Lecture 3 & Kennisclips 1, 2 en 3

Question 1

What are intelligent people in the eye of the general public?

Answer 1

Intelligent people are:
- smart, quick thinkers who are good problem solvers
- Good at reasoning, reading and understanding
- sensible, reasonable and open-minded
- self motivated go-getters

Question 2

Intelligence working definition

Answer 2

Many theories and definitions:
- Abstract, logical, consistent reasoning.
- discovering relationship and rules (inductive reasoning)
- problem solving
- solving new tasks with knowledge already acquired (transfeR_
- Felxible adjustment
- Potential for learning (without through instruction)
so many subskills.
a collection of cognitive ski;;s

Question 3

Cattell and Horn’s intelligence theory

Answer 3

Two main components:
- Fluid intelligence: culture independent, the ability to solve novel problems, the ability to perceive relationships, ability to acquire new type of knowledge
- Crystallised intelligence: culture dependent, factual knowledge about the world (what are the dutch king and queen’s names?)

Question 4

Vernon’s hierarchical theory

Answer 4

General ability divided into –> major group factors ( verbal0educational) vs (spatial mechanical) –> Minor group factors: (creative ablitis, verbal fluency and numerical factors) vs (spatial factors, psychomotor factors, mechanical information factors. –> get divided into specific factors and they get tested.

Question 5

Vernon also said about intelligence..

Answer 5

A = like spearmans g (general intelligence_
- intelligence potential
- innate,m genetic, stabl;e and culturally independent
- cannot be developed in relation to the environment
B = the expression of genetic potential in individual traits and abilities influenced by the environment
C = Specific test performance
- operationalisation of what we believe intelligence entails.

C = reflection of B, and B is a reflection of A (indirectly)

Question 6

Carroll’s three sttratum theory of intelligence

Answer 6

The three-stratum theory is a theory of cognitive ability proposed by the American psychologist John Carroll in 1993. It is based on a factor-analytic study of the correlation of individual-difference variables from data such as psychological tests, school marks and competence ratings from more than 460 datasets.
There’s a general intelligence that can be seperated into different cognitive abilities that can also be divided into subsets.

Question 7

CHC- model: integration of previous theories

Answer 7

Intelligence is a complex psychological concept with various cognitive aspects, commonly indicationg a level of general ability and, at the same time, involving various cognitive aspects measuring specific cognitive (intellectual) factors.

Question 8

What can we conclude out of the diffrence between the longitudinal and cross sectional research for the development of fluid intelligence?

Answer 8

The longitudinal research shows that fluid intelligence develops onto late adulthood, notn until your 20s as the cross sectional study says!

Question 9

Flynn effect

Answer 9

a worldwide trend, over generations people have significant gains in performance on an intelligence test.
A gain of 3 percentage points per decade.
Occured until 1990s when it stopped or regersed in developed countries like Denmark, Norway, Sweden, Birtain and Australia.

Question 10

What kind of intelligence has the most gained over generations?

Answer 10

Fluid intelligence task (Raven progressive matrices, Block patterns, verbal understanding)

Question 11

What has not gained a lot over the past generations?

Answer 11

Least gain had been found on vocabulary tasls.

Question 12

Why does the Flynn effect occur?

Answer 12

• No changes in genetic makeup, maybe a bit of change in education,
  But a lot of changes in the complexity of the environment. We are starting to use are brain way better than we used to. cognitive revolution. We are much better trained. We ar enot a lot smarter, but we train our brains better!

Question 13

Teachers and educational psychologist gather information on a child’s cognitive functioning…

Answer 13

• To predict future success
• to find strong and weak elements of cognitive functioning
• to restructure/individualise instruction

Question 14

First intelligence was developed in and by who?

Answer 14

1905 by binet and colleagues:
- academic intelligence related to mental age.
- intelligence = the ability to learn
whites, boys, high middle class. It differentiates, but it doesn’t measure the ability to learn. it measures previous learning for the most part.

even tho a 100 years it still looks the same: object naming, reconstructing designs, memorising series.

Question 15

What does an IQ test measure?

Answer 15

• Obtained knowledge and skills
• a snapshot of these knowledge and skills
• considered a good, but indirect, measure of intelligence (measure of intelligence C of vernon)

Question 16

What is IQ?

Answer 16

PErformance on an intelligence test can be captured in a single unitart number, known as the intelligence quotient (IQ)
- IQ = mental age/ chronological age x 100 (stanfod & Binet)

An indication of intelligence relative to others of the same age.
Probable performance in school and similar settings

Question 17

Do IQ scores always provide enough information?

Answer 17

An IQ test is based upon past learning experiences. This means this test is biased to kids who had a chance to actually study, get school, experience, get.a set of skills, learning opportunities so not the same starting point.
An Iq test measures performance, but does it explain this performance?

Question 18

why are there large differences between the 1970 abd 1991 cohorts in relation to the development of intelligence? (Schaie, 1994)

Answer 18

Because they were measured in two different context. They had different education then. So the social context is also important.

Question 19

What does it mean if an IQ test is not adaptive to instruction?

Answer 19

IQ test has the same instruction, but a test should be adaptive to fit the needs of the person taking the test. That;s why an IQ test
doesn’t provide enough information over time.

Question 20

Intelligence testing bias

Answer 20

• Limited elationship between scores and instruction
• EMphasis on the outcome (scores) instead of on the psychologicalprocesses involved
  Test Bias
• underestimating of intelligence potential
  -intelligence scores in relation to SES

Question 21

Dynamic testing

Answer 21

A form of testing in which feedback and instruction have been integrated into the testing process
- individualised feedback/instruction

Question 22

Vygotsky zone of Proximal development

Answer 22

The difference between solving a problem independently and solving the problem with the help of others

We from and with other people, specifically from people that are more expert than we are. We need something to learn it from. –> scaffolding

Question 23

Scaffolding

Answer 23

Metaphor to describe a process that enable a child or novice to solve a problem, carry out a task or achieve a goal in which would be beyond his unassisted efforts.

Question 24

What did Fisher & Frey say about gradual development? (2008)

Answer 24

From external to internal regulation

Question 25

Feuerstein’ mediated learning (children immigrants that scored low on tests)

Answer 25

Learning during a test is possible

Question 26

Model of a dynamic test

Answer 26

Pretest : static and independent (Zone of actual development)
Intervention: Dynamic and help from a mediator, parent and teacher (zone of proximal development) (instructional needs)
Post test” Dynamic and independent (zone of potential development) (progression and task approach)

Transfer: do the same task to apply their new skills.
What has the child internalised.

Question 27

What are the measures of learning potential with dynamic testing?

Answer 27

Look at the whole process, pretest, trainijg, posttest, how many instructional needs… so:

• the number nd type of steps of help that the child needed during the intervention
• progression from pretest to posttest
• fewer steps = a larger learning potential
• performance after trainign intervention
• the ability to tranfer newly cquired knowledge/skills to a different (but related domain)

Question 28

Diferences in learning potential

Answer 28

Dynamic testing reveals differences in children as regards their potential for learning:
1. progress after only minimal help
2. minimal help –> can lead to minimal progress
3. need a lot of help, but small progress
4. some progress significantly but need a lot of help§