Intelligence & Academic Achievement

1. 1Intelligence is defined in 4 basic different ways:
   -[blank_start]Single[blank_end] [blank_start]trait[blank_end]
   -[blank_start]Few[blank_end] [blank_start]basic[blank_end] [blank_start]abilities[blank_end]
   -[blank_start]Numerous[blank_end] [blank_start]processes[blank_end]
   -[blank_start]Three[blank_end]-[blank_start]stratum[blank_end] [blank_start]theory[blank_end] [blank_start]of[blank_end] [blank_start]intelligence[blank_end]

   1. ASingle
   2. Btrait
   3. CFew
   4. Dbasic
   5. Eabilities
   6. FNumerous
   7. Gprocesses
   8. HThree
   9. Istratum
   10. Jtheory
   11. Kof
   12. Lintelligence
2. 2Single trait
   -[blank_start]General[blank_end] intelligence ([blank_start]g[blank_end])
   ->Related to school [blank_start]grades[blank_end], [blank_start]test[blank_end] achievement, [blank_start]info[blank_end] processing, [blank_start]neural[blank_end] transmission speed, brain [blank_start]volume[blank_end], knowledge of [blank_start]novel[blank_end] subjects, ~[blank_start]all[blank_end] intelligence tasks
   
   Few basic abilities
   -[blank_start]Fluid[blank_end] intelligence - able to relate [blank_start]concepts[blank_end]
   ->Related to [blank_start]task[blank_end] adaptation, [blank_start]info[blank_end] processing speed, [blank_start]working[blank_end]-memory function, [blank_start]attention[blank_end] control
   -[blank_start]Crystallized[blank_end] intelligence - [blank_start]factual[blank_end] knowledge
   ->Related to [blank_start]LT[blank_end] memory, [blank_start]verbal[blank_end] ability
   -[blank_start]Thurstone's[blank_end] [blank_start]7[blank_end] [blank_start]primary[blank_end] mental abilities: [blank_start]word[blank_end] [blank_start]fluency[blank_end], [blank_start]verbal[blank_end] [blank_start]reasoning[blank_end], [blank_start]reasoning[blank_end], [blank_start]spatial[blank_end] [blank_start]visualization[blank_end], [blank_start]numbering[blank_end], [blank_start]rote[blank_end] [blank_start]memory[blank_end], [blank_start]perceptual[blank_end] [blank_start]speed[blank_end]
   
   Numerous processes
   -Different [blank_start]mechanisms[blank_end] used to solve one task
   
   Three-stratum theory of intelligence
   -By [blank_start]John[blank_end] [blank_start]B.[blank_end] [blank_start]Carroll[blank_end]
   -[blank_start]Hierarchical[blank_end] structure: [blank_start]g[blank_end] --> [blank_start]moderately[blank_end] [blank_start]general[blank_end] [blank_start]abilities[blank_end] --> [blank_start]specific[blank_end] [blank_start]processes[blank_end]

   1. AGeneral
   2. Bg
   3. Cgrades
   4. Dtest
   5. Einfo
   6. Fneural
   7. Gvolume
   8. Hnovel
   9. Iall
   10. JFluid
   11. KCrystallized
   12. Lconcepts
   13. Mfactual
   14. Ntask
   15. Oinfo
   16. Pworking
   17. Qattention
   18. RLT
   19. Sverbal
   20. TThurstone's
   21. U7
   22. Vprimary
   23. Wword
   24. Xverbal
   25. Yspatial
   26. Zrote
   27. AAfluency
   28. ABreasoning
   29. ACreasoning
   30. ADvisualization
   31. AEnumbering
   32. AFmemory
   33. AGperceptual
   34. AHspeed
   35. AImechanisms
   36. AJJohn
   37. AKB.
   38. ALCarroll
   39. AMHierarchical
   40. ANg
   41. AOmoderately
   42. APgeneral
   43. AQabilities
   44. ARspecific
   45. ASprocesses
3. 3Fluid intelligence goes through [blank_start]a decline[blank_end] through life, and this process begins [blank_start]at 20 years old[blank_end]. Crystallized intelligence goes through [blank_start]a steady increase[blank_end] through life.

   1. Aa decline
   2. Ban increase
   3. Ca steady increase
   4. Da steady decline
   5. Eno changes
   6. Fat 20 years old
   7. Gat 15 years old
   8. Hat 25 years old
   9. Iat 40 years old
   10. Jat birth
   11. Ka steady increase
   12. La steady decrease
   13. Mfluctuation
4. 4Intelligence measurement methods
   PROS: less [blank_start]biased[blank_end]
   CONS: not [blank_start]in-depth[blank_end] enough, [blank_start]culture[blank_end] bias

   1. Abiased
   2. Bin-depth
   3. Cculture
5. 5The [blank_start]Wechsler[blank_end] [blank_start]Intelligence[blank_end] [blank_start]Scale[blank_end] for [blank_start]Children[blank_end] (WISC) is the most [blank_start]common[blank_end], [blank_start]3[blank_end]-stratum framework used for children aged [blank_start]6[blank_end] years and up. It consists of an [blank_start]overall[blank_end] score + 4 moderately [blank_start]general[blank_end] [blank_start]abilities[blank_end] ([blank_start]verbal[blank_end] [blank_start]comprehension[blank_end], [blank_start]perceptual[blank_end] [blank_start]reasoning[blank_end], [blank_start]working[blank_end] [blank_start]memory[blank_end], [blank_start]processing[blank_end] [blank_start]speed[blank_end]). Results are positively correlated with other aspects of [blank_start]intelligence[blank_end] and important outcomes like school [blank_start]grades[blank_end] and [blank_start]job[blank_end] success.

