Chapter 8: Intelligence Flashcards

Question

fluid VS crystallized intelligence

Answer 1

Fluid Intelligence: is ability to perceive relations among stimuli Crystallized intelligence: knowledge and skills accumulated within one’s culture

Answer 2

- Raymond Cattell, John Horn, John Carroll - multiple factor view of intelligence - originally 7 CHC factors, now 16 - broad/narrow abilities - measure of general intelligence (g) - theory/research-based

Answer 3

- stimulated the development of clinical psychology in the US and elsewhere - Demonstrated feasibility of mental measurement and led to development of other tests - Public acceptance of testing and confirmed relevance for education, industry, military and general society

Answer 4

used MENTAL AGE to distinguish "bright" and "dull" children

Answer 5

difficulty of the problems that children could solve correctly - bright child= MA of older child - dull child= MA of younger child - bright children did better in school than dull children, led to first standardized test of intelligence

Answer 6

Designed for 1-42 months consists of 5 scales

Answer 7

intelligence quotient - ratio of mental age to chronological age, multiplied by 100 MA/CA X100

Answer 8

100 - SD= 15 - when mental age is same as chronological age

Answer 9

Use Bayley Scales of Infant development - Standford-Binet and WISC-IV cannot be used to test infant intelligence

Answer 10

- Infant tests do not reliably predict IQ in later childhood, adolescence or adulthood - Longer the test-retest interval the lower the correlation - Most changes are found on performance subtests and timed subtests

Answer 11

AGE 6 - harder to make comparisons at early ages - cant test the same way, hard to know if testing the same thing

Answer 12

Designed for 1-42 months consists of 5 scales

Answer 13

1) Adaptive behaviour: communication, self-care, self-direction 2) Cognitive: visual preference, attention, memory, sensorimotor, exploration/manipulation, concept formation 3) Language: receptive and expressive language subtest 4) motor: fine motor and gross motor subtests 5) social-emotional: communicating needs, self-regulation using emotional signals

Answer 14

- not until 18-24 months do infant IQ scores predict later IQ scores - Results of infant test can identify children whose development is at risk (for cognitive disabilities, problems at school…) - reasonable predictors of success in school and the workplace, particularly for more complex jobs - Measures of self-discipline are better predictors of school success

Answer 15

measures child’s learning potential by having the child learn something new in the presence of the examiner and with the examiners help - Measures new achievement (rather than past achievement) - Based on Vygotskys ideas of zone of proximal development and scaffolding

Answer 16

- effects of heredity shown in family studies - Heredity influences patterns of intellectual development - Effects of environment shown in studies of home environments (child with high test scores come from well-organized homes) - Increase in IQ scores over time (Flynn effect) and after intervention programs shows the impact of environment on intelligence - must complete with peers - increase IQ scores due to nutrition, better prenatal care

Answer 17

Developmental profiles for IQ are more alike for identical twins than for fraternal twins (if one identical twin gets higher IQ scores with age, the other twin will also)—not always the case with fraternal twins

Answer 18

(Input) 1) Innate factors: general/specific inherited ability 2) background: cultural/ethnic, formal/informal training, experience with similar tests, general health (intervening variables) 3) personality: achievement motivation, interest in test, anxiety level 4) assessment situation: perceived importance of the test, moral of examinee, physical condition of the examinee, environmental inflences, examiner influences 5) test demands: specific abilities required, speed of response required, misleading items 6) random variation: guessing, clerical errors (output) 7) test score

Answer 19

1) predict success in wider variety of human endeavor (school/work) 2) reveal talents and improve educational opportunities for gifted children 3) provide standardized ways of comparing child's performance with child of similar age 4) provide profile of cognitive strengths/weaknesses 5) predictors of scholastic achievement 6) measure effects of changes associated with special programs, treatments, training and recovery from illness 7) variable tools in working with children with disabilities

Answer 20

1) ** provide limited understanding of intelligence 2) used to classify children into sterotyped categories (limit freedom to choose fields/course of study) 3) Knowledge of IQ may inhibit children’s level of aspiration and affect their self-concept 4) doesnt measure processes underlying childs response (doesnt measure why got wrong, or how came up with response) 5) misused as measures of innate capacity 6) limited value in predicting non-test and non-academic intellectual activity 7) fail to give credit for unconventional, original, or novel responses

Answer 21

test items based on experiences common to many cultures - reduce the differences but dont eliminate them

