Quiz
Intelligence & Academic Achievement
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Questions in this quiz (47)
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]- ASingle
- Btrait
- CFew
- Dbasic
- Eabilities
- FNumerous
- Gprocesses
- HThree
- Istratum
- Jtheory
- Kof
- Lintelligence
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]- AGeneral
- Bg
- Cgrades
- Dtest
- Einfo
- Fneural
- Gvolume
- Hnovel
- Iall
- JFluid
- KCrystallized
- Lconcepts
- Mfactual
- Ntask
- Oinfo
- Pworking
- Qattention
- RLT
- Sverbal
- TThurstone's
- U7
- Vprimary
- Wword
- Xverbal
- Yspatial
- Zrote
- AAfluency
- ABreasoning
- ACreasoning
- ADvisualization
- AEnumbering
- AFmemory
- AGperceptual
- AHspeed
- AImechanisms
- AJJohn
- AKB.
- ALCarroll
- AMHierarchical
- ANg
- AOmoderately
- APgeneral
- AQabilities
- ARspecific
- ASprocesses
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.
- Aa decline
- Ban increase
- Ca steady increase
- Da steady decline
- Eno changes
- Fat 20 years old
- Gat 15 years old
- Hat 25 years old
- Iat 40 years old
- Jat birth
- Ka steady increase
- La steady decrease
- Mfluctuation
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- Abiased
- Bin-depth
- Cculture
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.
- AWechsler
- BIntelligence
- CScale
- DChildren
- E3
- Fcommon
- G6
- Hoverall
- Igeneral
- Jabilities
- Kverbal
- Lcomprehension
- Mperceptual
- Nreasoning
- Oworking
- Pmemory
- Qprocessing
- Rspeed
- Sintelligence
- Tgrades
- Ujob
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.
- Averbal
- Bcrystallized
- Cgeneral
- Dperformance
- Efluid
- Fspatial
- Gperceptual
7WISC - verbal - examples
- Aarithmetic
- Bvocabulary
- Cpicture complete/arrangement
- Dblock design
- Eobject assembly
- Fcomprehension
- Gdigit span
- Hcoding
- Imazes
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.- Anormal
- Bdistribution
- Cquantitatively
- Dindividuals
- Esame
- Fage
- G100
- Hmean
- Iwhen
- JStandard
- Kdeviation
- Lvariability
- M68
- N95
9IQ scores are generally the same throughout life and are the most stable of psychological traits.
- ATrue
- BFalse
10IQ scores will match more if:
- AThe tests are taken further apart
- BThe test are taken closer together
- CTaken at a younger age
- DTaken at an older age
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)- Aincrease
- Bacademic
- Cperformance
- Dcare
- Efirm
- Fmodest
- Geconomic
- Hacademic
- Ioccupational
- JSES
- Kschool
- Lattended
- Mintelligence
- Nself-discipline
- Oinhibition
- Pcard
- Qreport
- Rpractical
- Semotion
- Tmotivating
- Uoccupational
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]- Aong
- Battention
- Cspan
- Demory
- East
- Flanguage
- Gdevelopment
- Huriosity
- Iyperactivity
- Jntense
- Kfrustration
- Logical
- Mabstract
- Nreasoning
- Oolitary
- Pplay
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]- ABronfenbrenner's
- Bbioecological
- CQualities of the child
- DInfluence of immediate environment
- EInfluence of society
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]- Aenetic contributions
- Benotype-environment interactions
- Cender
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])- Aincreased
- Bfreedom
- Ceffects
