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PSYO 2090 Developmental Psychology > Chapter 8 > Flashcards

Chapter 8 Flashcards

1
Q

intelligence

A

the ability to acquire and apply knowledge and skills

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2
Q

Three-Stratum Theory of Intelligence (Carroll)

A

The most comprehensive view of intelligence

has three levels

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3
Q

Three-Stratum Theory of Intelligence (Carroll): general intelligence (level 1)

A

need a certain level of general intelligence and skills to be alive and survive

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4
Q

Three-Stratum Theory of Intelligence (Carroll): Level 2

A

Level 2: breaks down general intelligence into 8 sections:

Fluid intelligence

crystallized intelligence

general memory and learning

broad visual perception

broad auditory perception

broad retrieval ability

broad cognitive speediness

processing speed

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5
Q

Three-Stratum Theory of Intelligence (Carroll): Level 3

A

defines intelligence as very precise thinking processes.

Breaks down each level 2 section into specific skills that you need to achieve to have each type of level 2 intelligence

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6
Q

fluid intelligence

A

the ability to think on the spot.

Operates on short-term/working memory. Improves until age 20, then declines

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7
Q

chrystallized intelligence

A

Factual knowledge about the world.

Defined by the world. (ex: numbers, names we give to things, trivia type knowledge).

Socially constructed and dependent on long-term memory.

Increases as we age (retrieval may decrease though)

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8
Q

fluid intelligence–> level 3

A

sequential reasoning

induction

quantitative reasoning

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9
Q

crystalized intelligence–> level 3

A

printed language

language comprehension

vocab knowledge

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10
Q

general memory and learning–> level 3

A

memory span

associated memory

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11
Q

broad visual perception–> level 3

A

visualization

spatial relations

closure speed

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12
Q

broad auditory perception–> level 3

A

speech sound discrimination

general sound discrimination

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13
Q

broad retrieval ability–> level 3

A

creativity

ideational fluency

naming facility

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14
Q

broad cognitive speediness–> level 3

A

rate of test taking

numerical facility

perceptual speed

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15
Q

processing speed–> level 3

A

sample reaction time

coice reation time

somantic processing speed

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16
Q

Measuring Intelligence: Bayley Scales of Infant Development

A

Charts developmental milestones

The score does not predict IQ or academic development

Can help diagnose cognitive disorders

Younger than a year and a half and as young as 16 days old

30-70 minute long test

5 scales

Kids are given a developmental quotient after doing the test to see where they are developmentally that is broken up in two scales: Motor and mental (mental is everything but motor)

Not predictive of future IQ

part of the report is an infant behaviour record

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17
Q

5 scales of the Bayley Scales of infant development

A
  1. cognitive
  2. language
  3. motor
  4. social-emotional
  5. Adaptive behaviour
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17
Q

5 scales of the Bayley Scales of infant development: 1. Cognitive

A

How a child is thinking, reacting to things, and solving problems

Found by measuring interest when introducing new stimuli. Attention to familiar and unfamiliar objects

Sees how children categorize objects

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18
Q

5 scales of the Bayley Scales of infant development: 2. Language

A

comprehension=receptive (same as comprehension but in bailey scale)
Can the child follow directions, identify objects, understand, etc

production=expressive (same as production but in Bailey scale)
Can be non-verbal cues. Is the infant responding and engaging with the test administrator? When older, can they name objects and answer simple questions

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19
Q

5 scales of the Bayley Scales of infant development: 3. motor

A

Fine: Small-scale movement (like finger movement, stacking blocks, drawing)

Gross: Large-scale movement (involve the whole body, sitting up and crawling milestones)

Making sure motor milestones are hit on time

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20
Q

5 scales of the Bayley Scales of infant development: 4. Social-emotional

A

How a child communicates emotions and needs

Can a child regulate emotions and soothe themselves in moments of stress

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21
Q

5 scales of the Bayley Scales of infant development: 5. Adaptive behaviour

A

Not looking at what child is doing in testing room
All based on parent’s reporting
Relies on parents for info about global skills like being able to adapt to daily tasks (can they eat or dress on their own)
How much is the child relying on assistance, and how are they responding to people
Are they interested in other children? How are they playing? Do they take turns and play fairly?

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22
Q

infant behaviour record

A

Was the child engaged or distracted during the test?

How did the child behave during the test?

Was the child hungry or tired during the test?

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23
Q

Measure Intelligence: Wechsler IQ Scale for Children

A

Starting at 6 years old and older
Wiqs for short
There is an adult version, too
Most common IQ test for children
Breaks down IQ in five different abilities