Answer 22

knowledge of stereotypes leads to anxiety and reduced performance

Answer 23

Intelligence test are “measures of the ability to function intellectually by virtue of knowledge and skills in the culture of which they sample” - It is the individual’s exposure to the test’s underlying cultural content that affects performance on these tests

Answer 24

traditionally refers to someone with scores on intelligence tests of at least 130 - Exceptional talent in assortment of areas: art, music, creative writing, dance (etc) - Exceptional talent must be nurtured, without encouragement/support from parents and stimulating and challenging mentors, a youngsters talent will wither

Answer 25

aim is not to find correct answer, instead novel and unusual lines of thought - Often measured by asking children to produce many ideas in response to specific stimulus - Creativity can be encouraged by encouraging children to take risks with ideas and think of alternatives

Answer 26

mature and have fewer emotional problems

Answer 27

convergent thinking

Answer 28

using information to determine standard, correct answer

Answer 29

how effectively individuals cope with ordinary life demands and how capable they are of living independently

Answer 30

aim is not to find correct answer, instead novel and unusual lines of thought - Often measured by asking children to produce many ideas in response to specific stimulus - Creativity can be encouraged by encouraging children to take risks with ideas and think of alternatives

Answer 31

substantial limitations in intellectual ability, as well as problems adaptive to an environment, with both emerging before 18 years of age

Answer 32

- Deficits in intellectual functioning - Concurrent deficits or impairments in adaptive functioning - Below-average intellectual and adaptive abilities must be evident prior to age 18 (developmental disability) prior to DSM5 was called mental retardation

Answer 33

1) biomedical factors: chromosomal disorders, malnutrition, traumatic brain injury 2) social factors: poverty, impaired parent-child interactions 3) Behavioural factors: child neglect, domestic violence 4) educational factors: impaired parenting, inadequate special education factors ** risk for intellectual disability grows as more of these are present

Answer 34

- Approx. 1-3% of population (depending on cutoff) - Twice as many males as females among those with mild cases - More prevalent among children of lower SES and children from minority groups, especially for mild cases - More severe levels – identified almost equally in different racial and economic groups

Answer 35

PRE: chromosomal disorders, single-gene disorders, syndromes, metabolic disorders, cerebral dysgensis, maternal illness, parental age PERI: prematurity, birth injury, neonatal disorders POST: traumatic brain injury, malnutrition, meningoencephalitis, seizure disorders, degenerative disorders

Answer 36

PRE: poverty, maternal malnutrition, domestic violence, lack of access to prenatal care PERI: lack of access to prenatal care POST: impaired child-caregiver interaction, lack of adequate stimulation, family poverty, chronic illness in family, institutionalization

Answer 37

PRE: parental drug/alcohol use, smoking, parental immaturity PERI: parental rejection of care-taking, parental abandonment of child POST: child abuse/neglect, domestic violence, inadequate safety measures, social deprivation, difficult child behaviours

Answer 38

PRE: parental cognitive disability without supports, lack of preparation for parenthood PERI: lack of medical referral for intervention services at discharge POST: impaired parenting, delayed diagnosis, inadequate special education services, inadequate early intervention services, inadequate family support

Answer 39

Fragile-X syndrome

Answer 40

- Fragile-X syndrome - Prader-Willii and Angelman syndromes (abnormality chromosome 15) - down syndrome (additional 21 chromosome)

Answer 41

- difficulties in mathematics - Progress slowly in efforts to learn to count/add/subtract - Many also diagnosed with reading disability

Answer 42

1) adverse biological conditions (infections, traumas, accidental poisonings) 2) Fetal alcohol spectrum disorder (FASD) 3) teratogens increase risk

Answer 43

presence of at least 1 of following for at least 6 months - Inaccurate or slow and effortful word reading - Difficulty understanding the meaning of what is read - Difficulty with spelling - Difficulty with written expression - Difficulty mastering number sense, number facts, or calculation - Difficulties with mathematical reasoning

Answer 44

- Substantially and quantifiably below expected for age - Cause significant interference with performance (Academic, professional, ADLs) - Confirmed by individuals administered standardized achievement measures and comprehensive clinical assessment (For 17 years and older documented history may be substituted)

Answer 45

- difficulties in reading individual words - Problems with phonological awareness (understanding/using sounds in written/oral language) - Benefit from training in phonological awareness and explicit instruction on the connections between letters and their sounds

Answer 46

- difficulties in understanding words that have been read successfully - No problem reading individual word, understand less of what they read - Reflect limited spoken vocabulary (know fewer words), problems with linking words in sentence together to form coherent meaning

Answer 47

- difficulties in mathematics - Progress slowly in efforts to learn to count/add/subtract - Many also diagnosed with reading disability

