Exam 3 Flashcards
(106 cards)
0
Q
Who studied cultural evolution?
A
Steven Pinker
1
Q
What is intelligence? (3)
A
The ability to
- Solve Problems
- Learn from Experiences
- Adapt
2
Q
Who studied social intelligence?
A
Nicholas Humphrey
3
Q
What does Steven Pinker believe?
A
Humans are special because we’ve been able to accumulate knowledge over generations
4
Q
What does Nicholas Humphrey believe?
A
Humans (and higher primates) are unique because of our social intellectual functioning
5
Q
When was the Stanford-Binet created? What was it originally called?
A
1906; Simon-Binet
6
Q
Who helped bring the Stanford Binet to the United States?
A
Lewis Terman
7
Q
How many times has the Stanford-Binet been revised?
A
5 times
8
Q
What unique form of the Stanford-Binet is available?
A
A nonverbal form for people who have language delays or disorders
9
Q
What are the Five Factors of Cognitive Ability?
A
- Fluid Reasoning
- Knowledge (Verbal Reasoning)
- Quantitative Reasoning (Number Reasoning)
- Visual-Spatial Processing
- Working Memory
10
Q
What is the age range of people who can take the Stanford-Binet?
A
Ages 2-85
11
Q
How is the Stanford-Binet score given?
A
Intelligence Quotient (IQ Score)
12
Q
How is your IQ score computed?
A
IQ = Mental Age/Chronological Age x 100
13
Q
Who developed the equation for the IQ Score?
A
William Stern
14
Q
IQ Scores are based on a bell curve with ___ as the mean and a standard deviation of ___.
A
Mean: 100
Standard Deviation: 15
15
Q
Why did Weschler create a new intelligence test?
A
He believed it was ineffective to have one test for an entire lifespan. He thought that the test should change as you age.
16
Q
What are the Weschler Scales? (3)
A
- WAIS
- WISC
- WPPSI
17
Q
What does WAIS stand for?
A
Weschler Adult Intelligence Scale
18
Q
What does WISC stand for?
A
Weschler Intelligence Scale for Children
19
Q
What does WPPSI stand for?
A
Weschler Primary and Preschool Scale of Intelligence
20
Q
What two types of IQ’s did Weschler use?
A
Verbal IQ and Performance IQ
21
Q
How did Weschler define intelligence
A
the capacity of an individual to act purposefully, to think rationally, and to deal effectively with the environment
22
Q
What three factors are associated with Woodcock Johnson
A
Test of Achievement
Test of Cognitive Abilities
Relies heavily of verbal achievement
23
Q
What is the Wonderlic used for and who has the highest score
A
Occupational use ,Larry Fitzgerald
24
What does the wonderlic prove to us
People can have outstanding abilities that cant be tested
25
What is Sternberg's triarchic theory of multiple intelligence's
Analytical: how well a person can problem solve
Creative: Ability to create, invent, discover, and imagine
Practical: Ability to apply and use intellectual strengths
26
What are Gardners Multiple intelligences? (8)
Verbal, Mathematical, Spatial, Bodily kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist
27
Who has the most accurate intelligence theory
Gardner
28
Salovey/Mayer is associated with which type of intelligence
Emotional intelligence
29
what are the major factors of emotional intelligence
* Appraisal and expression of emotion
* Regulation of emotion: can compartmentalize
* Utilization of emotion
30
What are the factors of utilization of emotion
* Flexible planning
* Creative thinking
* Redirecting attention
* Motivation
31
What did Eric Whitacre talk about in his TEDx talk
His virtual choir, and that the Problem with IQ suggest we should all be 100+ and doesn’t highlight our skills
32
What does the Bayley test do
measures trouble spots within infants, used as a predictive test
33
Intellectual disability IQ ranges (4)
Mild: range 55 to 70 (89%)
Moderate: 40 to 54 (6%)
Severe: 25 to 39 (4%)
Profound: below 25 (1%)
34
What are the 5 areas of giftedness
Academic, Artistic, Leadership, Creative, Intellectual
35
how is intellectual disability determined
a score below threshold on IQ test
36
what is the definition of emotional intelligence
ability to perceive and express emotion accurately and adaptively
37
what is communication
conveying information
38
what is language
form of communications based on symbols
39
Expressive language
communication your wants, needs, feelings, and ideas
40
receptive language
comprehension of language being communicated by another person
41
What is speech
oral production of language
42
Why are gestures important
