Problem 5 Flashcards
1
Q
How well do infant habituation scores predict later intelligence?
A
Infant habituation scores partially predict later intelligence test scores. From age 5 onward, intelligence test scores become increasingly reliable in predicting later scores.
2
Q
How well do intelligence test scores predict academic success?
A
Intelligence test scores predict academic success with a correlation of approximately 0.50, meaning they explain about 25% of the variance in school grades.
3
Q
How does IQ correlate with workplace success?
A
IQ correlates with workplace performance, including peer and supervisor ratings and overall productivity. High IQ scores at age 13 predict greater career achievements 30 years later.
4
Q
How are intelligence test scores typically distributed in a population?
A
IQ scores follow a bell curve (normal distribution), with most people scoring near the mean (100), and fewer individuals at the extreme high and low ends.
5
Q
What is the theory of general intelligence (g)?
A
Spearman’s theory suggests a single underlying factor (g) influences all cognitive abilities, meaning individuals who perform well in one area tend to excel in others.
6
Q
What are the three levels of intelligence in Carroll’s model?
A
Stratum III: General intelligence (g).
Stratum II: Broad abilities (e.g., fluid and crystallized intelligence).
Stratum I: Narrow abilities (specific skills like spatial scanning, memory span, etc.).
7
Q
What is the difference between fluid and crystallized intelligence?
A
Fluid intelligence: The ability to think flexibly and solve novel problems. Peaks in young adulthood and declines with age.
Crystallized intelligence: Knowledge gained through experience. Continues to grow into late adulthood.
8
Q
What is Gardner’s theory of multiple intelligences?
A
- Gardner proposed eight types of intelligence, including linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligence.
- there is no convincing evidence for Gardner’s theory
9
Q
Intelligence Predicts…
A
- professional success
- school choice
- learning problems
- behavioural problems
10
Q
Individual Multiplier
A
- explains individual differences
- small difference in nature is multiplied by nurture resulting in large difference in skill
- by self-selecting environments, that encourage innate difference and through additional practice
11
Q
Social Multiplier effect
A
- social multipliers produce a difference between groups and generations (nature x environment of a group)
12
Q
Flynn effect
A
Improvements on IQ subtests through attention to cognitive
development
* (but there many additional explanations for Flynn effect)
* Gradual rise of IQ points in many populations worldwide (Keil, 2013)
13
Q
Positive manifold
A
- positive correlation between scores on various cognitive tests (language, arithmetic, spatial perception, memory perception, etc.
- very robust finding
14
Q
Criticism of g factor
A
- no developmental model
- where is g
- what is g
15
Q
Mutualism
A
- there are mutual reciprocal relationships between the factors
- positive influence of cognitive models on eachother
16
Q
Matthew Effect
A
- the rich get richer, the poor get poorer
- children who fail early at reading begin to dislike reading
- they do not expand vocab and background knowledge
- and basically the cycle is that they then read less which makes reading hard due to limited comprehension which makes people dislike reading more
17
Q
Applicability of Matthew effect
A
- early skill influences success, this can impact fear, motivation and self image which impacts effort which impacts skill
- other factors that play a role: expectations, attitude in culture on the skill, stereotype threats, responses from the environment
18
Q
Academic emotions
A
- the result of the value attached to an academic task + perceived control
- can activate but can also deactivate children
- deactivate: relief, hopelessness, shame, boredom, anxiety
- activate ( pride, enjoyment, hope, anger)
19
Q
Cognitive achievement is not possible without
A
- carol dweck will never cease to fucking haunt me
20
Q
Entity theory (fixed mindset)
A
- intelligence is a fixed unit
21
Q
Incremental theory (growth mindset)
A
- intelligence is changeable
22
Q
Implicit theories on intelligence (Dweck) are often related to:
A
- learning goals (mastery vs performance, avoidance vs approach)
- learning strategies
- attaching importance to effort
- attributions of errors
- learning strategies
23
Q
Cognitive achievement is not possible without…
A
effort
24
Q
Motivation Achievement Cycle
A
- Relationship between motivation and cognitive achievement
is reciprocal - Emotions, self-concept, mindset are important factors
- Effort is necessary for performance
- The environment can influence motivation by e.g.,
expectations, stereotypes
25
Is IQ stable?
- studies show rank position of IQ is quite stable
- stability is about the rank of an individual: position relative to peers
- but high correlations do not reflect development of abilities (the graphs of (fictitious) data both show high rank ability
26
Expiration rate IQ
IQ scores (rank): quite stable from 5-6 years of age; but not
before
* Expiration rate, or: until when is the score valid?
