessica's most enduring traits is an exceptional sensitivity to other people's motivations and moods. According to Gardner, Jessica would BEST be classified as having high _____ intelligence.

(a) bodily-kinesthetic (b) intrapersonal (c) linguistic (d) interpersonal

14. His steady hands make Dr. Greene a top-notch surgeon. Given this information, Dr. Greene would appear to have a high level of _______ intelligence.

(a) bodily-kinesthetic (b) naturalistic (c) linguistic (d) interpersonal

13. As an architect, Mr. Smith has an amazing ability to visually and mentally transform a building in his mind. This suggests that he has superb _____ intelligence.

(a) bodily-kinesthetic (b) spatial (c) linguistic (d) interpersonal

39. Jack and Diane are thrilled that their daughter has started babbling. On which of the Bayley scales will the doctor note his score?

(a) cognition (b) creativity (c) language (d) interactivity

17. Ms. Andrews asks her class to name the person who invented the light bulb. This question BEST represents a measure of .....

(a) convergent thinking (b) divergent thinking (c) creativity (d) ideational fluency

21. Luther is developing a test of intelligence. He believes that in order to accurately generate an intelligence test score , he must assess a multitude of factors that will be added together to form the "product" called intellect. This belief indicates that Luther is a strong proponent of .....

(a) creativity (b) confluence (c) convergent thinking (d) neuroplasticity

40. Baby Samuel is participating in an object permanence activity. On which of the Bayley scales will the doctor note his score?

(a) creativity scale (b) motor scale (c) language scale (d) cognitive scale

28. Research on changes in intellectual abilities during adulthood indicates that .....

(a) fluid and crystallized intelligence decline at the same rate. (b) fluid intelligence declines earlier and more quickly than crystallized intelligence. (c) crystallized intelligence declines earlier and more quickly than fluid intelligence. (d) crystallized and fluid intelligence fluctuate up and down throughout the entire lifespan.

4. John is involved with a project studying intelligence. During the study, he is first asked to name the state capitals of Wisconsin and Hawaii. Then he is asked to explain the difference between the words "destiny" and "density". Given these tasks, John appears to be taking a test of _____intelligence.

(a) interpersonal (b) crystallized (c) spatial (d) fluid

23. The stability of IQ scores .....

(a) is highest in infancy. (b) becomes fairly high starting at around age four. (c) is highest with longer times between testing sessions. (d) is high for individual children but low for large groups of children.

31. Research on aging and creativity has shown that older individuals are _____ than younger adults.

(a) less original and less productive with creative ideas (b) as original and less productive with creative ideas (c) original but more productive with creative ideas (d) as productive but less original with creative ideas

34. Results from the Camberwell Cohort study (Beadle-Brown & colleagues) indicated that for adults diagnosed with intellectual disabilities in early life, the

(a) majority of symptoms disappeared by adolescence. (b) original diagnosis had been changed by middle age. (c) overall quality of their lives was lower than that of non-impaired peers. (d) level of impact on their lives was unrelated to the severity of the disability.

30. Research on wisdom suggests that .....

(a) most adults are considered to possess wisdom. (b) only adults with expertise or experience display wisdom. (c) personality and intelligence have little to do with wisdom. (d) age predicts wisdom.

3. Kathy is shown a series of triangles of different sizes and colors and is asked to guess what the next triangle in the series might look like. The use of this novel task indicates that the person testing Kathy is MOST likely assessing _____ intelligence.

(a) naturalistic (b) linguistic (c) fluid (d) crystallized

19. Ideational fluency refers to one's ability to .....

(a) pick the most appropriate idea to solve a problem. (b) quickly recall synonyms when given a word. (c) solve a problem quickly and accurately. (d) generate many interesting, novel options.

16. Sternberg would argue that an individual who is outstanding at filtering out irrelevant from relevant information excels on the ____component of intelligence.

(a) practical (b) experiential (c) creative (d) analytic

38. Paolo is studying to be a minister. He hopes one day to lead a congregation and counsel people facing difficult problems related to life and faith. Which of Gardner's intelligences does Paolo likely excel in relation to other people?

