assessment 3

intelligence

ability to learn from experience, solve problems, and use our knowledge to adapt to new situations

vygotsky

intelligence is the ability to adapt, shape, and select environments. ability to use the tools of the culture with help from more skilled individuals

stanford-binet

mental age - individuals level of mental development. chronological age - actual age

IQ

mental age / chronological age x 100

wechler

used with adults - intelligence test

WISC

6-16 years. overall iq score (verbal comprehension, working memory, processing speed, fluid reasoning

WAIS

current edition of wechler

WPPSI

2 years 6 months - 7 years 3 months Wechler

Bayley

diagnose developmental delays in early childhood

fagan test

infant testing - visual spatial encoding, attention, working memory

sternberg’s triarchic theory of intelligence

analytical, creative, peactical

analytical theory of intelligence

information processing skills, ability to analyze, judge, evaluate, compare, contrast

creative theory of intelligence

capacity to solve novel problems - ability to create, design, invent, originate, imagine

practical theory of intelligence

application of intellect in everyday situations - ability to use, apply, implement, and put ideas into practice

gardener’s theory of multiple intelligences

describe different ways students learn and acquire information

8 domains

• gardeners theory

• linguistic, logico-mathematical, musical, spatial, bodily-kinesthetic, naturalistic, interpersonal, intrapersonal, existentialist

• too broad, lack supporting research

goleman, salovey, mayer

ability to perceive and express emotion accurately and adaptive oh, understand emotion, and manage emotions in oneself and others

culture-fair test

avoid culture bias. includes questions familiar to people from all backgrounds, or no verbal questions

fluid intelligence

ability to process new information, analytical speed, working memory, declines in 20s

crystallized intelligence

stored knowledge accumulated over the years from past experiences, good judgement, peak through 35-50 years

cross-sectional

interview new people each time, declining scores with age

longitudinal

follows the same people over time

convergent

one solution, intelligence tests

divergent

multiple, unusual possibilities, more creativity

psychometric

measure interests, personality, aptitude

infinite generativity

ability to produce an endless number of meaningful sentences using a finite set of words and values

comprehension proceeds production

what you understand proceeds what you can say

cooing

2-4 months

babbling

middle of first year, vowel-like sounds

perceptual narrowing

discriminate unknown stimuli with noises and faces

fast-mapping

new concept learned based off minimal exposure or past knowledge. make a connection with a known word

morphology

if it’s a noun, verb, etc. and how many or if past/future

6 principles of vocab developemnt

children learn words they hear most often, that interest them, that are responsive and interactive contexts, in meaningful contexts. when they access clear information about its meaning, when grammar and vocab is considered

emergent literacy

children’s active efforts to construct literacy knowledge through informal experiences

alphabetic principle

connecting letters with their sounds to read and write

phonics

break down words

whole language

while words

subtractive bilingualism

acquisition of a second language results in the loss of heritage language

additive bilingualism

first language develops while learning second

interactionist view

if language ability develops out of desire to communicate, then language is dependent upon whom we want to communicate with

AAP

recommends no screen time for 18 month olds or younger - no more than 1 hour for more than 18 momths

recast

restate child’s statement in a more grammatically correct way

expansion

adding more info to a child’s statement

joint attention

2 ppl focused on the same thing

primary emotions

6 months

• surprise

• interest

• joy

• anger

• sadness

• dear

• disgust

self-conscious

awareness of oneself

valence

positive versus negative effects

emotional competence

linked to management of emotions, resilience, and positive relationships, emotional intelligencd

bowlby/ainsworth

you cannot respond too much to an infant crying in their first year of life

stranger anxiety

dear and wariness of strangers

separation protest

crying when caregiver leaves

socioemotional selectivity theory

suggests older adults become more selective about their activities and social relationships to maintain social and emotional well-being

temperament

individual differences in behavior styles, emotions, and characteristic ways of responding, how quickly emotion is shown, how strong, how long it lasts, and how soon it fades

inhibited temperament - kagan/fox

avoid people, objects, situations that are unfamiliar

uninhibited temperament - kagan/fox

approach people, objects, situations

extraversion/surgency

approach, pleasure, activity, smiling, laughter

negative affectivity

fear, frustration, sadness, discomfort, easily distressed

goodness of fit

match between a child’s temperament and environmental demands the child must cope with

bowlby’s attachment theory

children form bonds with their caregivers, attachment is an emotional band with another person

mary ainsworth strange situation

measure mother-child attachment

secure attachment

caregiver is a secure base

insecure avoidant attachment

shows insecurity by avoiding the caregiver

insecure resistant attachment

cling to caregiver, resist closeness

insecure disorganized attachment

disoriented, fearful

internal working model of attachment

caregiver behavior toward child —> child’s working model of itself —> positive/loved = secure; unloved/rejected = avoidant; angry/confused = resistant/anxious