   1. AWechsler
   2. BIntelligence
   3. CScale
   4. DChildren
   5. E3
   6. Fcommon
   7. G6
   8. Hoverall
   9. Igeneral
   10. Jabilities
   11. Kverbal
   12. Lcomprehension
   13. Mperceptual
   14. Nreasoning
   15. Oworking
   16. Pmemory
   17. Qprocessing
   18. Rspeed
   19. Sintelligence
   20. Tgrades
   21. Ujob
6. 6The WISC has [blank_start]verbal[blank_end] component, which includes [blank_start]crystallized[blank_end] and [blank_start]general[blank_end] knowledge. The [blank_start]performance[blank_end] component includes [blank_start]fluid[blank_end] and [blank_start]spatial[blank_end]/[blank_start]perceptual[blank_end] knowledge.

   1. Averbal
   2. Bcrystallized
   3. Cgeneral
   4. Dperformance
   5. Efluid
   6. Fspatial
   7. Gperceptual
7. 7WISC - verbal - examples

   1. Aarithmetic
   2. Bvocabulary
   3. Cpicture complete/arrangement
   4. Dblock design
   5. Eobject assembly
   6. Fcomprehension
   7. Gdigit span
   8. Hcoding
   9. Imazes
8. 8IQ is represented by a [blank_start]normal[blank_end] [blank_start]distribution[blank_end], [blank_start]quantitatively[blank_end] measuring intelligence relative to other [blank_start]individuals[blank_end] that are the [blank_start]same[blank_end] [blank_start]age[blank_end]. A [blank_start]100[blank_end] score represents the age's [blank_start]mean[blank_end] and is relative to [blank_start]when[blank_end] the test was made.
   
   [blank_start]Standard[blank_end] [blank_start]deviation[blank_end] measures the [blank_start]variability[blank_end] of scores in a distribution. [blank_start]68[blank_end]% of scores are below/above by 1 SD. [blank_start]95[blank_end]% are 2 SDs below/above.

   1. Anormal
   2. Bdistribution
   3. Cquantitatively
   4. Dindividuals
   5. Esame
   6. Fage
   7. G100
   8. Hmean
   9. Iwhen
   10. JStandard
   11. Kdeviation
   12. Lvariability
   13. M68
   14. N95
9. 9IQ scores are generally the same throughout life and are the most stable of psychological traits.

   1. AVerdadero
   2. BFalso
10. 10IQ scores will match more if:

    1. AThe tests are taken further apart
    2. BThe test are taken closer together
    3. CTaken at a younger age
    4. DTaken at an older age

11. 11IQ scores [blank_start]increase[blank_end] if the individual: believes their [blank_start]academic[blank_end] [blank_start]performance[blank_end] is important, parents [blank_start]care[blank_end], and discipline is [blank_start]firm[blank_end] but [blank_start]modest[blank_end].
    
    They predict: [blank_start]economic[blank_end], [blank_start]academic[blank_end], and [blank_start]occupational[blank_end] success - more so than [blank_start]SES[blank_end] and the [blank_start]school[blank_end] [blank_start]attended[blank_end].
    
    They are affected by [blank_start]intelligence[blank_end] and other factors, most significantly: [blank_start]self-discipline[blank_end] ([blank_start]inhibition[blank_end] of actions --> [blank_start]report[blank_end] [blank_start]card[blank_end] marks), and [blank_start]practical[blank_end] intelligence (e.g. [blank_start]emotion[blank_end] reading, [blank_start]motivating[blank_end] others --> [blank_start]occupational[blank_end] success)

    1. Aincrease
    2. Bacademic
    3. Cperformance
    4. Dcare
    5. Efirm
    6. Fmodest
    7. Geconomic
    8. Hacademic
    9. Ioccupational
    10. JSES
    11. Kschool
    12. Lattended
    13. Mintelligence
    14. Nself-discipline
    15. Oinhibition
    16. Pcard
    17. Qreport
    18. Rpractical
    19. Semotion
    20. Tmotivating
    21. Uoccupational
12. 12Gifted children show early aptitudes in numbers, music, drawing, and reading.
    Signs include:
    -l[blank_start]ong[blank_end] [blank_start]attention[blank_end] [blank_start]span[blank_end]
    -m[blank_start]emory[blank_end]
    -f[blank_start]ast[blank_end] [blank_start]language[blank_end] [blank_start]development[blank_end]
    -c[blank_start]uriosity[blank_end]
    -h[blank_start]yperactivity[blank_end]
    -i[blank_start]ntense[blank_end] [blank_start]frustration[blank_end]
    -l[blank_start]ogical[blank_end]/[blank_start]abstract[blank_end] [blank_start]reasoning[blank_end]
    -s[blank_start]olitary[blank_end] [blank_start]play[blank_end]