#1 predictor of how children are going to communicate later
43
joint shared attention:
shared communication
44
Why is baby sign language important
good for communicating basic needs
45
what are the 3 important baby signs
Want, more, and give me
46
Who is at risk for language delay
Babies who aren’t gesturing/vocalizing
47
What should a child be doing after 12 months (3)
Point/reach, Shaking head no, Waving
48
Why is waving important
babies should like getting the attention of other people= social connectedness
49
which happens first comprehension or expression
comprhension
50
Comprehension
babies understand routines
51
Expression
lots of word bursts in a short period of time within the first year
52
what happens when kids transition to verbal communication
fewer gestures: replaced by words
| rule learners: learned implicitly
53
phonology
sound system of a language
54
phoneme
basic unit of sound
55
how many phonemes are in there for the letters B, C, EE, and Sh
B=1 C=2 EE= 1 Sh=1
56
phonetics
study of the phoneme
57
Morphology:
system that governs how rules are formed in a language
58
Morpheme
meaningful unit of speech
59
difference between Free morpheme and Bound morpheme
Free morpheme can stand alone
| and Bound morpheme can not stand alone
60
Overgeneralization:
applying rules of language when you don’t need to
61
Jean Berko gleason
o Implicit language learning theory
o She is a Psycholinguistic
o Hi thanks goodbye, are important to teach your kids
62
syntax
appropriate construction to form sentences
63
semantics
word learning
64
Vocabulary acquisitioning
Fast mapping: understanding a lot of words with little exposure to them
65
word mix ups
Fewer/less, affect/effect, elicit/illicit
66
pragmatics
appropriate use of language in diff context
67
Good pragmatics
turn taking, maintaining eye contact, staying on topic
68
Bad pragmatics
interrupting, avoiding eye contact, laughing at funerals
69
Contextual language
talking about things in front of you
70
decontextualized langugae
getting a child to talk about things that have happened with them
71
Children with poor pragmatics
is a tip off for children with autism
72
Broca's area
o Left frontal lobe
| o Speech production; grammatical processing
73
Wernicke's area
o Left temporal lobe
| o Language comprehension
74
Jean Doninique Bauby
o Locked in syndrome
| • Guy has paralysis and brcoa’s aphasia with only one eye to communicate
75
Victor
o Wild child
• 11 year old kid comes out of the woods in France and a scientist finds him and tried to teach him language
• If you don’t learn language by a certain age you will never be able to speak regularly
76
Genie
Girl had been abused and locked in a cage for 13 years
o Brain damage from abuse
o Scientist tried to teach her language and she made some progress, but then when the scientist stared fighting over her she regressed even further back than when they started
77
Hellen Keller
o Should have major communication issues, but because she had social connectedness she can hear and function normally
o Learned to talk through vibrations in the lips nose and throat
78
Nativist
Noam Chomsky
• Humans are prewired to learn language
• Time sensitive
• LAD language acquisition device
79
Environmentalist
o Strategies used with babies and young children
• Infant/ child directed speech
• Recasting: when children say something incorrect and you correct them
• Expanding: how we shape language for kids/ rephrasing with elaboration
• Labeling: giving specific things/ objects names
80
Interactionism
o Marries biology and environmental influence
o Bruner
• Similarity to Vygotsky
• Lass (language acquisition support system)
• Using meaningful context to learn language
• Parents as teachers
81
Constructivist approach (Piaget)
o Learner centered: use the child’s interests to teach them
o Emphasizes the importance of actively constructing knowledge
o Teacher acts as a guide: Allows kids to ask questions
o Children explore freely and learn to think critically
82
Direct instruction approach (4)
o Structured learning
o Teacher centered
o High teacher expectations for progress
o Maximum time spent on learning tasks
83
Accountability
High for teachers low for parents
84
Standardized tests of achievement
No child left behind and common core
85
No child left behind limitaions:
children have strengths outside the box