– Before fifth year: max. ½ year
– 5 - 13 years: max 1 year
– From 13 years: max 2 years
27
Heritability of IQ
- influence of genes on IQ increases over the years
28
Explanations for
increase of heritability with age
- Individuals have more and more opportunities to design
their own environment
* Decrease in the factor “family environment" is
explained by the decreasing influence of parents
* Some genes are "switched on" later and some
intelligence components develop later
29
Influence of genes as a result of SES
- for children with low SES, the (increase) in heritability is not as high as for children with high SES: less options to choose
- this gene X SES interaction was observed in the US but not in northern Europe
30
What are the conditions for an effectiveness of a type of school study
Experimental group vs control
group & random allocation to
groups
- Which variable of interest (IQ?
Social behaviour? Well-being?)
- Baseline measurement of
variable of interest
- School approach must be the only group difference: equal in
all background variables
- Representative sample
What are the conditions for an effectiveness study?
For example, consider this research question:
“Are Gardner schools better than regular schools?"
What does the ideal experiment look like?
Answering the question is complicated because we dont really have a control group, we dont have a group of children who dont go to school
31
Natural experiment results on the effect of school on IQ
Correlation between number of school years and IQ corrected
for SES
* IQ drop during school holidays
* IQ drop in children who do not attend school consistently
(school refusal, illness).
* Starting school later = lower IQ
* Dropout = lower IQ
Correlation between number of school years and IQ corrected
for SES
32
Compensating effect of school
- schools have a compensating effect
- children don't either spiral up or down
- schools compensate by increasing motivation, teaching what is not learned independently, teaching skills that impact other skills. reduces the extent to which disadvantages are multiplied by a disadvantageous environment
33
Habituation Developmental Milestones
By 3-4 months: Infants begin to recognize familiar objects and show signs of habituation.
By 6 months: Infants can differentiate between similar patterns, showing early intelligence markers.
34
Habituation Findings
Faster habituation correlates with higher IQ scores later in life.
Infants who quickly dishabituate (show renewed interest in a new stimulus) tend to have better problem-solving skills.
Studies show a link between early information processing speed and later academic performance.
35
Why do correlations with IQ and genes increase with age
As children mature, their cognitive abilities stabilize, leading to more consistent intelligence test results over time.
36
What other early childhood behaviors correlate with later intelligence?
Children who explore and seek stimulation at age 3 tend to score higher on intelligence tests at age 11.
37
What does the lack of intelligence differences in infancy among different ethnic and socioeconomic groups suggest?
It suggests that later intelligence differences between groups arise from environmental factors, not innate cognitive differences.
38
Why does intelligence heritability increase with age?
As people age, they actively seek environments that match their cognitive abilities, allowing genetic potential to be more fully expressed.
39
How does environmental diversity affect heritability?
In uniform environments, genetic differences account for more variation (higher heritability). In diverse environments, environmental differences contribute more (lower heritability).
40
What evidence shows that intelligence is not solely determined by genes?
Studies of monozygotic (MZ) twins reared apart show that while genetics play a role, environmental factors still significantly impact intelligence.
41
In which areas do males and females typically perform better
- men: spatial tasks, such as mental rotation and embedded figure tasks.
- women: memory tasks, particularly remembering object locations and some aspects of working memory.
42
At what developmental milestone do cognitive differences in language ability between boys and girls appear?
Girls tend to start speaking earlier than boys and have larger vocabularies at comparable ages.
43
What strategies do men and women tend to use in mathematics?
Men tend to rely more on visual/spatial strategies for complex math tasks, while women may rely more on verbal and procedural strategies.
44
What are the four main explanations for group differences in IQ scores?
1. Irrelevance – IQ tests may not accurately measure intelligence across different groups.
2. Biological Differences – There is no strong evidence that genetic differences account for group disparities.
3. Socioeconomic Factors – Economic disparities and access to education can influence test scores.
4. Sociocultural Stereotypes – Social factors, such as stereotype threat, can impact performance.
45
How does stereotype threat affect intelligence test scores?
When individuals are aware of negative stereotypes about their group, they may perform worse due to anxiety and fear of confirming those stereotypes.
46
What are the three types of minority groups according to Ogbu?
Autonomous minorities: Groups that choose to remain distinct (e.g., the Amish).