    1. Aong
    2. Battention
    3. Cspan
    4. Demory
    5. East
    6. Flanguage
    7. Gdevelopment
    8. Huriosity
    9. Iyperactivity
    10. Jntense
    11. Kfrustration
    12. Logical
    13. Mabstract
    14. Nreasoning
    15. Oolitary
    16. Pplay
13. 13Development of intelligence is dependent on (think [blank_start]Bronfenbrenner's[blank_end] [blank_start]bioecological[blank_end] model):
    -[blank_start]Qualities of the child[blank_end]
    -[blank_start]Influence of immediate environment[blank_end]
    -[blank_start]Influence of society[blank_end]

    1. ABronfenbrenner's
    2. Bbioecological
    3. CQualities of the child
    4. DInfluence of immediate environment
    5. EInfluence of society
14. 14Qualities of the child include (GGG):
    -G[blank_start]enetic contributions[blank_end]
    -G[blank_start]enotype-environment interactions[blank_end]
    -G[blank_start]ender[blank_end]

    1. Aenetic contributions
    2. Benotype-environment interactions
    3. Cender
15. 15Genetic contributions
    -[blank_start]increased[blank_end] genetic influence with age due to late [blank_start]effects[blank_end] and increased [blank_start]freedom[blank_end]
    Genotype-environment interactions
    -3 types of processes:
    --(1) [blank_start]Passive[blank_end] effects - [blank_start]biological[blank_end] [blank_start]parents[blank_end]' [blank_start]genes[blank_end] and [blank_start]decisions[blank_end]
    --(2) [blank_start]Evocative[blank_end] effects - [blank_start]affects[blank_end] [blank_start]others[blank_end]' [blank_start]behaviour[blank_end]
    --(3) [blank_start]Active[blank_end] effects - [blank_start]choosing[blank_end] [blank_start]enjoyable[blank_end] [blank_start]environments[blank_end]
    Gender
    -Mostly [blank_start]equal[blank_end], but [blank_start]toddler[blank_end]-age has some diffs - girls ([blank_start]verbal[blank_end], [blank_start]writing[blank_end], [blank_start]preception[blank_end]), boys ([blank_start]visual[blank_end]-[blank_start]spatial[blank_end], [blank_start]math[blank_end]/[blank_start]science[blank_end])

    1. Aincreased
    2. Bfreedom
    3. Ceffects
    4. DPassive
    5. EEvocative
    6. FActive
    7. Gbiological
    8. Hparents
    9. Igenes
    10. Jothers
    11. Kbehaviour
    12. Laffects
    13. Mdecisions
    14. Nenjoyable
    15. Ochoosing
    16. Penvironments
    17. Qequal
    18. Rtoddler
    19. Sverbal
    20. Twriting
    21. Upreception
    22. Vvisual
    23. Wspatial
    24. Xmath
    25. Yscience
16. 16Passive effects [blank_start]e.g. genotype to like reading[blank_end] --> [blank_start]lots of books in home[blank_end]
    Evocative effects [blank_start]e.g. child interested in reading[blank_end] --> [blank_start]parents read to them more[blank_end]
    Active effects [blank_start]e.g. child likes reading[blank_end] --> [blank_start]will go to library to get books[blank_end]

    1. Ae.g. genotype to like reading
    2. Blots of books in home
    3. Ce.g. child interested in reading
    4. Dparents read to them more
    5. Ee.g. child likes reading
    6. Fwill go to library to get books
17. 17Influence of the immediate environment include:
    -[blank_start]Family[blank_end] [blank_start]influences[blank_end]:
    ---[blank_start]HOME[blank_end] measure - different aspects e.g. o[blank_start]rganization[blank_end], s[blank_start]afety[blank_end] [blank_start]of[blank_end] [blank_start]space[blank_end], i[blank_start]ntellectual[blank_end] s[blank_start]timulation[blank_end], b[blank_start]ook[blank_end] [blank_start]collection[blank_end], parent-child [blank_start]interaction[blank_end], [blank_start]emotional[blank_end] support; correlates with [blank_start]math[blank_end]/[blank_start]reading[blank_end] achievement
    ---[blank_start]non[blank_end]/[blank_start]shared[blank_end] [blank_start]family[blank_end] environments - [blank_start]first[blank_end] [blank_start]born[blank_end] status, similarity to parents' [blank_start]characteristics[blank_end]; increased impact on [blank_start]intelligence[blank_end] development vs. [blank_start]between[blank_end] [blank_start]family[blank_end] variations
    -[blank_start]Schooling[blank_end]
    ---smarter with [blank_start]more[blank_end] [blank_start]schooling[blank_end] (grade level, time)

    1. AFamily
    2. BSchooling
    3. Cinfluences
    4. DHOME
    5. Erganization
    6. Fafety
    7. Gof
    8. Hspace
    9. Intellectual
    10. Jtimulation
    11. Kook
    12. Lcollection
    13. Minteraction
    14. Nemotional
    15. Omath
    16. Preading
    17. Qnon
    18. Rshared
    19. Sfamily
    20. Tfirst
    21. Uborn
    22. Vcharacteristics
    23. Wintelligence
    24. Xbetween
    25. Yfamily
    26. Zmore
    27. AAschooling
18. 18The effects of non-shared environments [blank_start]increases[blank_end] with age.
    [blank_start]Lower[blank_end] family income causes the [blank_start]shared[blank_end] environment to affect IQ more than [blank_start]genetics[blank_end] does. The [blank_start]opposite[blank_end] is true for medium/high income families.

