ch 8 cshd intelligence & individual differences in cognition

“g” intelligence

general intelligence; accounts for similarities across various cognitive abilities and performance on assessment

fluid intelligence

ability to think abstractly, reason quickly and problem solve

crystallized intelligence

culturally influenced accumulated knowledge and skills

gardener’s theory of multipile intelligences (9)

linguistic, logical-mathmatical, spatial, musical, bodily kinesthetic, interpersonal, intrapersonal, naturalistic, existential

gardner’s theory’s implications for education

teachers need to know a child’s profile of intelligence to gear instruction to their strengths

emotional intelligence

ability to use one’s own and others’ emotions effectively for solving problems and living happily

sternberg’s theory of successful intelligence (3)

analytical, creative, practical

analytic ability

analyzing problems and generating different solutions

creative ability

dealing flexibly with novel solutions and problems

practical ability

knowing what solution or plan will actually work

mental age (MA) formula

MA=(IQxCA)/100

intelligence quotient (IQ)

ratio of mental age to chronological age multiplied by 100

Wechsler Intelligence Scale for Children-IV (WISC-IV)

IQ test for kids

Bayley Scales of Infant Development

testing intelligence in infants; 5 scales: cognitive, language, motor, social emotional, and adaptive behavior

dynamic assessment

measures child’s ability to learn by having them learn something new in presence of examiner and using them for help (draws on ZPD)

environmental factors of IQ (3)

family environment, chronosystem, socioeconomic status

impact of ethnicity and socioeconomic status on IQ

children from economically advantaged homes had better test scores than those from economically disadvantaged homes

culture-fair intelligence tests

include test items based on experiences common to many cultures

stereotype threat

self fulfilling prophecy where knowledge of stereotype leads to anxiety and reduces performance consistent with original stereotype

gifted children

children with scores of 130+ on IQ test; often have these characteristics: above average, passionate about subject, creative in thinking, needs challenging curriculum

divergent thinking

generating many creative, original solutions to a problem

intellectual disability

substantial limitations in intellectual ability and problems adapting to environment

learning disability

difficulty in mastering an academic subject

three most common learning disabilities

developmental dyslexia, impaired reading comprehension, mathematical learning disability (developmental dyscalculia)

executive control processes

impulse control, attention, and other executive functions

dyslexia

difficulties in reading individual words and phonological awareness

phonological core deficit (dyslexia is caused by what two things)

dyslexia caused by weak phonological awareness, reading difficulty

phonological awareness

being aware of the ways words sound

double deficit hypothesis

phonological core deficit→weak phonological awareness→reading difficulty

how do we read? (4 things)

vision, audition, comprehension, memory

psychometric approach

measuring people’s minds; Binet and Simon

multicomponent approach

is intelligence just one thing or does it have multiple components?

factor analysis

singular approach

Sternberg’s triarchic theory of intelligence

information processing component, contextual component (adapting to enviros), and experiential component (response to novelty)