(a) spatial-visual intelligence (b) interpersonal intelligence (c) existential intelligence (d) intrapersonal intelligence

Psychological Characteristics

- includes all our desires, attitudes, beliefs, thought processes, and personality traits

Material Characteristics

- our physical appearance and all our material possessions - Material possessions? Yes -> for example, do you wear something all the time that can be identified as being part of you (glasses, ring, necklace, watch) - those material things that you possess, worked for, wear, and love become part of you and who you are - please remember that when older individuals can no longer live in their own homes and families come in and start throwing their belongings out without asking them -> you might be literally and figuratively throwing away "grandma" because grandma associated those objects with who she is or her "self" - when grandparents call you over to their house and want to give you things "earrings" or a "fishing rod" that they always used and cherished (perhaps they may be sick and are thinking about death) -> What should you do? Please accept these items graciously. Why? Because when you do you put their minds at ease that the thing that they loved and represented them is going to be safe when they are gone (realize that they live on in those objects -> their self continues on when they are physically gone)

I-self

- sense of self as knower and actor - the "I-self" includes the following realizations: (a) self-awareness (b) self-continuity (c) self-coherence (d) self-agency

self-agency

- the "self" controls its own thoughts and actions - we are in control of our thoughts, actions, and feelings - pathology à When is the "self" not in control of its own thoughts and actions? Schizophrenia - remember when individuals are in an acute psychotic episode they are not in control of their thoughts and actions *may have delusions (false beliefs) and hallucinations (false sensory experiences)

self-coherence

- the self is a single, consistent, bound entity - there is only one self you present to the world - pathology -> When is there not a single, bound entity? Multiple Personality Disorder/Dissociative Identity Disorder - remember this disorder occurs because of severe, constant abuse (physical, sexual, verbal, neglect) that begins in childhood - in order to deal with the severity of the abuse some children (unconsciously) split the self sometimes referred to as "alters" - one "self" deals with the abuse and the other self is where they escape to while the abuse is occurring - the only problem is that once the "self" splits it may continue to split

self-continuity

- the self remains the same over time - the self you are born with is the same self you die with - over the course of development the self or who you are is revealed - the core of who you are does not change - when someone says "I can change that person" or "They will change when we get married" -> that is not going to happen *you must evaluate the person and their characteristics; what you see is what you get; you are not going to change the core of the person, so if you are not happy with some characteristic of a core of a person, can you live with it or not? - you have to make a realistic assessment of that person -> if there is something you do not like about them, then you have to make the decision whether you can live with it or not because they will not change

Me-self

- the sense of self as object of knowledge and evaluation - includes all the qualities that make the "self" unique - this includes: (a) material characteristics (b) psychological characteristics (c) social characteristics

self-awareness

- the understanding that the self is separate from the world and the environment - we each have a private, inner life that is not accessible to others unless we let them in - this includes our private thoughts, feelings, desires, and fears that only we are aware of - the issue sometimes arises (teens on social media) that when we put our private life out for the world to see we may be harshly or unfairly judged - if one does not have a strong sense of self and identity (teens are still trying to figure out who they are) this harsh judgment can undermine the self and lead to doubt and insecurities

Self

- who we are - are unique being - all the characteristics that make up the mosaic of an individual *all of the pieces that come together to form the picture of who we are - the self has two distinct aspects: (1) I-self (2) Me-self

Phonology

-AKA Phonics -The study of basic sound units -Examines how basic sound patterns are put together to form words and how the intonation patterns of phrases and sentences are determine -Phoneme — shortest speech unit in which a change produces an alteration in meaning -1st phoneme between "bat" and "cat" -middle phoneme between "bat" and "bit" *Dr. Seuss was very good at using phonology

Job Loss and Unemployment

-Because work is such a central part of adulthood, job loss and unemployment can threaten adults' identities, disrupt their goals, and lower their self-esteem (Brand, 2015; Price et al., 1998). Moreover, job loss is likely to be accompanied by a cascade of other stressors such as the need to apply for unemployment benefits, alter routines, move to cheaper housing, or borrow money. It can, as a result, have negative effects on both physical and mental health -unemployment can affect the whole family