    1. Aincreases
    2. Bdecreases
    3. Cstays the same
    4. DLower
    5. EHigher
    6. FMedium
    7. Gshared
    8. Hnon-shared
    9. Igenetics
    10. Jschooling
    11. Kopposite
    12. Lsame
19. 19Influence of society
    ---[blank_start]Flynn[blank_end] [blank_start]effect[blank_end] - increased [blank_start]IQ[blank_end] scores worldwide due to increase emphasis on [blank_start]abstract[blank_end] [blank_start]reasoning[blank_end] (increased [blank_start]fluid[blank_end] [blank_start]intelligence[blank_end]) and also because the lower part of the [blank_start]IQ[blank_end] & [blank_start]income[blank_end] distributions have [blank_start]increased[blank_end]
    -[blank_start]Poverty[blank_end]
    -[blank_start]Race[blank_end] [blank_start]and[blank_end] [blank_start]ethnicity[blank_end]
    -[blank_start]Risk[blank_end] [blank_start]factors[blank_end]

    1. AFlynn
    2. Beffect
    3. CIQ
    4. Dabstract
    5. Ereasoning
    6. Ffluid
    7. Gintelligence
    8. Hincreased
    9. IIQ
    10. Jincome
    11. KPoverty
    12. LRace
    13. Methnicity
    14. NRisk
    15. Ofactors
    16. Pand
20. 20Effects of poverty - decreased [blank_start]IQ[blank_end] and [blank_start]test[blank_end] [blank_start]scores[blank_end] with:
    -low [blank_start]family[blank_end] [blank_start]income[blank_end]
    -more [blank_start]time[blank_end] [blank_start]spent[blank_end] in [blank_start]poverty[blank_end]
    -chronically [blank_start]bad[blank_end] [blank_start]diet[blank_end] when [blank_start]young[blank_end] --> impaired [blank_start]brain[blank_end] development
    -missing [blank_start]meals[blank_end] --> [blank_start]intellectual[blank_end] functioning
    -limited access to [blank_start]healthcare[blank_end] --> school [blank_start]absenteeism[blank_end]
    -[blank_start]household[blank_end] conflict --> emotional [blank_start]turmoil[blank_end]
    -low [blank_start]intellectual[blank_end] stimulation --> no [blank_start]background[blank_end] knowledge
    
    Race & ethnicity
    -differences describe [blank_start]living[blank_end] [blank_start]environment[blank_end], NOT [blank_start]potential[blank_end]
    -cultural differences include: [blank_start]time[blank_end] [blank_start]spent[blank_end], [blank_start]instruction[blank_end]
    
    Risk factors
    -always a [blank_start]combination[blank_end] of factors, [blank_start]more[blank_end] is worse
    ---unemployed/low-income [blank_start]breadwinner[blank_end]
    ---mother did not [blank_start]complete[blank_end] [blank_start]highschool[blank_end], poor [blank_start]mental[blank_end] health, low [blank_start]interaction[blank_end]
    ---more than [blank_start]4[blank_end] children
    ---no [blank_start]father[blank_end] [blank_start]figure[blank_end]
    ---[blank_start]African[blank_end]-American
    ---[blank_start]stressful[blank_end] events
    ---[blank_start]rigid[blank_end] parental beliefs

    1. AIQ
    2. Btest
    3. Cscores
    4. Dfamily
    5. Eincome
    6. Ftime
    7. Gspent
    8. Hpoverty
    9. Ibad
    10. Jdiet
    11. Kyoung
    12. Lbrain
    13. Mmeals
    14. Nintellectual
    15. Ohealthcare
    16. Pabsenteeism
    17. Qhousehold
    18. Rturmoil
    19. Sintellectual
    20. Tbackground
    21. Uliving
    22. Venvironment
    23. Wpotential
    24. Xtime
    25. Yspent
    26. Zinstruction
    27. AAcombination
    28. ABmore
    29. ACbreadwinner
    30. ADcomplete
    31. AEhighschool
    32. AFmental
    33. AGinteraction
    34. AH4
    35. AIfather
    36. AJfigure
    37. AKAfrican
    38. ALstressful
    39. AMrigid
21. 21IQ is [blank_start]higher[blank_end] in high SES kids vs. low SES kids. The difference is [blank_start]bigger[blank_end], if any, where the [blank_start]income[blank_end] gap is [blank_start]larger[blank_end].

