Intelligence, Conceptual Development, and Spatial Cognition

Vocabulary flashcards covering theories of intelligence, conceptual development stages, numerical concepts, counting principles, and spatial cognition from developmental psychology lecture notes.

Developmental Scales

Assessment scales used to evaluate infant IQ by measuring sensory and motor abilities as indicators of cognition.

General Intelligence

A form of intelligence that functions to aid in an individual's overall cognitive abilities.

Special Intelligence

A form of intelligence that assists with processing specific information required for a particular task.

Crystallized Intelligence

Intelligence characterized by verbal and quantitative knowledge acquired from prior information.

Fluid Intelligence

Intelligence characterized by abstract and visual problem-solving, reflecting the ability to learn new things.

Analytic Intelligence

The componential facet of Sternberg's triarchic theory, representing book smarts and conventional conceptions of intelligence.

Creative Intelligence

The experiential facet of Sternberg's triarchic theory, involving thinking outside the box and applying previous information to novel situations.

Practical Intelligence

The contextual facet of Sternberg's triarchic theory, referring to street smarts and everyday problem-solving.

Thinking Style

The principle that an individual learns more effectively when engaging their specific facet of intelligence.

Gardner’s Multiple Intelligences

A framework identifying distinct intelligences: linguistic, logical-mathematical, spatial, musical, body-kinetic, intrapersonal, interpersonal, naturalistic, and sometimes spiritual.

Abstract Concepts

Concepts that lack a direct physical representation to guide their interpretation.

Concrete Concepts

Concepts that possess a direct physical representation that can be easily referred to.

Defining-Features Representations

Conceptual representations where category membership is determined by necessary and sufficient features.

Chain Concepts

A conceptual grouping strategy where objects are classified along a specific dimension, and then the classifying dimension is spontaneously switched.

Thematic Concepts Stage

Vygotsky's initial stage of conceptual development during infancy and toddlerhood, characterized by classifying objects through situation-relevant relations.

True Concepts Stage

Vygotsky's conceptual stage occurring from age $6$ and up, where objects are classified using necessary and sufficient features.

Probabilistic Representations

Conceptual representations that lack rigid defining features but share a collection of traits based on family resemblances.

Cue Validities

The principle that if an observed feature is central to a concept, an object possessing that feature is likely related to that concept.

General Level Category

The broadest categorical level that encompasses both basic and specific categories.

Basic Level Category

The intermediate categorical level that typically serves as an object descriptor and contains specific categories.

Specific Level Category

The narrower categorical level consisting of a specific object name.

Informal Theories

Theoretical beliefs constructed using lived experiences and observed associations to explain, define, and form concepts.

Experiential Time

The subjective experience of the order and duration of events, developing from pattern anticipation in infancy to distinguishing past events at age $4$ and future events at age $5$.

Logical Time

The ability to determine what happened when by using reasoning and logic, which improves as a child accumulates more experience.

Number Magnitude

The perceived size of a number and how it compares relative to another number.

Ordinality

The understanding of relative positions and magnitudes of numbers, such as concepts of more and less.

One-One Principle

The counting rule requiring that exactly one number word is assigned to each individual object counted.

Stable-Order Principle

The counting rule requiring that numbers must always be assigned in the exact same consistent order.

Cardinal Principle

The counting rule stating that the final number word spoken in a count indicates the total quantity of objects in the set.

Irrelevance Principle

The counting rule stating that the order in which individual objects are enumerated does not affect the count.

Abstraction Principle

The counting rule stating that counting principles apply universally to any arbitrary set of objects.

Egocentric Spatial Representation

A spatial framework defining where an object is located in relation to one's own position (spatial orientation).

Allocentric Spatial Representation

A spatial framework defining where an object is located in relation to other objects.

Sensorimotor Egocentrism

The developmental phenomenon in infancy where egocentric representations emerge prior to the development of allocentric representations.

Spatial Orientation

The understanding of the placement of objects in space relative to oneself, primarily used for navigation.

Spatial Visualization

The ability to mentally visualize what an object looks like and determine how its appearance alters if moved.