- DPassive
- EEvocative
- FActive
- Gbiological
- Hparents
- Igenes
- Jothers
- Kbehaviour
- Laffects
- Mdecisions
- Nenjoyable
- Ochoosing
- Penvironments
- Qequal
- Rtoddler
- Sverbal
- Twriting
- Upreception
- Vvisual
- Wspatial
- Xmath
- Yscience
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]- Ae.g. genotype to like reading
- Blots of books in home
- Ce.g. child interested in reading
- Dparents read to them more
- Ee.g. child likes reading
- Fwill go to library to get books
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)- AFamily
- BSchooling
- Cinfluences
- DHOME
- Erganization
- Fafety
- Gof
- Hspace
- Intellectual
- Jtimulation
- Kook
- Lcollection
- Minteraction
- Nemotional
- Omath
- Preading
- Qnon
- Rshared
- Sfamily
- Tfirst
- Uborn
- Vcharacteristics
- Wintelligence
- Xbetween
- Yfamily
- Zmore
- AAschooling
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.- Aincreases
- Bdecreases
- Cstays the same
- DLower
- EHigher
- FMedium
- Gshared
- Hnon-shared
- Igenetics
- Jschooling
- Kopposite
- Lsame
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]- AFlynn
- Beffect
- CIQ
- Dabstract
- Ereasoning
- Ffluid
- Gintelligence
- Hincreased
- IIQ
- Jincome
- KPoverty
- LRace
- Methnicity
- NRisk
- Ofactors
- Pand
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- AIQ
- Btest
- Cscores
- Dfamily
- Eincome
- Ftime
- Gspent
- Hpoverty
- Ibad
- Jdiet
- Kyoung
- Lbrain
- Mmeals
- Nintellectual
- Ohealthcare
- Pabsenteeism
- Qhousehold
- Rturmoil
- Sintellectual
- Tbackground
- Uliving
- Venvironment
- Wpotential
- Xtime
- Yspent
- Zinstruction
- AAcombination
- ABmore
- ACbreadwinner
- ADcomplete
- AEhighschool
- AFmental
- AGinteraction
- AH4
- AIfather
- AJfigure
- AKAfrican
- ALstressful
- AMrigid
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].
- Ahigher
- Blower
- Cthe same
- Dbigger
- Esmaller
- Fnull
- Gincome
- Hschool quality
- Ipoverty
- Jlarger
- Ksmaller
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]- Aself-esteem
- Bmotivation
- Cpositive
- Dclass
- Eparenting
- Fteachers
- GIQ
- Hspecial
- Ieducation
- Jclass
- Kheld
- Lback
- Mgraduating
- Narrested
- Omotivation
- Pbehaviour
- Qwelfare
- Rwages
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]- ABetter Beginnings, Better Futures
- BCarolina Abecedarian Project
- Cuniversal
- Dcommunities
- Edaycares
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- AMultiple
- Bintelligences
- Ctheory
- DGardner
- ESternberg
- FLinguistic
- GLogical-mathematical
- HSpatial
- IMusical
- JNaturalistic
- KBodily-kinesthetic
- LIntrapersonal
- MInterpersonal
- Nability
- Osuccess
- Ppersonal
- Qsociocultural
- RAnalytic
- SPractical
- TCreative
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]- AChall
- BStage 0
- CStage 1
- DStage 2
- EStage 3
- FStage 4
- Gbirth
- Hgr. 1
- Igr. 1
- Jgr. 2
- Kgr. 2
- Lgr. 3
- Mgr. 4
- Ngr. 8
- Ogr. 8
- Pgr. 12
- Qphonemic
- Rawareness
- Sphonological
- Trecoding
- Uskills
- Vsimple
- Wreading
- Xcomplex
- Ynew
- Zinformation
- AAmultiple
- ABperspectives
26Learning the alphabet is just as important for reading achievement as developing phonemic awareness.
- ATrue
- BFalse
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).