    1. Ahigher
    2. Blower
    3. Cthe same
    4. Dbigger
    5. Esmaller
    6. Fnull
    7. Gincome
    8. Hschool quality
    9. Ipoverty
    10. Jlarger
    11. Ksmaller
22. 22Programs to help economically disadvantaged children aim to: increase [blank_start]self-esteem[blank_end], [blank_start]motivation[blank_end], [blank_start]positive[blank_end] [blank_start]class[blank_end] behaviour, [blank_start]parenting[blank_end], and communication with [blank_start]teachers[blank_end].
    -No LT effects on [blank_start]IQ[blank_end], but lessen chances of being put in a [blank_start]special[blank_end] [blank_start]education[blank_end] [blank_start]class[blank_end], being [blank_start]held[blank_end] [blank_start]back[blank_end], not [blank_start]graduating[blank_end], and not being [blank_start]arrested[blank_end] later.
    -LT effects are on [blank_start]motivation[blank_end] and [blank_start]behaviour[blank_end]
    -In the future, these kids will use the [blank_start]welfare[blank_end] system less, and have higher [blank_start]wages[blank_end]

    1. Aself-esteem
    2. Bmotivation
    3. Cpositive
    4. Dclass
    5. Eparenting
    6. Fteachers
    7. GIQ
    8. Hspecial
    9. Ieducation
    10. Jclass
    11. Kheld
    12. Lback
    13. Mgraduating
    14. Narrested
    15. Omotivation
    16. Pbehaviour
    17. Qwelfare
    18. Rwages
23. 23Examples of programs to help economically disadvantaged children include:
    -[blank_start]Better Beginnings, Better Futures[blank_end] - [blank_start]universal[blank_end] preventative approach targeted at whole [blank_start]communities[blank_end]
    -[blank_start]Carolina Abecedarian Project[blank_end] - special [blank_start]daycares[blank_end]

    1. ABetter Beginnings, Better Futures
    2. BCarolina Abecedarian Project
    3. Cuniversal
    4. Dcommunities
    5. Edaycares
24. 24Alternative perspectives of intelligence:
    [blank_start]Multiple[blank_end] [blank_start]intelligences[blank_end] [blank_start]theory[blank_end] - created by [blank_start]Gardner[blank_end] & [blank_start]Sternberg[blank_end]
    (1) [blank_start]Linguistic[blank_end] - e.g. poet, political speaker, teacher
    (2) [blank_start]Logical-mathematical[blank_end] - e.g. mathematician, scientist
    (3) [blank_start]Spatial[blank_end] - e.g. artist, engineer, chess master
    (4) [blank_start]Musical[blank_end] - e.g. musician, composer
    (5) [blank_start]Naturalistic[blank_end] - e.g. biologist, farmer, conservationist
    (6) [blank_start]Bodily-kinesthetic[blank_end] - e.g. dancer, athlete, actor
    (7) [blank_start]Intrapersonal[blank_end] - e.g. novelist, therapist, parents
    (8) [blank_start]Interpersonal[blank_end] - e.g. political leader, religious leader, parent, teacher, therapist
    
    Theory of successful intelligence
    -intelligence is the [blank_start]ability[blank_end] to achieve [blank_start]success[blank_end] in life based on [blank_start]personal[blank_end] standards and within a [blank_start]sociocultural[blank_end] context
    -related to 3 abilities:
    ---[blank_start]Analytic[blank_end] - linguistic, math, spatial
    ---[blank_start]Practical[blank_end] - reasoning
    ---[blank_start]Creative[blank_end] - intellectual flexibility and innovation

    1. AMultiple
    2. Bintelligences
    3. Ctheory
    4. DGardner
    5. ESternberg
    6. FLinguistic
    7. GLogical-mathematical
    8. HSpatial
    9. IMusical
    10. JNaturalistic
    11. KBodily-kinesthetic
    12. LIntrapersonal
    13. MInterpersonal
    14. Nability
    15. Osuccess
    16. Ppersonal
    17. Qsociocultural
    18. RAnalytic
    19. SPractical
    20. TCreative
25. 25[blank_start]Chall[blank_end]'s 5 stages of reading development are:
    1) [blank_start]Stage 0[blank_end] - [blank_start]birth[blank_end] -> [blank_start]gr. 1[blank_end]
    -[blank_start]phonemic[blank_end] [blank_start]awareness[blank_end] (sounds within words)
    2) [blank_start]Stage 1[blank_end] - [blank_start]gr. 1[blank_end] -> [blank_start]gr. 2[blank_end]
    -[blank_start]phonological[blank_end] [blank_start]recoding[blank_end] [blank_start]skills[blank_end] (letters to sounds, sounds to words)
    3) [blank_start]Stage 2[blank_end] - [blank_start]gr. 2[blank_end] -> [blank_start]gr. 3[blank_end]
    -fluent at [blank_start]simple[blank_end] [blank_start]reading[blank_end]
    4) [blank_start]Stage 3[blank_end] - [blank_start]gr. 4[blank_end] -> [blank_start]gr. 8[blank_end]
    -can acquire [blank_start]complex[blank_end], [blank_start]new[blank_end] [blank_start]information[blank_end] from text
    5) [blank_start]Stage 4[blank_end] - [blank_start]gr. 8[blank_end] -> [blank_start]gr. 12[blank_end]
    -can coordinate [blank_start]multiple[blank_end] [blank_start]perspectives[blank_end]

    1. AChall
    2. BStage 0
    3. CStage 1
    4. DStage 2
    5. EStage 3
    6. FStage 4
    7. Gbirth
    8. Hgr. 1
    9. Igr. 1
    10. Jgr. 2
    11. Kgr. 2
    12. Lgr. 3
    13. Mgr. 4
    14. Ngr. 8
    15. Ogr. 8
    16. Pgr. 12
    17. Qphonemic
    18. Rawareness
    19. Sphonological
    20. Trecoding
    21. Uskills
    22. Vsimple
    23. Wreading
    24. Xcomplex
    25. Ynew
    26. Zinformation
    27. AAmultiple
    28. ABperspectives
26. 26Learning the alphabet is just as important for reading achievement as developing phonemic awareness.