Intellectual Disability

-Individuals diagnosed with an intellectual disability have significantly below-average intellectual functioning, reflected by a score of 70 or below on an IQ test, along with limitations in areas of adaptive behavior such as self-care and social skills, originating before age 18 -An adult with an IQ in the range of about 52-70 is likely to have a mental age comparable to that of an 8-12 year old child. Individuals with mild intellectual disability can learn both academic and practical skills in school. and they can potentially work and live independently as adults. -Individuals with IQs below 20-25 and mental ages below 3 years ("profoundly disabled") show major delays in all areas of development and require basic care, sometimes in institutional settings. Although these individuals may not be successful in learning traditional academic subjects such as mathematics and reading, they do benefit considerably from skills training. Causes: organic conditions-their disability is because of some identifiable biological cause associated with heredity factors, diseases, or injuries -down syndrome -phenylketonuria -williams syndrome -an alcholic mother -exposure t rubella -Generally, they proceed along the same paths and through the same sequences of developmental milestones as other children do, although at a slower rate. As adults, many of those who are mildly impaired often work in supported employment positions with a job coach.

Exploration 9.1- Language Acquisition Among Deaf Children

-Many deaf children gain their first exposure to language by learning a sign language such as American Sign Language (ASL). These are true languages: The signs are arbitrary symbols, not attempts to mimic objects and events, and they are used according to a system of grammatical rules that determines their ordering. -deaf children growing up in homes where sign is the native language (i.e., one or both parents use sign as their primary means of communication) acquire sign language in much the same sequence and at much the same rate as hearing children acquire their native spoken language - The language environment experienced by deaf infants is also far more similar to that of hearing infants than you would imagine. -it turns out that language areas of the brain develop much the same in deaf children exposed to sign as in hearing children exposed to speech -studies of language acquisition among deaf children suggest that young humans are biologically prepared to master language and will do so if given the opportunity, whether that language is signed or spoken and whether it involves visual-spatial skills or auditory ones

cross-cultural differences

-Mathematics, reading, and writing are considered basic skills important for success in many industrialized nations. -Students in the United States score above the international average but significantly below achievement levels in nations such as Singapore, Japan, and Korea. When researchers looked at the best students—those in the top 10% of all eighth-graders surveyed in the 48 nations—only 7% of U.S. students met the criteria in math compared to nearly half of eighth-graders in Chinese Taipei, Singapore, and the Republic of Korea. -In a recent year, the United States ranked 8th in the world for reading, 11th for science, and 30th for math -neither cognitive ability of the child nor SES of the family could entirely account for the gap. Instead, the research pointed to a difference in work ethic and motivation as the likely explanation for the gap: Asian students put forward greater academic effort than white students, as assessed by teacher ratings. -From this and other research, we can draw the following conclusions about cross-cultural differences in academic achievement: · There are cultural differences in parents' commitment to the educational process. In particular, Asian parents have high academic expectations of their children. Coupled with societal stereotypes of the smart, high-achieving Asian student lead Asian American students to work hard to live up to these expectations, which Jennifer Lee and Min Zhou (2014b) refer to as "stereotype promise." · Cultures differ in the extent they believe in the power of effort. Asian parents, teachers, and students tend to have a strong belief that hard work or effort will pay off in better academic performance (i.e., they have a growth mindset and set what Dweck calls learning goals). In contrast, Americans tend to put more emphasis on ability as a cause of good or poor performance. The result may be that Americans give up too quickly on a child who appears to have low intellectual ability. · Cultures differ in how much time their children spend studying. Asian students attend school more days of the year and their school day is often longer than that of American students (Stevenson et al., 1986). When they are in school, Asian students spend more time on-task: They spend about 95% of their time engaged in activities such as listening to the teacher and completing assignments, whereas American students spend only about 80% of their time on-task. This additional time on academics extends outside the classroom and regular school hours as well. Asian students, especially Japanese students, are assigned and complete considerably more homework than American students (Verma & Larson, 2003). -The secret of effective learning is to get teachers, students, and parents working together, to set high achievement goals, and to invest the day-by-day effort required to attain those goals.

IQ and Health

-People who score higher on measures of intelligence tend to be healthier and live longer than those who score lower on these tests -In sum, there is a connection between IQ and health such that IQ influences SES, which in turn influences health, and also influences health directly to the extent that smarter people are able to apply their intellectual skills to understanding and managing their health.

Continuing Education

-Perhaps more than their younger counterparts, older students are often motivated by internal factors (Ross-Gordon, 2011). Women are more likely to return to the classroom for personal enrichment or interest, whereas men are more likely to take classes required or recommended for their work (Sargant et al., 1997). -returning students may put forth greater effort to truly understand material because they want to learn and want (or need) to use the material Drawbacks: -it is often difficult for adults already busy with jobs and family to find the time to take classes, at least those offered in traditional classrooms. -continued education allows adults to remain knowledgeable and competitive in fields that change rapidly Benefits: -advance their careers, particularly if their education and work are closely related -higher education is associated with maintaining or improving physical and mental health.