- Alooking at or having books read
- Brules
- Ctutelage
- Dnursery rhymes
- Eworking
- Freading
- Glanguage
- Hprocessing
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])- APhonological recoding
- BVisually based retrieval
- Cinterchangeably
- Dgr. 1
- Estrategy-choice process
- Ffastest
- Gaccurate
29[blank_start]Visually based retrieval[blank_end] is used for easy words
[blank_start]Phonological recoding[blank_end] is used for difficult words- AVisually based retrieval
- BPhonological recoding
- CPhonological recoding
- DVisually based retrieval
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- Aental model
- Basic processes
- Ctrategies
- Dontent knowledge
- Ecognitive
- Flanguage
- Gcomprehension
- Hetacognition
- Ithoughts
- Jin depth
- Kencoding
- Lautomatization
- Mminimal
- Nsituation
- Oidea
31If [blank_start]comprehension[blank_end] is [blank_start]high[blank_end], the child will read more, which increases [blank_start]comprehension[blank_end].
- Acomprehension
- Bphonemic awareness
- Cphonological recoding skills
- Dhigh
- Elow
- Fcomprehension
- Gintelligence
- Henjoyment of reading
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]- Anormal
- Breading
- Cspelling
- Dphonological recoding
- Evisually-based retrieval
- Fhoneme discrimination
- GT memory for verbal material
- Hecall of object names
- Iowel sounds
- Janalogies
- Kvowel
- Lpre-/suffixes
- Minvented
- Nspellings
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].
- Aprinted
- Bmeaning
- Cmarks
- Dobjects
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- Aletters
- Bspelling
- Ccapitalization
- Dpunctuation
- Ecomprehensible
- Findividual
- Gpoints
- Hbackground
- Iautomatization
- Jscript
- Koutline
- Lhigh
- Mdon't know
- Nplanning
- Orevision
- Pfamiliar
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]- ACounting from 1
- BCounting on from a larger addend
- C4
- D5
- EK
- Fgr. 1
- GDecomposition
- Hdividing problems into easier ones
- Imagnitudes
- JNumerical magnitude representations
- Kmodels
- Lsizes
- MSymbolic numerical magnitudes
- Norally
- Owriting
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]- A3-6 yrs
- B1-3 yrs
- C2-4 yrs
- D6-8 yrs
- E4-6 yrs
- F8-12 yrs
- G10-12 yrs
37When is the conceptual understanding of arithmetic developed?
- APreschool
- BElementary school
- CPrimary school
- DMiddle school
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]- ACommutative law of addition
- Bpreschool
- Cgr. 4
- DMathematical equality
- EGesture-speech mismatches
- Fhand movements
- Gverbal statements
39More girls than boys experience mathematics anxiety.
- ATrue
- BFalse
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]- Amath represents intelligence
- BFixed answers
- Cprogress
- Dworking memory resources
- Eamygdala activity
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].- Anormal
- Bcounting
- Crelative magnitudes
- Dsolving single-digit problems
- Ebrain damage
- Fnumbers
- Gworking memory for numbers
- Hexecutive function
- Iinfo processing
- Jmath anxiety
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]- ADweck's
- BSelf-Attributions
- CAchievement Motivation
- Dincremental
- Eentity
- Flearning
- Gperformance
- Hmastery
- Ihelpless
43Achievement motivation orientations can be developed as early as:
- A4-5 yrs
- B3-4 yrs
- C2-3 yrs
- D5-6 yrs
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.
- Ahostile attributional bias
- Bentity
45Attributional bias is learned from:
- Aparents
- Bpeers
- Cteachers
- Dmedia
- Esiblings
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]- Aeliefs about effort
- Btereotypes about ability
- Culture of success/achievement
- Deward for risk taking
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.- Asociocultural stereotypes
- Bpreschool
- Cgr. 2
- Dgender
- Eethnicities
- Fmath
- Gupper elementary
- Hgr. 3-5
- Imiddle school
- Jgr. 6-8
- Kabstract
- Lrace
- Mgender
- Nmath
- OAsian
- Pethnicity
- Qgender
- Rethnicity
- Sgender
- Tgender
- Ugirls
- Vboys
- Wgender
- Xethnicity
- Ygender
- Zethnicity
- AAgender
- ABequal
- ACimplicitly
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- Psychology (PSYC 315) Quiz on Intelligence & Academic Achievement, created by Christy W on 03/12/2017.
- Author
- Christy W
- Language
- English
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