    1. AVerdadero
    2. BFalso
27. 27Basic information about reading is gained by [blank_start]looking at or having books read[blank_end], understanding [blank_start]rules[blank_end], and active [blank_start]tutelage[blank_end]. Phonemic awareness is relevant to [blank_start]nursery rhymes[blank_end], expanded [blank_start]working[blank_end] memory, [blank_start]language[blank_end] [blank_start]processing[blank_end] efficiency, and [blank_start]reading[blank_end] (more + better).

    1. Alooking at or having books read
    2. Brules
    3. Ctutelage
    4. Dnursery rhymes
    5. Eworking
    6. Freading
    7. Glanguage
    8. Hprocessing
28. 28Word identification occurs in 2 ways:
    -[blank_start]Phonological recoding[blank_end]
    -[blank_start]Visually based retrieval[blank_end]
    They are used [blank_start]interchangeably[blank_end] from [blank_start]gr. 1[blank_end] onwards using the [blank_start]strategy-choice process[blank_end] ([blank_start]fastest[blank_end] + most [blank_start]accurate[blank_end])

    1. APhonological recoding
    2. BVisually based retrieval
    3. Cinterchangeably
    4. Dgr. 1
    5. Estrategy-choice process
    6. Ffastest
    7. Gaccurate
29. 29[blank_start]Visually based retrieval[blank_end] is used for easy words
    [blank_start]Phonological recoding[blank_end] is used for difficult words

    1. AVisually based retrieval
    2. BPhonological recoding
    3. CPhonological recoding
    4. DVisually based retrieval
30. 30Comprehension requires:
    -m[blank_start]ental model[blank_end] - cognitive processes that represent a [blank_start]situation[blank_end] or [blank_start]idea[blank_end]
    -b[blank_start]asic processes[blank_end]
    ---[blank_start]encoding[blank_end] - identification of key features
    ---[blank_start]automatization[blank_end] - execution of processes using [blank_start]minimal[blank_end] resources
    -s[blank_start]trategies[blank_end] - slow for [blank_start]in depth[blank_end]
    -m[blank_start]etacognition[blank_end] - knowledge about own and others' [blank_start]thoughts[blank_end]
    ---[blank_start]comprehension[blank_end] monitoring
    -c[blank_start]ontent knowledge[blank_end] - avoid using [blank_start]cognitive[blank_end] resources, affects general [blank_start]language[blank_end] development

    1. Aental model
    2. Basic processes
    3. Ctrategies
    4. Dontent knowledge
    5. Ecognitive
    6. Flanguage
    7. Gcomprehension
    8. Hetacognition
    9. Ithoughts
    10. Jin depth
    11. Kencoding
    12. Lautomatization
    13. Mminimal
    14. Nsituation
    15. Oidea
31. 31If [blank_start]comprehension[blank_end] is [blank_start]high[blank_end], the child will read more, which increases [blank_start]comprehension[blank_end].

    1. Acomprehension
    2. Bphonemic awareness
    3. Cphonological recoding skills
    4. Dhigh
    5. Elow
    6. Fcomprehension
    7. Gintelligence
    8. Henjoyment of reading
32. 32Individuals with dyslexia have [blank_start]normal[blank_end] intelligence but are lacking [blank_start]reading[blank_end]/[blank_start]spelling[blank_end] skills because they have not mastered [blank_start]phonological recoding[blank_end] and thus have not mastered [blank_start]visually-based retrieval[blank_end].
    - (-) p[blank_start]honeme discrimination[blank_end]
    - (-) S[blank_start]T memory for verbal material[blank_end]
    - (-) r[blank_start]ecall of object names[blank_end]
    - (-) v[blank_start]owel sounds[blank_end]
    
    Strategies to combat the effects of dyslexia include:
    -[blank_start]analogies[blank_end] for similar-looking words
    -alternate [blank_start]vowel[blank_end] pronunciation
    -ignore [blank_start]pre-/suffixes[blank_end]
    -weaning off of [blank_start]invented[blank_end] [blank_start]spellings[blank_end]

    1. Anormal
    2. Breading
    3. Cspelling
    4. Dphonological recoding
    5. Evisually-based retrieval
    6. Fhoneme discrimination
    7. GT memory for verbal material
    8. Hecall of object names
    9. Iowel sounds
    10. Janalogies
    11. Kvowel
    12. Lpre-/suffixes
    13. Minvented
    14. Nspellings
33. 33Before children are able to write, their [blank_start]printed[blank_end] marks still have [blank_start]meaning[blank_end] - e.g. many [blank_start]marks[blank_end] = many [blank_start]objects[blank_end].