IQ and Occupational Success

-Professional and technical workers (such as scientists and engineers) score higher on IQ tests than white-collar workers (such as bank managers), who in turn score higher than blue-collar, or manual, workers (such as construction workers) -general intelligence was significantly related to both income and occupational prestige

Exploring Careers

-Some students begin to explore the world of work by taking on a part-time job while in high school or during the summers between school years. -While working students seem to gain knowledge about work, consumer issues, and financial management, those who work 20 or more hours a week tend to have lower grade point averages than students who do not work or who work only 10 or fewer hours per week (Steinberg & Dornbusch, 1991). Working students were also more likely than nonworking students to be disengaged from school—bored and uninvolved in class and prone to cut class and spend little time on homework. In addition, the more adolescents worked, the more independent they were of parental control, the more likely they were to be experiencing psychological distress (anxiety, depression, and physical symptoms such as headaches) and the more frequently they used alcohol and drugs and engaged in delinquent acts (e.g., Osilla et al., 2015). -. Children younger than about age 10 actively explore career possibilities but their choices often reflect fantasy rather than reality; -Adolescents become more realistic and begin to weigh factors other than their fantasies and make preliminary vocational choices. As they get still older, adolescents also begin to take into account the realities of the job market and the physical and intellectual requirements for different occupations. By late adolescence or emerging adulthood, they may consider the availability of job openings in a field, the years of education required, the work conditions, and other relevant factors. -The main developmental trend evident in career selection, then, is increasing realism with age—a shift from the child's fantasies to informed choice based on knowledge of both the self and the world of work. As adolescents narrow career choices in terms of both personal factors (their own interests, capacities, and values) and environmental factors (the realities of the job market), they seek the career that best suits them. Investigative= thinkers -observation, analysis, research, problem solver -ex: biologist Artistic= creators -imagination, unstructured, expressive -ex: musician -Social= helpers -enlighten, inform, train, help -ex: teachers, counselors Enterprising= persuaders -direct, influence, lead, manage -ex: salesperson Conventional= organizers -structures, details, careful, predictability -ex: accountant Realistic= doers -practical, hands-on, work with objects -ex: mechanic, construction worker -vocational choices of both males and females continue to be contained by traditional gender norms -Adolescents who explore a range of possible occupations, then make informed choices- are more likely than those who do not choose careers that fit their personalities

Changes in IQ with Age

-The strongest predictor of intelligence in old age was intelligence at age 11. Such factors as education and SES contributed only slightly to changes in IQ scores. -High scorers tend to remain high scorers and low scorers tend to remain low scorers. -declines in intellectual abilities are not universal -poor health, diseases (and drugs to treat), and a stimulating lifestyle all affect whether or not a person experience declines in intellectual performance in old age

The Aging Worker

-There may be some decline in motivation levels as we move through adulthood and our careers have been established, but certainly this is not universal (Ackerman & Kanfer, 2004). This may reflect a "top of the ladder" effect, as many older adults may be in one of the highest positions in their workplace or may believe they are as high as they are going to get (or want to get). Other research suggests that this is not so much a decline in motivation but a shift in motivation from extrinsic to intrinsic -age is largely unrelated to quality of task performance and creativity on the job. Older workers actually outperform younger workers in areas such as good citizenship and safety and have fewer problems with counterproductive behavior such as aggression, substance use, tardiness, and absenteeism. Most negative stereotypes of older workers are baseless -declines typically do not become significant until people are in their 70s and 80s, long after they have retired, and even then they do not affect everyone

Achievement and Secondary Education

-black, Hispanic, and American Indian/Alaskan Native students less likely to complete high school than white or Asian students. -By early elementary school, and sometimes even before they enter school, future dropouts are often identifiable by such warning signs as low IQ and achievement test scores, poor grades, aggressive behavior, low SES, and troubled homes -Declines in academic motivation and performance are not inevitable during early adolescence. -Experiencing pubertal changes at the same time as other stressful changes and needing to downplay academics to gain popularity may also hurt school achievement. However, educators can help keep adolescents engaged in school by creating school environments that provide a better fit to the developmental needs and interests of adolescents. -schools should provide warm, supportive relationships with teachers, intellectual challenges, and increased opportunities for self-direction (Eccles et al., 1993). Parents can also help by remaining supportive and involved in their child's education throughout the middle-school years rather than pulling back (Hill & Tyson, 2009).