86
No child left behind
* Children who aren’t doing well lower the class level, children who are doing really well then move and feel left behind
* Takes away autonomy for teaching, because teachers have to teach kids how to do well on tests
87
common core
* State benchmarks
* New set of standards highlighting math and language arts, different from no child left behind, because standards are the same for everybody
* Making sure kids have met certain standards before moving on to the next level
88
Child centered kindergarten
o Children are unique: treat them differently
o Learning through firsthand experience
o Emphasis on play
89
Montessori Approach
o Decreased structure
o Ability to choose own interests
o Teacher is facilitator/demonstrator
o Emphasis on solitary work : important for kids to figure out how to think independently
o Child led and children are encouraged to be more creative
• Not good for children who need structure
90
Developmentally appropriate practice
• Age appropriateness
• Individual appropriateness
o Uniqueness of the child: use a child’s interests to teach them
91
Project head start (1965)
• Premise: identify children who are at risk (low SES) and provide them with learning opportunities
o One of the most federally funded programs today
• Children enrolled: are at risk because of SES
92
Outcomes of Project head start
Quality differences:
• Children enrolled at age 4 already had to much information to make up and couldn’t retain information in head start
• Kids enrolled earlier in head start had greater advantages
• Caused government to fund early head start for kids 0-3
• Kids who where enrolled in high quality elementary schools continued to do well, kids who went to poor quality schools had all the head start progress regress
93
The long shadow
• Carl alexander worked for Johns Hopkins
• Followed 790 children from Baltimore, most from low income households, from 1st grade to age 28
o Family outweighed school every time
o If there is income disparity it is hard for you to change
94
What did Abbington and Blankenau say
• In the eco the amount of money spent is in higher education, slope heads downwards, you should start from birth to three
95
What are the prevention strategies
o Education: (Abbington and Blankenau)
o Preventative medicine
o Risk identification
o Universal PreK/ pilot program
96
David R. Dow
realized that a surprising number of death row inmates had similar biographies. He proposes a plan that prevents murders in the first place
• Invest in all children early and there are moral and economic advantages
97
Private sector/non profit organizations
```
o These are used if there isn’t enough support in involved communities
• Dallas Healthy Start
• New Connections
• Dallas Childrens Advocacy Center
• Vickery Meadow Learning Center
```
98
Foundations for reading success
* Bridges to literacy books
* Bridges to literacy: Rosenkoetter & Barron,
* Emergent literacy
99
3 things necessary for early reading success
o Phonological awareness
o Print awareness
o Oral language
100
Bridges to Literacy
o Relationships that include print
o Responsiveness: kids are naturally inquisitive
o Repetition: provide structure in routines
o Modeling behavior: kids will want to read if they see you reading
o Oral language
o Experiences in the world
o Experiences with literacy
o Experiences with decontextualized language
o Experiences with writing
o Hypothesis construction and testing
101
What did Hart and Risley do?
tried to figure out the correlation of language and why these programs may or may not be working
102
What did the in class graph show?
Shows the more words a child hears the more they are going to retain and the more they will use later
o Welfare children learn the least amount of word
103
Critical thinking and mathematics
o Ginsburg, H.P. Cannon, J. Eseng
o strengthen skills for math readiness
o build on what children already know
104
Early mathematical abilities
```
o Magnitude: size concepts are important
o Enumeration: making mental lists
o Addition and subtraction
o Intuitions: thinking intuitively and mental math
o Accuracy
o Strategy: figure out how kids are thinking
o Written symbolism
o Shapes
o Pattern
o Measurement
o Space
o Metacognition
```
105
Teaching experiments
it is important to now the child’s current skill level as well as potential for learning