    1. Aprinted
    2. Bmeaning
    3. Cmarks
    4. Dobjects
34. 34Goals for generating written text:
    Low-level - forming [blank_start]letters[blank_end], [blank_start]spelling[blank_end] words, using correct [blank_start]capitalization[blank_end]/[blank_start]punctuation[blank_end]
    High-level - making arguments [blank_start]comprehensible[blank_end], organizing [blank_start]individual[blank_end] [blank_start]points[blank_end] coherently, giving [blank_start]background[blank_end] information
    
    Requires:
    -basic processes - [blank_start]automatization[blank_end]
    -strategies - [blank_start]script[blank_end] ([blank_start]high[blank_end]-level goals organized in an [blank_start]outline[blank_end])
    -metacognition - understand others [blank_start]don't know[blank_end] everything, [blank_start]planning[blank_end], [blank_start]revision[blank_end]
    -content knowledge - better when [blank_start]familiar[blank_end] with topic

    1. Aletters
    2. Bspelling
    3. Ccapitalization
    4. Dpunctuation
    5. Ecomprehensible
    6. Findividual
    7. Gpoints
    8. Hbackground
    9. Iautomatization
    10. Jscript
    11. Koutline
    12. Lhigh
    13. Mdon't know
    14. Nplanning
    15. Orevision
    16. Pfamiliar
35. 35Arithmetic strategies include:
    -[blank_start]Counting from 1[blank_end] - [blank_start]4[blank_end]->[blank_start]5[blank_end] yrs
    -[blank_start]Counting on from a larger addend[blank_end] - [blank_start]K[blank_end]->[blank_start]gr. 1[blank_end]
    -[blank_start]Decomposition[blank_end] - [blank_start]dividing problems into easier ones[blank_end]
    
    Understanding of numerical [blank_start]magnitudes[blank_end] includes:
    -[blank_start]Numerical magnitude representations[blank_end] - mental [blank_start]models[blank_end] of number [blank_start]sizes[blank_end]
    -[blank_start]Symbolic numerical magnitudes[blank_end] - number represented [blank_start]orally[blank_end] or in [blank_start]writing[blank_end]

    1. ACounting from 1
    2. BCounting on from a larger addend
    3. C4
    4. D5
    5. EK
    6. Fgr. 1
    7. GDecomposition
    8. Hdividing problems into easier ones
    9. Imagnitudes
    10. JNumerical magnitude representations
    11. Kmodels
    12. Lsizes
    13. MSymbolic numerical magnitudes
    14. Norally
    15. Owriting
36. 36Ability to understand numerical magnitudes increases with age.
    #1-10: [blank_start]3-6 yrs[blank_end]
    #1-100: [blank_start]6-8 yrs[blank_end]
    #1-1000 etc.: [blank_start]8-12 yrs[blank_end]

    1. A3-6 yrs
    2. B1-3 yrs
    3. C2-4 yrs
    4. D6-8 yrs
    5. E4-6 yrs
    6. F8-12 yrs
    7. G10-12 yrs
37. 37When is the conceptual understanding of arithmetic developed?

    1. APreschool
    2. BElementary school
    3. CPrimary school
    4. DMiddle school
38. 38Conceptual understanding of arithmetic includes:
    -[blank_start]Commutative law of addition[blank_end] - e.g. a+b = b+a
    ---Starts in [blank_start]preschool[blank_end]
    -[blank_start]Mathematical equality[blank_end] - values on both sides must equal each other
    ---Develops as late as [blank_start]gr. 4[blank_end]
    -[blank_start]Gesture-speech mismatches[blank_end] - [blank_start]hand movements[blank_end] don't equal [blank_start]verbal statements[blank_end]

    1. ACommutative law of addition
    2. Bpreschool
    3. Cgr. 4
    4. DMathematical equality
    5. EGesture-speech mismatches
    6. Fhand movements
    7. Gverbal statements
39. 39More girls than boys experience mathematics anxiety.

    1. AVerdadero
    2. BFalso
40. 40Math anxiety is caused by:
    -Thoughts that [blank_start]math represents intelligence[blank_end]
    -[blank_start]Fixed answers[blank_end]
    -Stagnant periods of [blank_start]progress[blank_end]
    -Parents/teachers expressing anxiety
    
    Anxiety causes: decreased [blank_start]working memory resources[blank_end], increased [blank_start]amygdala activity[blank_end]

    1. Amath represents intelligence
    2. BFixed answers
    3. Cprogress
    4. Dworking memory resources
    5. Eamygdala activity
41. 41People with mathematics disabilities have a [blank_start]normal[blank_end] IQ. They're slow at [blank_start]counting[blank_end], [blank_start]relative magnitudes[blank_end], and [blank_start]solving single-digit problems[blank_end].
    Causes include: [blank_start]brain damage[blank_end] (e.g. to intraparietal sulcus), minimal exposure to [blank_start]numbers[blank_end] before school, low [blank_start]working memory for numbers[blank_end], low [blank_start]executive function[blank_end], low [blank_start]info processing[blank_end], and [blank_start]math anxiety[blank_end].