Giftedness

-children identified as gifted have an IQ score of 130 or higher or they show special abilities in areas valued in society, such as mathematics, the performing and visual arts, or even leadership. -high-IQ children typically have a varied profile of abilities: all abilities may be above average, but some are higher than others (Makel et al., 2016). As they get older, they tend to pursue those areas of study and work where they have the greatest talents as well as the greatest interest -usually apparent by toddlerhood -the gifted children turned out to be identifiable as early as 18 months, primarily by their advanced language skills. -Other research confirms that early language ability is a good, although not perfect, clue to later intellectual giftedness (Colombo et al., 2009). -Gifted children were also highly curious and motivated to learn; they even enjoyed the challenge of taking IQ tests more than most children. -prediction of giftedness is not perfect, although the prediction of nongiftedness is highly accurate -the stereotype that most gifted children are frail, sickly youngsters who are socially inadequate and emotionally immature is not true

Teacher and School Characteristics

-having effective teachers matter -student achievement scores rose with increases in the quality of their teachers' undergraduate institutions and their teachers' licensure examination scores. -Other research similarly finds that higher cognitive skills of teachers in their content area translates into better student performance -students who are lucky enough to get the best teachers 3 years in a row achieve as much as 50 points higher on standardized tests than students who are unfortunate enough to get the worst teachers 3 years in a row -effectiveness can be defined by how far teachers can advance their students each year... students with the best teachers advance 1.5 years in 1 school year, whereas students with the worst teachers advance only half a year over the course of the school year In effective classrooms teachers: -strongly emphasize academics -create a task-oriented but comfortable atmosphere -manage discipline problems effectively -foster an atmosphere of social cohesion in the classroom so that everyone feels as though they have stake in the group

Autism

-is a spectrum disorder meaning there are varying degrees of severity - those diagnosed with Asperger Syndrome are on the intellectually higher range compared with those children diagnosed with a classic presentation - 4 to 5 times more common in males than females - if females are affected it can be more severe in nature (lower IQs) - in 2000, 1 in 10,000 children may have received a diagnosis of ASD - in 2020, 1 in 54 children are diagnosed with ASD (CDC, 2020) - if you find this an alarming increase in 20 years you are not alone - there is still no definitive cause that has been identified - 25% of individuals diagnosed with autism also develop seizure disorder

Retirement

-retirees are likely to experience some initial adjustment to their new lifestyle and routine. For most, it goes smoothly, but there are huge differences in how it goes. What makes for a good adjustment? According to research good long-term adjustment to retirement is most likely among adults who: Retire voluntarily rather than involuntarily and feel in control of their retirement decision Enjoy good physical and mental health Have positive personality traits such as agreeableness and emotional stability Have the financial resources to live comfortably Are married or otherwise have strong social support.

Language Development Chart

6 months: -responds to his name -responds appropriately to friendly and angry tones 12 months: -uses one or more words with meaning (this may be a fragment of a word) -understands simple instructions, especially if vocal or physical cues are given 18 months: -vocabulary make up chiefly of nouns 24 months: -Approximately 2/3 of what child says should be intelligible -Vocabulary of approximately 150-300 words -my and mine are beginning to emerge -responds to such commands as "show me your eyes (nose, mouth, hair) 36 months: -use pronouns I, you, me, correctly -verbs begin to predominate 48 months: -demonstrates understanding of over and under -often indulges in make-believe 60 months: -knows common opposites: big-little, hard-soft, heavy-light -should be able to define common objects in terms of use (hat, shoe. chair) -should have simple time concepts: morning, afternoon, night, day, later, after, while -tomorrow, yesterday, today 6 years: -speech should be completely intelligible and socially useful 7 years: -should be able to tell time to quarter hour -should be able to do simple reading and to write or print many words 8 years: -can relate rather involved accounts of events, many of which occurred at some time in the past -can carry on conversation at rather adult level