Immigrant minorities: Groups that voluntarily migrate for better opportunities despite economic disadvantages.
Involuntary minorities: Groups placed in a subordinate status without choice (e.g., African Americans, lower caste members in India).
47
What does John Ogbu’s theory emphasize regarding ethnic group differences in IQ scores?
Ogbu’s theory focuses on how minority groups differ in their relationship to the dominant culture, affecting intelligence test performance and academic achievement.
48
How do involuntary minorities perceive their social status, according to Ogbu?
They often feel trapped in a disadvantaged class, which affects their academic performance and test scores.
49
How can stereotype threat be reduced?
Reinforcing the idea that intelligence is malleable (Good et al., 2003).
Practicing math techniques to shift from working memory to long-term memory (Beilock et al., 2007).
Reframing tasks as learning experiences rather than intelligence measures (Alter et al., 2010).
50
What biological factors can lower IQ scores?
Malnutrition, vitamin deficiencies, lead poisoning, and maternal alcohol consumption during pregnancy.
51
How does parental education correlate with children's IQ scores?
Higher parental education is associated with higher IQ scores, but the causal relationship is unclear due to genetic and environmental influences.
52
How does family size and birth order affect intelligence?
Smaller families may provide more intellectual resources per child.
IQ scores tend to drop slightly with each successive child.
53
What benefits does Head Start provide?
Reduces likelihood of being held back or placed in remedial programs.
Increases high school graduation rates.
Improves school readiness in math, reading, and social-emotional skills.
54
Why do Head Start’s IQ benefits seem to disappear over time?
The early gains may not be reinforced by later schooling, rather than the program being ineffective.
55
What is guided discovery learning?
A teaching approach where students explore concepts actively, but with teacher guidance to keep them on the right track.
56
How did John Dewey’s approach to education differ from William Wirt’s?
Dewey focused on student-driven learning and real-life applications, while Wirt’s platoon model emphasized efficiency and structured learning through movement between classrooms.
57
What are the three key findings from cognitive science that should influence education?
1) Learning is an active process, 2) Metacognition is crucial, 3) People have natural learning tendencies in certain areas.
58
What is guided discovery in education?
A teaching method where students explore and discover concepts with guidance from the teacher.
59
What were the main principles of Dewey’s educational model?
Learning should be relevant to a child’s daily life.
Teachers should guide students rather than impose knowledge.
Projects should integrate multiple subjects.
Students should be active participants in their learning.
60
Why must teachers guide the discovery process in learning?
Without guidance, students may develop misconceptions, especially in subjects like science, where complex ideas require structured instruction.
61
What were the results of the Matlen & Klahr (2013) study on instruction methods?
High guidance was more effective than low guidance in teaching students how to design experiments, suggesting direct instruction is crucial in certain learning tasks.
62
What is the Zone of Proximal Development, and how does it relate to teaching?
ZPD is the level of learning a child can reach with help. Teachers should create learning opportunities within this range for optimal growth.
63
How does working with more competent peers impact learning?
It promotes active learning by allowing students to teach each other, reinforcing Vygotsky’s idea of knowledge internalization.
64
What were the effects of the Community of Learners program on student performance?
Students in the program for a full year showed significant test score improvements compared to those with traditional instruction.
65
How does reciprocal teaching enhance metacognition?
It requires students to explain concepts, ask questions, and reflect on their understanding, improving awareness of their learning processes.
66
What are aptitude-treatment interactions in education?
The effectiveness of teaching methods varies based on individual cognitive strengths, meaning different students benefit from different instructional styles.
67
How does a student's cognitive ability affect their optimal learning environment?
Low-ability students benefit from structured instruction, while high-ability students thrive in exploratory learning environments.
68
What are the most common intelligence tests today?
The Wechsler Intelligence Scale for Children (WISC), the Wechsler Adult Intelligence Scale (WAIS), and the Stanford-Binet Intelligence Scales.
69
What are the four major components of the WISC-IV?
Verbal Comprehension Index (VCI): assesses comprehension of language-based materials and the ability to solve problems posed in words
Perceptual Reasoning Index (PRI): measures non-verbal reasoning using visual materials.
Processing Speed Index (PSI): The speed at which a child processes information.
Working Memory Index (WMI): Performance on tasks that draw on working memory.
70
What are Sternberg’s three types of intelligence?
Analytical: Comparing, computing, analyzing, and evaluating information.
Creative: Inventing, discovering, and combining information in novel ways.
Practical Intelligence: Using and acting on information in real-life situations.