    1. Anormal
    2. Bcounting
    3. Crelative magnitudes
    4. Dsolving single-digit problems
    5. Ebrain damage
    6. Fnumbers
    7. Gworking memory for numbers
    8. Hexecutive function
    9. Iinfo processing
    10. Jmath anxiety
42. 42[blank_start]Dweck's[blank_end] Theory of [blank_start]Self-Attributions[blank_end] & [blank_start]Achievement Motivation[blank_end]:
    -achievement motivation
    =>[blank_start]learning[blank_end] goals - competence, mastery
    =>[blank_start]performance[blank_end] goals - want positive results and avoid negative results
    
    -views of intelligence
    ---[blank_start]incremental[blank_end] - developed with effort, believe in success to improve
    ---[blank_start]entity[blank_end] - fixed, helpless with failure, doubts abilities/self-worth
    
    -orientations: incremental/[blank_start]mastery[blank_end] & entity/[blank_start]helpless[blank_end]

    1. ADweck's
    2. BSelf-Attributions
    3. CAchievement Motivation
    4. Dincremental
    5. Eentity
    6. Flearning
    7. Gperformance
    8. Hmastery
    9. Ihelpless
43. 43Achievement motivation orientations can be developed as early as:

    1. A4-5 yrs
    2. B3-4 yrs
    3. C2-3 yrs
    4. D5-6 yrs
44. 44Those with an [blank_start]entity[blank_end] view of intelligence may also have a [blank_start]hostile attributional bias[blank_end] - they assume badly of people without first considering the context.

    1. Ahostile attributional bias
    2. Bentity
45. 45Attributional bias is learned from:

    1. Aparents
    2. Bpeers
    3. Cteachers
    4. Dmedia
    5. Esiblings
46. 46The Hidden Classroom has the following messages about performance:
    -b[blank_start]eliefs about effort[blank_end]
    -s[blank_start]tereotypes about ability[blank_end]
    -c[blank_start]ulture of success/achievement[blank_end]
    -r[blank_start]eward for risk taking[blank_end]

    1. Aeliefs about effort
    2. Btereotypes about ability
    3. Culture of success/achievement
    4. Deward for risk taking
47. 47STEREOTYPE SUSCEPTIBILITY IN CHILDREN: EFFECTS OF IDENTITY ACTIVATION ON QUANTITATIVE PERFORMANCE (Ambady et al., 2001)
    
    -academic performance is related to [blank_start]sociocultural stereotypes[blank_end]
    -development of social identity/stereotype awareness:
    ---[blank_start]preschool[blank_end] -> [blank_start]gr. 2[blank_end]: know [blank_start]gender[blank_end] by 2 yrs, [blank_start]ethnicities[blank_end] by 3-5 yrs, boys > girls at [blank_start]math[blank_end] by gr. 1
    ---[blank_start]upper elementary[blank_end] ([blank_start]gr. 3-5[blank_end]): [blank_start]abstract[blank_end] concepts, accurate [blank_start]race[blank_end] self-identification
    ---[blank_start]middle school[blank_end] ([blank_start]gr. 6-8[blank_end]): [blank_start]gender[blank_end] stereotypes are the same as adults', males and females have different [blank_start]math[blank_end] achievements
    
    -study done on [blank_start]Asian[blank_end]-Americans - activated 3 identities ([blank_start]ethnicity[blank_end], [blank_start]gender[blank_end], none)
    Girls
    ---oldest/youngest got highest scores with [blank_start]ethnicity[blank_end]
    ---oldest declined in performance with [blank_start]gender[blank_end]
    ---middle got highest scores with [blank_start]gender[blank_end]
    -implicitly, middle thought [blank_start]girls[blank_end] > [blank_start]boys[blank_end]
    
    Boys
    ---oldest/youngest got high scores with [blank_start]ethnicity[blank_end] and [blank_start]gender[blank_end]
    ---oldest increased in performance with [blank_start]gender[blank_end]
    ---middle got highest scores with [blank_start]gender[blank_end], lowest with [blank_start]ethnicity[blank_end]
    
    All genders/ages explicitly said groups were [blank_start]equal[blank_end], and [blank_start]implicitly[blank_end] all thought Asians > white.

    1. Asociocultural stereotypes
    2. Bpreschool
    3. Cgr. 2
    4. Dgender
    5. Eethnicities
    6. Fmath
    7. Gupper elementary
    8. Hgr. 3-5
    9. Imiddle school
    10. Jgr. 6-8
    11. Kabstract
    12. Lrace
    13. Mgender
    14. Nmath
    15. OAsian
    16. Pethnicity
    17. Qgender
    18. Rethnicity
    19. Sgender
    20. Tgender
    21. Ugirls
    22. Vboys
    23. Wgender
    24. Xethnicity
    25. Ygender
    26. Zethnicity
    27. AAgender
    28. ABequal
    29. ACimplicitly

Descripción

(PSYC 315) Psychology Test sobre Intelligence & Academic Achievement, creado por Christy W el 03/12/2017.

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Christy W

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