Natural Language

A complex system for transmitting specific meanings through words There are two key components: 1. Verbal Comprehension —the ability to understand written or spoken language *Many intelligence tests evaluate verbal comprehension 2. Verbal Fluency—the ability to produce language The study of natural language can be divided into four main areas including: 1. Phonology 2. Semantics 3. Grammar 4. Pragmatics *many of these we learn at home, but it is refined in school

Table 8.5-Risk Factors Affecting Children at Age 4

Child is member of marginalized group Average IQ for Children Who Experienced Risk Factor: 90 Average IQ for Children Who Did Not Experience Risk Factor: 110 Difference in Average IQ Depending on Whether Children Experienced or Did Not Experience Risk Factor: 20 Head of household is unemployed or low-skilled worker Average IQ for Children Who Experienced Risk Factor: 90 Average IQ for Children Who Did Not Experience Risk Factor: 108 Difference in Average IQ Depending on Whether Children Experienced or Did Not Experience Risk Factor: 18 Mother did not complete high school Average IQ for Children Who Experienced Risk Factor: 92 Average IQ for Children Who Did Not Experience Risk Factor: 109 Difference in Average IQ Depending on Whether Children Experienced or Did Not Experience Risk Factor: 17 Family has four or more children Average IQ for Children Who Experienced Risk Factor: 94 Average IQ for Children Who Did Not Experience Risk Factor: 105 Difference in Average IQ Depending on Whether Children Experienced or Did Not Experience Risk Factor: 11 Father is absent from family Average IQ for Children Who Experienced Risk Factor: 95 Average IQ for Children Who Did Not Experience Risk Factor: 106 Difference in Average IQ Depending on Whether Children Experienced or Did Not Experience Risk Factor: 11 Family experienced many stressful life events Average IQ for Children Who Experienced Risk Factor: 97 Average IQ for Children Who Did Not Experience Risk Factor: 105 Difference in Average IQ Depending on Whether Children Experienced or Did Not Experience Risk Factor: 8 Parents have rigid childbearing values Average IQ for Children Who Experienced Risk Factor: 92 Average IQ for Children Who Did Not Experience Risk Factor: 107 Difference in Average IQ Depending on Whether Children Experienced or Did Not Experience Risk Factor: 15 Mother is highly anxious or distressed Average IQ for Children Who Experienced Risk Factor: 97 Average IQ for Children Who Did Not Experience Risk Factor: 105 Difference in Average IQ Depending on Whether Children Experienced or Did Not Experience Risk Factor: 8 Mother has poor mental health or diagnosed disorder Average IQ for Children Who Experienced Risk Factor: 99 Average IQ for Children Who Did Not Experience Risk Factor: 107 Difference in Average IQ Depending on Whether Children Experienced or Did Not Experience Risk Factor: 8 Mother shows little positive affect toward child Average IQ for Children Who Experienced Risk Factor: 88 Average IQ for Children Who Did Not Experience Risk Factor: 107 Difference in Average IQ Depending on Whether Children Experienced or Did Not Experience Risk Factor: 19

Language Development

Child-Directed Speech (CDS) • Also commonly referred to as "baby talk" • Most adults and children do it naturally • May well be considered universal • Documented in almost all languages and cultures • Researchers believe that CDS helps children learn their native language Helps children pick up their native language faster CDS characteristics include: 1. Speak slowly 2. High pitched voice with exaggerated ups and downs 3. Simple speech 4. Short words and sentences 5. Exaggerated vowel sounds 6. Repetition of key words and phrases CDS is believed to teach children: 1. How to carry a conversation 2. How to introduce a topic 3. How to comment on and add to a topic 4. How to turn take in conversation 5. How to use new words 6. How to structure phrases 7. How to put ideas into language

Communication Dysfunction

Communication dysfunction - normal patterns of babbling may not develop (bababa) {precursor to the first word(s)} - do not show age appropriate gesturing skills and verbal imitation skills (pre-language skills like pointing or waving) - if language does develop it is characterized by: (1) poor vocabulary (2) unusual speech content (3) simple speech structure (4) monotone quality to speech (sounds flat) (5) echolatic speech - sometimes referred to as "parrot speech" - repeating the same word or phrase over and over again (6) pronoun reversal - mixing up "I" with "you" (7) inability to comprehend the concept of "opposites" like "top" vs. "bottom", "left" vs. "right", "in" vs. "out"

