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Child Development > Test III > Flashcards

Test III Flashcards

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0
Q

Stanford Binet

A

The revised version of Binet intelligence test

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1
Q

Binet
Scale?
Developed what?

A

1905 scale

Mental age

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2
Q

Weschler Scales
WAIS
WISC
WPPSI

A

Adults
Children
Preschool

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3
Q

Intelligence quotient
Equation
Developed by who

A

MA/CA x 100 = IQ

William stern

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4
Q

Normal curve

A

Normal distribution

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5
Q

Sterberg

A

Multiple intelligences

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6
Q

Analytical, creative, practical intelligences

A
  • how well one can problem solve
  • how well one can create, invent and imagine new ideas
  • apply and use strengths in educational environments
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7
Q

Salovey Mayer

A

Emotional intelligence

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8
Q

Emotional intelligence

A

Appraisal and expression of emotion
Regulation of emotion
Utilization of emotion

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9
Q

Bayley

Tests what

A 
Infant intelligence testing
Cognitive
Language
Motor
Socioemotional
Adaptive
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10
Q

Intellectual disability

A

2 standard deviations bet low the mean usually below 80

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11
Q

Gifted learners

A

130 or above

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12
Q

5 areas of gifted ness

A 
Academic
Artistic
Leadership
Creative
Intellectual
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13
Q

Communication

A

Conveying info based on symbols

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14
Q

Expressive and receptive language

A

E- how you communicate your thoughts

R- how well you understand what is being communicated to you

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15
Q

Speech

A

Oral production of language

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16
Q

Preverbal development

A

W

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17
Q

Gestures

A

Joint shared attention

Social language

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18
Q

Joint shared attention

A

Book

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19
Q

Social language

A

Book

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20
Q

Baby sign language

A

Helpful when getting started with language, but can be taken too far and interfere with verbal learning; don’t use in place of speech

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21
Q

Single words: comprehension and expression

A
  • Comp 5-6 months

- exp 1 year

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22
Q

Putting words together

A

Around 18mo - 2 years

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23
Q

Transition to verbal communication

A

Replace gestures with words, rules of language, phonology

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Phonology
The sound system in a language
25
Phonoemes
The basic unit of sound
26
Phonetics
A
27
Morphology
System that governs how rules are formed in a language, can be free or bound
28
Morphemes
Meaningful units of speech can be free or bound
29
Overgeneralization
D
30
Syntax
Appropriate construction of words to form phrases or sentences
31
Semantics
Word and sentence meaning
32
Fast mapping
Children who pick up words after hearing them only once or twice
33
Pragmatics
Using language appropriately in different contexts
34
Contextual vs decontexualized
C: having conversation about something that is in the room D: something that is not in the room
35
Broca's area
Left frontal, speech production
36
Wernicke's
Left temporal, language comprehension
37
Case study: Bauby
Bauby
38
Case study: victor
Wild child
39
Case study: genie
A
40
Case study: Keller
Q
41
Nativist approach Who? What is it? LAD?
Noam Chomsky Humans are prewired to learn language Language acquisition device
42
Environmentalist approach
Strategies used with babies and young children; infant directed speech
43
``` Interactionist Who? What is it? similar to who? LASS? ```
- Bruner - marries biology and environmental - Vygotsky - language acquisition support system
44
``` Constructivist approach Who does it focus on? What is emphasized? Teacher's role? What do children learn? ```
Learner centered Importance of constructing knowledge Acts as a guide Explore freely and think critically
45
``` Direct instruction What type of learning? Centered around whom? Teacher's expectations? Time spent how? ```
Structured learning Teacher centered Higher expectations for progress Maximum time spent on learning tasks
46
Child centered kindergarten
Children are unique Learning through firsthand experience Emphasis on play
47
Montessori
Decreased structure Ability to choose own interests Teacher is facilitator Emphasis on solitary work
48
Developmentally appropriate practice
Age and individual differences
49
Project head start
Early head start for children facing poverty
50
Universal preschool education
Pre k for all us children
51
Prevention strategies
Reverse spending trends | risk identification
52
Cognitive development
Independent thinking without intervention unless problems arise
53
Socioemotional development
Working together to solve problems
54
Conflict resolution
Solving problems
55
Expending energy
Idle bodies need more activity
56
Imagination
Pretend play; becomes more complex the more it is used
57
Curiosity
Learning about properties of objects
58
Communication
Talking out and explaining things in the right way; does not come easily for every child
59
Prosocial behavior
Interacting with other children
60
8 functions of play
``` Cognitive dev Socioemotional dev Conflict resolution Expending energy Imagination Curiosity Communication Prosocial behavior ```
61
Sensorimotor play
Figuring out how to play and what to play with; first steps to play
62
Practice play
Repetition, learning skills and motor memory
63
Symbolic play
Child transforms environment into symbols or make believe
64
Social play
Playing with peers
65
Constructive play
Pushed out into space and uses imagination; constructing their own games
66
Games
Play that involves rules
67
Types of play
``` Sensorimotor Practice Symbolic Social Constructive Games ```
68
What makes up full scale IQ on the Weschler scales of intelligence?
Verbal IQ and performance IQ
69
Which IQ test is used for occupation?
Wonderlic
70
Which intelligence test is a test of achievement and cognitive ability?
Woodcock Johnson test
71
What must occur to be diagnosed with ASD?
Symptoms must emerge in early childhood and cause impairments in daily activities
72
8 Multiple intelligences (Gardner)
``` Verbal Mathematical Spatial Bodily kinesthetic Musical Interpersonal Intrapersonal Naturalistic ```
73
According to Sterberg, what is considered successfully intelligent?
Knowing one's own strengths and executing them when you need to
74
Discourse
Back and forth conversation
75
Examples of good and bad pragmatics
Good: eye contact, taking turns Bad: interrupting, laughing at inappropriate times
76
Expanding, recasting and labeling
- rephrasing something with elaboration; giving child more info than what they said - correcting the child - expanding the child's vocabulary
77
Limitations to standardized tests
Strengths outside the box not shown State criteria differences Teaching the test
78
Characteristics of ASD
``` Deficits in social interaction Obsessive towards one aspect Relationship deficits Repetitive motor movements Inflexibility ```
79
Identifying ASD
Singular diagnosis | Multidisciplinary diagnosis
80
Rules of language
A
81
Bridges to literacy
Q

Child Development (5 decks)

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