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24
5 abilities of the Wechler IQ scale for children
1. Verbal comprehension 2. Visual-spatial processing 3. working memory 4. Fluid reasoning 5. Processing speed
25
Wechler IQ scale for children: verbal comprehension
Measure of crystallized knowledge Ability to define vocab Ability to understand the relationship between two things ex) What is a helicopter? How are a chair and table alike?
25
Wechler IQ scale for children: Visual-spatial processing
Child’s ability to demonstrate visual details. the ability to perceive and understand visual information in relation to space. It involves being able to tell where objects are, how far they are apart, and how to relate them to each other.
26
Wechler IQ scale for children: working memory
Ability to take in and retrieve auditory and visual info Can manipulate and organize info they are given in short-term period
27
Wechler IQ scale for children: fluid reasoning
Ability to detect relationships between visual objects and being able to apply rules to different visual puzzles
28
Wechler IQ scale for children: processing speed
Ability to process new info and make decisions within a time period Ability to scan a variety of objects to see if a particular symbol is present and understand when a symbol represents another thing Only timed section Children with anxiety or perfectionism will struggle most with this section of the test, slowing down their ability to process the info
29
Stability of intelligence scores: Can we really depend on the score we are getting from children? factors
time Test-retest reliability Test results change the further apart they are given More stable when tests are given close together age More stable the older the child is environmental changes/stress May be factors that may affect results (ex: parents' divorce, moving, etc), general/everyday stress temporary/situational factors Short-term factors in the moment during the test stress influencing test results (hungry, tired, mood, etc)
30
Development of IQ: Genetics
IQ scores of bio parents are more similar to their children than adoptive parents As we age, the influence of genes on IQ increases and the influence of environment decreases
31
effect of genetics types
passive effects evocative effects active effects
32
passive effects of genetics
Your IQ will be within the ballpark of what your parents’ will be
33
active effects of genetics
Child chooses their environment and the people they are around based on their genes
33
evocative effects of genetics
How kids influence others to respond to them Adults nurturing what they want
34
Development of IQ: The environment (types)
family school society
35
Development of IQ: The environment- family
Home Observation for Measurement of the Environment
36
Development of IQ: The environment- school
Every year that a child attends school, IQ increases by 1-5 points. don’t see this increase happen during summer vacation, may even drop, especially in low-income homes→ probably depends on intellectual stimulation As child progresses through higher grades, they improve at these academic skills
37
Development of IQ: The environment- society
1. flynn effect 2. better nutrition and healthcare 3. emphasis on advanced types of learning 4. technology 5. poverty
38
Development of IQ: The environment- society what is the Flynn effect? and the reverse Flynn effect?
Pattern/ trend where people’s IQ has increased steadily over the last 80-90 years. Humans are getting smarter. Not so much that genes are changing, but probably due to changes in society and environment In the last 20ish years, reverse Flynn effect in countries like the USA, France, Norway, and Finland. People are getting dumber
39
Development of IQ: The environment- society emphasis on advanced types of learning
There is a new emphasis on different types of thinking and the different ways that people can think and learn, ex: critical thinking skills
40
Development of IQ: The environment- society better nutrition and healthcare
Having these needs met means that you can prioritise learning If a child is hungry or has unstable healthcare, they may miss school and not be able to focus on learning
41
Acquisition of Academic Skills
Ways kids acquire academic skills and abilities
41
Development of IQ: The environment- society technology
Has an impact on people’s IQs, like the ability to do mental math Video games help with visual spatial, reasoning, and executive function and can improve IQ
42
Development of IQ: The environment- society poverty
Priorities change when in poverty
43
Key Academic Skills
Reading Writing Math
44
Stages of Reading Development Stage theory as to how children learn reading skills 5 stages but start as stage zero
Stage 0 (birth- beginning of grade 1) → phonemic awareness (sounds of different letters and words) ---Prepping for reading, learning the alphabet, understanding sounds that letters and words make Stage 1 (grades 1-2) → phonological recoding (starting to sound out) ---Acquiring phonological recoding. can already translate sounds into letters and now start to sound out words Stage 2 (grades 2-3) ---Reading simple materials, picture books Stage 3 (grades 4-8) → “read to learn” ---Reading info and being able to pull it out and recall it. Reading becsause they want to learn and obtain new info Stage 4 (grades 8-12) ---More advanced reading. Can identify if there’s a missing perspective etc
44
Pre-reading skills
Text orientation Phonemic awareness
44
Text orientation
Way words are on sheet of paper. Way things look and are read. Read from left to right, up to down, and learn about spaces between words
44
Essential Reading Skills
Pre-reading (getting ready to read later on) Word identification (learning what words mean and looking them up)- Using prereading skills to be able to read full words Comprehension- understanding words and putting them together more into a wholesome way
45
Phonemic awareness
Learning the alphabet and what letters sound like Kids exposed more to nursery rhymes had more phonemic awareness
46
Word identification skills
“Sounding out” Visually based retrieval
47
“Sounding out”
Recoding Using prereading skills to be able to read full words For easier words
48
Visually based retrieval
Can pronounce and understand words just by seeing words on a page For easier words
49
Comprehension skills
Situation models Comprehension monitoring Increased knowledge
49
situation models
Start when you’re presented with some sort of situation in the text and child updates knowledge and new info appears Using prior knowledge and updating it using info from the text
50
Comprehension monitoring
Monitoring words and things they are rereading. Knowing when they don’t understand something and going to reread it so that they can understand it Reading skills like rereading confusing parts and skimming unimportant parts
50
Writing development progression
Preschooler errors Low and high-level goals Scripts Increased knowledge Advanced skills
51
Key milestones in math development- kindergarden
Counting from one Memory retrieval Commutative law of addition ---the principle that adding something like A plus B equals C is the same as B plus A equals C
51
Key milestones in math development- grade 4
Mathematical equality
51
Key milestones in math development- grade 1
Counting from larger numbers decomposition
52
Writing development progression Preschooler errors
looking at things literally "elephant is a big word because elephants are big"
53
Writing development progression Low and high-level goals
low level goals: initial things you learn with writing. how to spell words, using correct grammar, etc high level goals: more advanced, like being able to make a good argument in your writing, organizing ideas into a coherent framework
54
Writing development progression Scripts
formulas for writing ex: diary entry- date, dear diary, weather, etc
55
Writing development progression Increased knowledge
Increased knowledge of the world and their contact knowledge increases They'll become better at writing as well.

PSYO 2090 Developmental Psychology (17 decks)

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