Early Onset

Early onset - peak age of onset is between 2 ½ to 3 ½ years of age - if symptoms are not present by 5 years à not likely to be diagnosed - two presentations are possible: (1) no issues with the infant and toddler up to 2 ½ years of age à all developmental milestones are occurring and then suddenly things stop like language (2) there was something noticeably off about the infant since birth ie. no contact or not wanting to be held

Fluid vs Crystallized Intelligence

Fluid Intelligence- Aspects of intelligence that involve actively thinking and reasoning to solve novel problems; is the ability to use your mind actively to solve new problems without applying prior knowledge; involves using your mind in new and flexible ways Crystallized Intelligence- those aspects of intellectual functioning that involve using knowledge acquired through experience; involves using what you have already learned though experience

Successive Stages of Speech and Language Development

Holophrase-the expression of a whole idea in a single word with a gesture (12-18 mos) -ex: pointing to a cookie and saying cookie Overgeneralization- the tendency on the part of children to make the language regular (3-5 years) -ex: learn past tense "I baked a cake" then try to irregular verbs "I wanted to store" "I ated by the park"

Nonverbal Communication

I. Paralanguage — aspects of language other than words - how loud you speak, tone of voice, pitch (high or low), whether you hesitate when you speak (what that could imply to others) 2. Body gestures — how you sit, stand, carry yourself 3. Physical distance — how far or close you stand to another person • 4-6ft. -> Consultation (don't know really well; acquaintance/authority figure) • 18-48 inches -> Social Consultation (family/friends) • 0-18 inches -> Intimate Factors related to distance include: • Relationship of the individuals (you stand closer to someone you know) • Status, class, or ranking (ie. military) • Authority figures • Ethnic and cultural background • Gender differences

Intellectual Deficits

Intellectual deficits - associated with mental challenge - IQs ranging from 52-85 (normal IQ 70 and above with average=100) - savant or splinter skills - isolated skills of superior performance -ie. mathematical computation art or musical abilities calculating exact calendar dates - only found in 10-20% of autistic individuals (studies vary)

What is language?

Language is a communication system in which signals (sounds, letters, and gestures) can be combined according to agreed-upon rules to produce an infinite number of messages. There are four communication (language) systems that carry messages. These communication systems include: 1. Natural Language 2. Artificial Languages 3. Visual Communication 4. Nonverbal Communication

Flynn Effect

Many researchers believe that increases of this size cannot be caused by genetic evolution and therefore must have environmental causes. Flynn (2020) argues that the industrial revolution set in motion a series of events that collectively contributed to greater intellectual performance. -fewer children = more attention from aults and are better educated, improved economic conditions, improved nutrition and living conditions, modern technology= more cognitively challenging work, cultural changes have led to enhanced cognitive skills -high infectious disease rate= low IQ scores

Table 9.4- Comparison of Mastery and Performance Goals

Mastery Goals: -Ability as a changeable trait -Focus on increasing competence or knowledge ("I understand this material better than I did before") -Self-regulated learning; ability to monitor understanding of material and adjust behavior (e.g., effort) accordingly -Deep-level processing of material (e.g., learning to understand) -Feelings of pride and satisfaction associated with success, with failures indicating a need for more effort or different learning strategies Performance Goals: -Ability as a fixed trait -Focus on increasing status relative to others ("I did better on this than the other students did") -Other-regulated learning; ability to monitor performance relative to peers and increase effort (approach) to outperform them or decrease effort (avoidance) to save face (to say that failures are because of a lack of effort, not incompetence) -superficial-level processing of material (for example, memorizing for a test) -Feelings of anxiety and shame associated with failure, boastful feelings associated with success

Table 8.1- Levels and Characteristics of Intellectual Disability

Mild: Approximate Range of IQ Scores: 52-70 Degree of Independence: Usually Independent Educational Achievement: Can do some academic work- usually to sixth-grade grade level; focus is on career Moderate: Approximate Range of IQ Scores: 35-51 Degree of Independence: Some independence; needs some supervision Educational Achievement: Focus is on daily living skills rather than academics; some career training Severe: Approximate Range of IQ Scores: 20-34 Degree of Independence: May be semi-independent with close supervision Educational Achievement: Focus is on self-care (toileting, dressing, eating) and communication skills Profound: Approximate Range of IQ Scores: Below 19 Degree of Independence: Dependent; needs constant supervision Educational Achievement: Focus is on self-care, mobility, and basic communication education

