PSYC 324 1st EditionExam #3 Study Guide Lectures: 15-20I. Intelligence (Chapter 10, pages 357-380)1. Intelligence Quotient: “An index of the way a person performs on a standardized intelligence testrelative to the way others her age perform” (357).2. Bayley Scales of Infant Development: “A set of nonverbal tests that measure specific developmental milestones and are generally used with children thought to be at risk for abnormal development” (358).3. Fagan Test of Infant Intelligence: “A test of how infants process information, including encoding attributes of objects and seeing similarities and differences across objects” (358).4. Stanford-Binet: An intelligence test not simply testing for sensory or motor responses, but also for reading comprehension and reasoning and mathematical skills.a. Mental Age: A concept introduced by Binet: the age of the average child who scores as high as one does on the intelligence test. For example, if an 8-year-old scores about the same as the average 9-year-old, their mental age is 95. Wechsler Intelligence Scales: Separate intelligence tests for preschoolers, school-age children, and adults, including questions related to information processing (i.e. memory and processing speed)6. Flynn effect: “Increase in the average IQ score in the populations of the United States and other developed countries since the early 1900s” (364), discovered by J. R. Flynn.7. Culture and Intelligence: “Genes depend on the environment for their expression…poor nutrition, disease, and stress…may overwhelm and thus minimize the genetic contribution to intellectual performance” (365-366). This means that even though an estimated 40-50% of intelligence is “attributable to genetic factors” (364), every individuals environmental experience is different, which makes it difficult if not impossible to trace intelligence features to certain ethnicities.8. Environmental Influences on Intelligence: Family life, school and peer groups and one’s community are all factors that affect one’s intelligence.9. Effect of Social Class: “In the United States, children in the lower socioeconomic classes score 10-15 IQ points below middle-class children” (374), and similar findings were made in Scotland.a. Cumulative risk: The comprehensive effect on one’s intelligence based on the positive or negative imbalance of risk factors such as socioeconomic status, family relationships, nutrition, parent mental health and education, etc10. Achievement motivation: “A person’s tendency to strive for successful performance, to evaluate her performance against standards of excellence, and to feel pleasure at having performed successfully” (376).11. Intervention Strategies: To address negative factors on children’s intellectual development, programs such as Head Start were put into place. Head Start is “a federally funded program that provides disadvantaged young children with preschool experience, social services, and medical and nutritional assistance” (379). Programs like this are usually looking to improve parent-child relationships and build upon support systems already in place in the child’s life and supplement that with educational programs.I. Understanding people and living things (Chapter 8, pages 285-1. Children’s Theory of Mind: “Understanding of the mind and how it works” (293), in this case specifically the minds of children. This field of research includes studying “children’s understanding of dreams, beliefs, intentions, desires, and deception…(and) when and how children come to think of the self and other people as psychological beings” (293).2. False-Belief Task: This task “involves telling a child a story and then asking him what a character in the story thinks” (293). These tasks have been used to study when children can understand how others think, because they involve a separation in what a character in the story knows and what the child knows.a. Egocentrism: “The tendency to view the world from one’s own perspective and to have difficulty seeing things from another’s viewpoint” (285).b. Animism: Attributing human- or life-like qualities to an inanimate objectc. Realism: Accepting a situation as it is presentedIII. Information processing and memory (Chapter 9, pages 316-348)Vygotsky’s Theory (Chapter 8)1) Zone of proximal development: This is the difference between what a child is capable of doing on their own and what they can do with help2) Scaffolding: the adult adjusts the amount and type of support they give a child to fit the child’s needs and encourage deeper or more complex thinking3) Guided Participation: adults assist children in learning “in the context of everyday activities by directing children’s attention to, and involvement in, these activities” (301).4) Encoding: “The transformation of information from the environment into a mental representation” (318).5) Automatization: The process in which conscious behaviors become routine or automatic, and do not require conscious thought to complete.6) Generalization: Applying a learned strategy to a similar or new problem to solve it7) Executive control process: “A cognitive process that serves to control, guide, and monitor the success of a problem-solving approach a child uses” (319). In other words, when you take in sensory information, the executive control process directs it and employs memory strategies to send it to your working or long-term memory, employs problem-solving skills if necessary, and monitors the success of these strategies.8) Selective attention: A strategy where a child focuses their attention on a specific feature(s) and ignores irrelevant ones9) Memory span: “The amount of information one can hold in short-term memory” (326).10) Processing speed: “The time it takes an individual to carry out a given mental act, such as recognizing a stimulus or reading a word…the more efficient a process, the quicker it is” (327).11) Memory strategies: Strategies used to help people remember, such as repeating the information needing to be memorized (rehearsal), organizing it in a meaningful way (organization), or addinginformation to make connections (elaboration).a. Mediational deficiency: A child cannot effectively use memory strategies for their long-term memoryb. Production deficiency: While a child may know a memory strategy, they might not be able to employ them spontaneouslyc. Utilization deficiency: A