week 4: individual differences and development

Question 1

declarative knowledge

Answer 1

how things are/were/will be
episodic memory: prior life events
semantic memory: general info about the world

Question 2

procedural knowledge

Answer 2

how to do things
conditional: awareness under which condition action are called for

Question 3

conceptual knowledge

Answer 3

integration of declarative and procedural knowledge to address why questions

Question 4

concept

Answer 4

mental grouping of objects/events that share a common ground.

Question 5

schema

Answer 5

a closely connected set of ideas related to a specific object/event

Question 6

script

Answer 6

a schema that summarize how a common event usually transpires

Question 7

personal theories

Answer 7

belief systems that explains why they think a cause and effect relationship happens

Question 8

word views

Answer 8

people’s beliefs and assumptions about reality

Question 9

conceptual change

Answer 9

replace existing misconceptions with more accurate explanations

Question 10

internal vs externa differentiation

Answer 10

adapt to differences within de classroom vs grouping students with similar differences

Question 11

convergent vs divergent

Answer 11

all students need to reach the same goal vs different goals

Question 12

fluid and crystallized intelligence

Answer 12

cattell and Horn
fluid is what you are born with, crystallized is what you learn

Question 13

triarchic intelligence

Answer 13

sternberg
analytical (school), creative (outside the box) and practical (problem solving) combination of three is intelligence

Question 14

nature or nurture

Answer 14

hereditary factor (Galton) or culture and schooling (Binet)

Question 15

how does intelligence develop and change to generations

Answer 15

genes keep IQ stable, first younger scored higher, generations keep getting smarter

Question 16

conceptions of giftedness

Answer 16

high intelligence as innate ability (IQ)
clinical perspective (high intelligence with emotional vulnerabilities)
multidimensional: intelligence, creativity, motivation
giftedness beyond the academic domain
giftedness through practice
giftedness as a developmental process: potential, motivation, practice, opportunities

Question 17

support giftedness

Answer 17

internal differentiation
enrichment
acceleration
external differentiation
selective programs

Question 18

general issues in development

Answer 18

nature vs nurture
general vs particular development
stability vs change
continuity vs discontinuity
critical vs sensitive periods

develope or transfer skills
importance of culture

Question 19

jean piaget on development

Answer 19

children are:
active and motivated learners
organize their learning
social interaction
physical interaction with environment
assimilation and accommodation
progression by equilibration
developmental stages

Question 20

assimilation

Answer 20

the process of interpreting the new information in a way that makes sense based on what is already known, what you see might not be what you perceive

Question 21

accommodation

Answer 21

changing the scheme to fit the perception

Question 22

equilibration

Answer 22

Once accommodation has occurred, a new and more advanced state of equilibrium is reached. .

Question 23

developmental stages

Answer 23

sensorimotor: object permanence, imitation
properational: symbols, egocentrism, language
concrete-opational: reversability, logical reasoning
formal operation: hypothetical-, experimental thinking, formal logic