Intelligence development

Intelligence development

1. Define/measure intelligence

   • Intelligence
     • = the ability to adapt successfully so that we achieve our goals in life->adapt, think,understand
     • Reaction range
       • - genetic factors & environment
       • Flynn effect
         • - scores are higher today - we need more abstract thinking for example so it's an adaptive thing
     • Intrinsic/extrinsic motivation
       • - ins = motivation from the inside, finds it enjoyable/interesting - ext =motivation from the outside, some type of reward - monetary incentive increase motivation to do your best
     • Theory of multiple intelligences
       • - Gardners - distinct processing areas brain - number of different types of intelligence that're relatively independent of each other - individualize education
     • Triarchic theory
       • - Sternbergs - intelligence represents a balance of analytical, creative & practical abilities - compensate weakness->know your abilties
     • G vs S factors
       • - definition of intelligence¨ - general factor vs specific factors
       • Fluid i
         • - intelligence that ables us to solve novel problems quickly/effective without much training->prefrontal cortex
       • Crystalized i
         • - what we already know & can draw on other problems - specific frontal, posterior temporal & parietal areas 
   • Measure
     • Authentic assessment
       • - prestents complex problems that resemble real life skills - the process of solving- in the workplace for example
     • Standardized tests
       • - validity & reliability - same test for everyone->same age judgement - if u need extra help, strength/weakness - might be biased, influenced by outside factors
       • P
         • - prediction¨ - can be by iq tests but other factors affect - motivation & self control
       • WISC-V
         • - common test age compare - verbal comprehension, viseospatial, working memory, fluid reasoning & processing speed
     • Dynamic tests
       • - alternative - child's potential of change when supported number hints - Vygotsky's scaffolding based
     • Neurological functioning
       • - as a parto of a battery of assesment including clinical reports, physical examination & reports from individuals familiar with child - ex NEPSY-II
       • Neuroscience
         • - brain structure & function - Parieto-frontal integration theory = frontal & parietal areas - myelination longer high iq->more pruning thicker cortex
     • Infants
       • - capacity information processing/attention/attraction to novelty/habituation/predict - Bayles scale of infant behavior - not intellectual ability->developmental status - sensory, physical, motor development - language's essential

2. Cognitive deficits/intellectual gifts

   • Intellectual disability
     • - low cognitive ability - deficits in intellectual, social & adaptive functioning - begins early - conceptual, social, practical
   • Specific learning disorder
     • - average/above normal intelligence - difficult in one academic domain-reading/writing/arithmetics
   • Three-ring model of giftedness
     • = Renzulli proposed a model that places giftedness at the intersection between above average ability, creativity & task commitment
     • Giftedness
       • - range of abilities encompressed by the model
       • Enrichment programs
         • - same as average studies but more complex in deph
       • Accelerated programs
         • - make it through school earlier
       • Creative intelligence
         • - not highly correlated with IQ  - divergent & covergent thinking 
         • Big c creativity
           • = changing the way ppl think & act on a higher level, transforms a culture
         • Small c creativity
           • = solve everyday problems & adapt to change
     • Talent development model
       • - approach to gifted education - qualities you can nurture - characteristics

3. Issues that affect school learning

   • Group size
     • - affects low more than high students
   • Ability grouping
     • - can be harmful to low performing students - less stimulating environment - self esteem & attitudes to school
   • Collaborative learning
     • - more beneficial for low than high - different levels work together for a common goal - dividing cognitive load
   • Social promotion
     • - moves students along when they haven't mastered a task yet
     • Grade retention
       • - doesn't help students that're retained  - only if they get additional help
     • Cultural aspect
       • - racial socioeconomic factors dropouts
       • Dropouts
     • Teacher
       • - bigger effect than racial cultural differences - especially disadvantaged

4. Gender/ethnicity/socioeconomic status

   • Stereotype threat's
     • - becomes anxious to confirm the stereotype->decrease WM - less girls study mathematics & science- no shown gender differences test women performed better
     • Implicit associations test
       • = a test that measures ppls automatic associations to concepts=>unconcious stereotype
     • Academic mindset
       • = deeply held beliefs that influence our behavior in academic settings, intelligence fixed/developmental, belong to particular setting
   • Gender
     • - girls hard work vs boys abilities
     • ''Boy problem''
       • - classroom curriculum fits girls skills/interests more->writing reading more experimential nature of boys less - boys biological development language later - some suggest maturation differencs - minority problem
     • Expectancy effects
       • - teachers - may influence how they treat students depending on expectations - low effect on student grades
       • Self-fulfilling prophecy
         • - expectations make predictions that lead you to behave a certain way that confirms your preconception of what will happen
     • Single gender classroom
       • - if they have different learning styles then they can be put together to satisfy needs - more differences within groups - damage socioemotional development
   • Socioeconomics
     • - poverty background = less academic achievement
     • The head start program
       • - help disadvantaged children - working with family & the whole child - see less cognitive development 18-24 months in - get a good start
     • Poverty
       • - limited access to health care - lack of resources in neighborhood->after school activities - more depression, PTSD, anxiety, stress - limit explore safety concerns - segregation less opportunities/social exclusion
   • Cultural
     • - average white rich better than minority poverty - latinos more dependent on family's approval bc family's important in that culture
     • Expetancy
       • - depending on how teachers approaches students who're potential bloomers - racial ethnical aspect