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Developmental Psychology > Chapter 8 > Flashcards

Chapter 8 Flashcards

(53 cards)

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1
Q

What is intelligence?

A

adapt to environment, think and learn, understand self and others

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2
Q

How did Binet measure intelligence?

A

Mental age, chronological age, intelligence quotient (IQ)

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3
Q

What is mental age

A

mental development relative to others

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4
Q

How did Binet calculate IQ?

A

Mental age divided by chronological age times 100

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5
Q

if a 16 year old scores as well as most 16 year olds, their IQ is ____

A

100

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6
Q

If a 16 year old scores as well as most 20 year olds, their IQ score is:

A

greater than 100

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7
Q

If a 50 year old scores as well as most 20 year olds, his IQ is:

A

less than 100

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8
Q

Ratio IQ

A

MA/CA x 100 = IQ (no longer used)

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9
Q

Deviation IQ

A
  • IQ relative to others of the same age

- give the test to lots of people (standard or norm)

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10
Q

g

A
  • general intelligence

- we all possess a certain amount of g

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11
Q

Support for g

A

correlates with: grades, processing speed, general knowledge

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12
Q

Fluid Intelligence

A
  • novel problems / reasoning
  • Working memory and processing speed
  • stops developing after early adulthood and drops off some
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13
Q

Crystallized Intelligence

A
  • factual
  • ex: vocab, math problems, social customs
  • increases throughout life and stops around late adulthood
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14
Q

g (general intelligence) is subdivided into:

A

fluid and crystallized intelligence

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15
Q

Gardner’s view of intelligence:

A
  • 9 types of intelligence : visual-spatial, linguistic verbal, interpersonal, intrapersonal, logical mathematical, musical, bodily-kinesthetic, and naturalistic
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16
Q

Evidence for and against Gardner’s view of intelligence

A

For: - brain damage (can lose ability in one area but not another)
- Child prodigies (really good at one thing)
Against: often correlated

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17
Q

Sternberg’s Triarchic Theory of intelligence

A
  • based on our ability to succeed/function

- split up into 3 different types: Analytical, Creative, and Practical.

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18
Q

Sternberg’s Triarchic Theory of intelligence - Analytical intelligence

A
  • academic
  • related to g (general intelligence)
  • ex: performance on standardized tests
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19
Q

Sternberg’s Triarchic Theory of intelligence - Creative Intelligence

A
  • novelty
  • related to fluid intelligence
  • ex: forgot important equipment, what are the alternatives
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20
Q

Sternberg’s Triarchic Theory of intelligence - Practical Intelligence

A
  • everyday problems, adaptability
  • street smarts
  • ex: knowing how to work with coworkers
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21
Q

Infant Intelligence

A
  • measured via the developmental quotient and Bayley Scales (OK diagnostic..not great)
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22
Q

Best predictors of Infant Intelligence

Study These Flashcards
A

Information Processing - attention, habituation, cross modal perception

23
Q

IQ tests are ____ making them unreliable measures of intelligence

24
Q

How genetics influence IQ (evidence)

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A
  • Biologically related individuals seem to have more closely related IQ measures than adopted people
  • Identical twins are more alike in IQ than fraternal twins
25
Environmental influence on IQ (evidence)
Correlation between two peoples' IQ show more similarity when the individuals were raised together
26
An example of how genes and environment interact and influence IQ together
range of reaction
27
Flynn effect
- steady increase in IQ in the population over time - increases around 3-4 points per decade - may be due to increased nutrition, health care, and access to education - the tests need to be re-normed
28
Education has more of an effect/influence on IQ than ___
age
29
Over the summer low SES kids vs High SES kids:
- their test scores drop (low SES) - test scores remain stable or rise (high SES) - probably due to stimulating home environment - during the school year all kids regardless of SES are in a similar environment and thus have similar growth
30
Stereotype threat
Accidentally reinforcing the stereotypical beliefs others have regarding your group when you are told about the stereotype. (ex: math test which females are told that males usually get higher scores, so then they score lower but if they weren't told that they score about the same as men)
31
Expectation effects
Process: teachers beliefs about student, teachers action towards student, teachers action informs student's beliefs about self, students beliefs shape students behavior, student reinforces teachers belief
32
2 types of achievement motivation
growth and fixed mindset
33
Growth mindset
- intelligence is flexible; gained by experience - focus on learning - rely on own evaluation - can be trained
34
Fixed Mindset
- intelligence is fixed - focus on outcomes - rely on others evaluation
35
Gender differences in achievement:
- no genetic or biological reasoning | - all environmental
36
Parents influence knowledge by
following societal norms, teach their boys more about science and math and neglect to do the same for female children
37
Examples of visual- spatial intelligence
- navigation, chess, architecture, art
38
examples of linguistic intelligence
- writing, multilingual, public speaking
39
Examples of bodily intelligence
athletics, dance, physical therapy
40
examples of naturalist intelligence
- gardening, animals, geology
41
examples of logical intelligence
science, computers, math, research
42
examples of existential intelligence
philosophical, meaning of life, human existence (JACK)
43
Binet IQ test
- developed to reflect child's level of performance in tasks similar to those required in school
44
Dynamic vs authentic assessment
d: based on vygotskys idea of scaffolding; attempts to measure the child's potential for change when the examiner assists the child. This supplements standardized testing by providing additional info on the child's potential for change. a: alternative to standardized testing; using complex problems that assess real life skills (ex: driving test)
45
Intellectual disability:
- deficits in intellectual, social, and adaptive functioning, main difficulties in conceptual, practical, and social functions. - learn slower than other children but are still able to learn new skills
46
Specific learning disorder
- disorder specified to a specific domain (reading/math) - not intellectually disabled and have intelligence similar to that of others - face social, emotional, and behavioral challenges
47
Giftedness
- child who is functioning at a very high level and have an extraordinary amount of potential for their development - three-ring-model: places giftedness at the intersection of above average ability, creativity, and task commitment - need to be intellectually challenged in school
48
Creativity
- certain level is necessary to be creative - Big-C creativity: transforms a culture by impacting the very way people think or the way they live their lives (ex: steve jobs transformed technology) - Small-c creativity: creativity individuals use to deal with everyday challenges (using what you have in the kitchen to make a meal) - teaching that fosters creativity is not found often in classrooms
49
self control and academic performance
- self control is a strong predictor of grades because it is important in order to pay attention in class, to behave positively, and get homework done on time. - important for long-term success
50
Intrinsic vs extrinsic motivation
i: you want to do e: incentive/reward
51
Motivational resilience
continuing to be highly motivated following a setback
52
motivational vulnerability
discouraged and pull away after a setback
53
stereotype threat
individuals become anxious when they fear that they are going to confirm a negative stereotype about a group with which they identify

Developmental Psychology (4 decks)

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