Answer 48

1) Difficulties learning and using academic skills 2) affected academic skills 3) difficulties began during school age years 4) not better accounted for by ID, uncorrected visual or auditory acuity, other mental or neurological disorders, psychosocial adversity, lack of proficiency in the language of academic instruction, or inadequate educational instruction

Answer 49

Severe difficulties affecting several domains; unlikely to learn skills without intensive individualized on-going support for most of school years; even with support individual may not be able to complete all activities efficiently

Answer 50

there doesn’t have to be any significant strengths of weaknesses, not intellectually disabled- struggle in school, adaptive functioning’s - history may be substituted if 17 years and older

Answer 51

specific learning disorder

Answer 52

1) mild 2) moderate 3) severe

Answer 53

Some difficulties in one or two domains; individual may be able to compensate or function well when provided with accommodations or support

Answer 54

Marked difficulties in one or more domains; require some intervals of intensive intervention; some accommodations or support required for some of day

Answer 55

Severe difficulties affecting several domains; unlikely to learn skills without intensive individualized on-going support for most of school years; even with support individual may not be able to complete all activities efficiently

Answer 56

impairment in reading: accuracy, rate/fluency, comprehension written expression: spelling accuracy, grammar/punctuation accuracy, clarity/organization of written expression mathematics: number sense, memorization of arithmetic facts, accurate/fluent calculation, accurate math reasoning

Answer 57

- “learning Disabilities” refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information - these disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency - disabilities result from impairments in one or more processes related to perceiving, thinking, remembering, or learning - suggested by unexpected academic under-achievement OR achievement which is maintained only by unusually high levels of effort and support - disabilities range in severity and many interfere with academic functioning in one or more areas

Answer 58

1) background information | 2) psychoeducational testing

Answer 59

- Difficulties bringing information from various brain regions together to integrate and understand information - Recent findings suggest two distinguishable types of reading disorder 1) Children who are persistently poor readers 2) Children who are accuracy-improves - Heritability accounts for 60% of variance in reading disorders

Answer 60

1) primary auditory cortex, receives electrical signals from receptors in ears, and transforms these into sound sensations (e.g. vowels/consonants) 2) sound sensations are sent to auditory association area (temporal lobe) 3) auditory association area transforms basic sensory information (noises/sounds) into recognizable auditory information (words/music) - sounds are matched with existing patterns that have been previously formed/stored

Answer 61

- most common underlying feature is the inability to distinguish or separate sounds in spoken words - involves difficulty learning basic sight words, such as: the, who, what, laugh, said - core deficits in reading disorders are in decoding rapidly enough to read the whole word – coupled with problems reading single, small words

Answer 62

writing disorders are often associated with problems with eye/hand coordination - leads to poor handwriting children with writing disorders: - produce shorter, less interesting, and poorly organized essays - are less likely to review spelling, punctuation, and grammar to increases clarity

Answer 63

- difficulty in recognizing numbers and symbols, memorizing facts, aligning numbers, and understanding abstract concepts - may include problems in comprehending abstract concepts or in visual-spatial ability - involves core deficits in arithmetic calculation and/or mathematics reasoning abilities

Answer 64

estimates 2-10% of population reading: 5-17% school-aged children, reading difficulties may be part of reading abilities continuum (not discrete phenomenon) written expression: rare by itself, overlap with reading/math disorders, may affect 10% school-aged children mathematics: 20% children with LD (1% school-age children)

Answer 65

Co-occuring emotional disturbances and other signs of poor adaptive ability - The overlap between dyslexia and ADHD ranges from 30-70% - Reading disorder is associated with deficits in phonological awareness - ADHD has effects on cognitive functioning, especially in rote verbal learning and memory - Some children with learning disorders show symptom similar to ADHD

Answer 66

neuropsychological term, reading disability

Answer 67

anxiety disorder - stressful to not keep up with peers

Answer 68

if LD have higher probability of bullying, discourage, frustrated not learning at the level

Answer 69

- Interventions rely primarily on educational and psychosocial methods - No biological treatments exist - Issues of identification are important ---There is a brief window of opportunity for successful treatment - Prevention involves training children in phonological awareness activities at an early age

Answer 70

- Direct instruction is best for children with LDs - Early interventions must address phonological and verbal abilities - effective reading instructions

Answer 71

Phonemic awareness and phonemic decoding skills fluency in word recognition construction of meaning vocabulary spelling writing

Chapter 8: Intelligence Flashcards

(95 cards)