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Child Development > Test III > Flashcards

Test III Flashcards

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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24
Q

Phonology

A

The sound system in a language

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25
Q

Phonoemes

A

The basic unit of sound

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26
Q

Phonetics

A

A

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27
Q

Morphology

A

System that governs how rules are formed in a language, can be free or bound

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28
Q

Morphemes

A

Meaningful units of speech can be free or bound

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29
Q

Overgeneralization

A

D

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30
Q

Syntax

A

Appropriate construction of words to form phrases or sentences

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31
Q

Semantics

A

Word and sentence meaning

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32
Q

Fast mapping

A

Children who pick up words after hearing them only once or twice

33
Q

Pragmatics

A

Using language appropriately in different contexts

34
Q

Contextual vs decontexualized

A

C: having conversation about something that is in the room
D: something that is not in the room

35
Q

Broca’s area

A

Left frontal, speech production

36
Q

Wernicke’s

A

Left temporal, language comprehension

37
Q

Case study: Bauby

A

Bauby

38
Q

Case study: victor

A

Wild child

39
Q

Case study: genie

A

A

40
Q

Case study: Keller

A

Q

41
Q

Nativist approach
Who?
What is it?
LAD?

A

Noam Chomsky
Humans are prewired to learn language
Language acquisition device

42
Q

Environmentalist approach

A

Strategies used with babies and young children; infant directed speech

43
Q 
Interactionist
Who?
What is it?
similar to who?
LASS?
A
  • Bruner
  • marries biology and environmental
  • Vygotsky
  • language acquisition support system
44
Q 
Constructivist approach 
Who does it focus on?
What is emphasized?
Teacher's role?
What do children learn?
A

Learner centered
Importance of constructing knowledge
Acts as a guide
Explore freely and think critically

45
Q 
Direct instruction 
What type of learning?
Centered around whom?
Teacher's expectations?
Time spent how?
A

Structured learning
Teacher centered
Higher expectations for progress
Maximum time spent on learning tasks

46
Q

Child centered kindergarten

A

Children are unique
Learning through firsthand experience
Emphasis on play

47
Q

Montessori

A

Decreased structure
Ability to choose own interests
Teacher is facilitator
Emphasis on solitary work

48
Q

Developmentally appropriate practice

A

Age and individual differences

49
Q

Project head start

A

Early head start for children facing poverty

50
Q

Universal preschool education

A

Pre k for all us children

51
Q

Prevention strategies

A

Reverse spending trends

risk identification

52
Q

Cognitive development

A

Independent thinking without intervention unless problems arise

53
Q

Socioemotional development

A

Working together to solve problems

54
Q

Conflict resolution

A

Solving problems

55
Q

Expending energy

A

Idle bodies need more activity

56
Q

Imagination

A

Pretend play; becomes more complex the more it is used

57
Q

Curiosity

A

Learning about properties of objects

58
Q

Communication

A

Talking out and explaining things in the right way; does not come easily for every child

59
Q

Prosocial behavior

A

Interacting with other children

60
Q

8 functions of play

A 
Cognitive dev
Socioemotional dev
Conflict resolution
Expending energy
Imagination
Curiosity 
Communication
Prosocial behavior
61
Q

Sensorimotor play

A

Figuring out how to play and what to play with; first steps to play

62
Q

Practice play

A

Repetition, learning skills and motor memory

63
Q

Symbolic play

A

Child transforms environment into symbols or make believe

64
Q

Social play

A

Playing with peers

65
Q

Constructive play

A

Pushed out into space and uses imagination; constructing their own games

66
Q

Games

A

Play that involves rules

67
Q

Types of play

A 
Sensorimotor
Practice
Symbolic
Social
Constructive
Games
68
Q

What makes up full scale IQ on the Weschler scales of intelligence?

A

Verbal IQ and performance IQ

69
Q

Which IQ test is used for occupation?

A

Wonderlic

70
Q

Which intelligence test is a test of achievement and cognitive ability?

A

Woodcock Johnson test

71
Q

What must occur to be diagnosed with ASD?

A

Symptoms must emerge in early childhood and cause impairments in daily activities

72
Q

8 Multiple intelligences (Gardner)

A 
Verbal
Mathematical
Spatial 
Bodily kinesthetic 
Musical
Interpersonal
Intrapersonal
Naturalistic
73
Q

According to Sterberg, what is considered successfully intelligent?

A

Knowing one’s own strengths and executing them when you need to

74
Q

Discourse

A

Back and forth conversation

75
Q

Examples of good and bad pragmatics

A

Good: eye contact, taking turns
Bad: interrupting, laughing at inappropriate times

76
Q

Expanding, recasting and labeling

A
  • rephrasing something with elaboration; giving child more info than what they said
  • correcting the child
  • expanding the child’s vocabulary
77
Q

Limitations to standardized tests

A

Strengths outside the box not shown
State criteria differences
Teaching the test

78
Q

Characteristics of ASD

A 
Deficits in social interaction 
Obsessive towards one aspect
Relationship deficits 
Repetitive motor movements 
Inflexibility
79
Q

Identifying ASD

A

Singular diagnosis

Multidisciplinary diagnosis

80
Q

Rules of language

A

A

81
Q

Bridges to literacy

A

Q

Child Development (5 decks)

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