Table 8.2- Characteristics of Gifted Children

Rapid learning Extensive vocabulary Good memory Long attention span Perfectionism Preference for older companions Excellent sense of humor Early interest in reading Strong ability with puzzles and mazes Maturity Perseverance on tasks

Social Dysfunction

Social dysfunction - the inability to form personal relationships - characteristic features include: (1) little to no eye contact (2) don't engage the human face (most children are in your face) (3) fixed stare (usually into a corner) (4) don't like to be held (5) solitary or alone play (will often play by themselves and not engage with other children (6) absence of imaginative or pretend play (like playing doctor or house)

Stuttering or Child Onset Fluency Disorder

Stuttering — speech that has more dysfluencies than is considered normal Fluent speech — smooth, forward moving, little hesitation, and effortless Dysfluent speech — any break in the flow of speech

Grammar

The study of word meanings Morphology — rules for forming words from sounds •describes the smallest units of meaning that modify the basic meanings of words • includes rules for the use of plurals, past tenses, prefixes, and suffixes Syntax — rules for forming sentences • specific ways in which individual words are combined in sentences (noun verb, verb noun, verb *noun *verb) •application of syntactic rules provide the greatest opportunity for linguistic creativity

Artificial Languages

UNIVERSAL • Any agreed upon system of symbols, signs, and formulas • Examples include mathematical equations, musical notations, computer languages, the Periodic Table in chemistry

Table 8.6- Comparison of Approaches to Intelligence

What is intelligence? Piagetian Cognitive-Developmental Theory: Cognitive structures that help people adapt Vygotskian Sociocultural Theory: Tools of culture Information-Processing Approach: Attention, memory, and other mental processes Psychometric Approach: Mental abilities and scores on IQ tests Successful Intelligence Model: Components that allow people to succeed in their lives What changes with age? Piagetian Cognitive-Developmental Theory: Stage of cognitive development Vygotskian Sociocultural Theory: Ability to solve problems without assistance of others and with use of inner speech Information-Processing Approach: Hardware (speed) and software (strategies) of the mind Psychometric Approach: Mental age (difficulty of problems solved) Successful Intelligence Model: Ability to respond to novel problems and automate familiar ones, adapt to current environmental demands, and select appropriate "mental tools" for solving problems What is of most interest? Piagetian Cognitive-Developmental Theory: Universal changes Vygotskian Sociocultural Theory: Culturally influenced changes and processes Information-Processing Approach: Universal processes Psychometric Approach: Individual differences Successful Intelligence Model: Adapting behavior to environmental challenges

Unusual Behaviors

behaviors include: (1) stereotypic behavior - repetitive behavior -ie. spinning, tapping, clapping or flapping their arms (2) self-injurious behaviors - head banging (may need to wear a helmet for protection) - biting, slapping, or scratching

Dyslexia

is a brain-based learning disability that specifically impairs a person's ability to read - children and adolescents typically read at levels significantly lower than expected for their intelligence - difficulty reading, writing, and spelling in their native language - prognosis is good if detected early

Dyscalculia

— is a similar disorder -here the child or adolescent has significant difficulties in understanding quantities, number symbols, or basic math calculations -approximately 5% of students in public schools in the United States are diagnosed with a learning disability -learning disabilities like dyslexia are believed to have a genetic component as they run in families - again, in the British Royal family Queen Victoria's oldest son Prince Albert is believed to have had dyslexia Queen Elizabeth and her husband Prince Philip are both descendants of Queen Victoria (l believe 3rd cousins on one side and 4th cousins on the other side if I have my British history correct) Prince Harry and Princess Beatrice both have dyslexia - Princess Beatrice is a patron of the Helen Arkell Dyslexia Center in Great Britain. She credits this center with supporting her through her secondary and university education.

Pragmatics

• Defined as the rules governing the use of language in context by real speakers and listeners in real situations • Example: Shakespearean English -> Today's English ->Use of text messages

Visual Communication

• Pictures and diagrams that convey ideas and/or feelings • Examples include road signs, signs for peace, hazard signs

Semantics

• The study of word meanings Denotation —the strict dictionary definition of a word Connotation — an emotional overtone, presupposition, or other non-explicit meaning of a word; you will not find in the dictionary