Chapter 8 Flashcards
(33 cards)
What is intelligence?
- ability to reason, plan, solve problems, think abstractly, understand complex ideas, learn quickly and learn from experience
- not just book learning
Gardner’s theory
- 9 intelligences: linguistic, logical, mathematical, spatial, musical, bodily kinesthetic, interpersonal, intrapersonal, naturalistic, existential
- schools should foster all intelligences
sternberg’s theory of successful intelligence
- analytic abilty: analyze problems and come up with soultions
creative ability: adapt to novel situations and problems - practical ability: deciding which option is the best
psychometric thoeries
- use patterns of test performance to answer questions
- spearman: test scores provide a measure of general intelligence
- other believe in specific intelligences
fluid intelligence
ability to solve problems using logic
crystallized intelligence
using ones own experience to solve problems
CHC theory of multiple intelligences
- combines cattells, horns and carrols thoeries
- ## broad and narrow abilities
Binet simon scale
- stimulated development of clinical psychology in US and eslewhere
- helped to develop other tests
- public acceptance of testing and confirmed relevance for education, industry, military and general sociaty
development of intelligence testing
- binet used mental age
lead to Stanford binet which - gave intelligence quotient (IQ) - average IQ = 100
intelligence test stability
- Infant tests dont reliably predict future IQ scores
- better after age 6
Infant tests
- examens infants development
- adaptive behavior, cognitive, language, motor, social/emotional
what do infant scores predict
- results can identify kids whos development is at risk
- IQ tests are resonable predictors of who will be successful in life
heredity and environmental factors
- heredity influences intellectual development
- kids with good scores come from good homes
- flynn effect: IQ scores increasing over times after intervention programs proves effects of environment
ethnicity and socioeconomic status
asian canadians have highest core european hispanic african differences greatly reduced when comparing groups of similar socioeconimic status
culture fair intelligence test
to reduce the effects of culture differences
knowing a stereotype exists increases anxiety and reduced performance
activities that boost self worth can improve tet scores
cultural bias
not the cultural differences that act as a biasing factor, its the individuals exposure to the tests underlying cultural content that affects performance
measurement factors
innate background personality assessment situation test demands random variation
strengths of intelligence tests
- predicts success
- reveals talents of many individuals and improves opportunities for gifted students
- provides a standardized way to compare childrens performance
- shows strengths and weaknesses
- measures effects of changes associated with special programs, treatments, training and recovery from illness
- tool to work with kids with disabilities
limitations of intelligence tests
- provides a limited understanding of intelligence
- puts kids into stereotyped categories and may limit freedom of life choices
- knowledge of IQ may inhibit children’s level of aspiration
- doesnt measure underlying processes of response
- doesnt test nonacademic things
- doesnt give credit for creativity
gifted children
- intelligence score of 130+
- exceptional talent must be nurtured
- as adults more satisfied with careers, relationships, life
- more mature, fewer emotional problems
- leaves out things like creative talent
- intelligence = convergent thinking
features of intellectual disabilities
- deficits in intellectual funcitoning
- impairments in adaptive functioning
- evident before 18
- neurodevelopmental disorder
defining measures of child’s adaptive behavior
- IQ and adaptive functioning
- adaptive functioning: ability to function in daily life on one’s own
genetic factors of IDs
- chromosomal abnormalities
- fragile X syndrome
- down syndrome
- single gene conditions: excess or shortages of certain chemicals during developmental stages
neurobiological influences of IDs
- adverse biological influeces -ex. sicknesses
- FASD
- teratogens
