FSHD 3233-13-14wh should we care and what does it meanIntelligence & Academic AchievementI. What is intelligence? *A. Often conceptualized as competence in three main areas:1. Problem-solving abilities—reasoning logically; identifying connections among ideas; seeing all aspects of a problem2. Verbal ability—speaking articulately; reading widely; writing well3. Social competence—making fair judgments; showing sensitivity to otherpeople’s needs; admitting one’s own mistakesB. Textbook: qualities that help us adapt successfully so that we achieve our goals in lifeC. Intelligence is culturally and contextually definedD. can you make your baby more intelligent?E. Categories of Intelligence (Cattell)1. crystallized intelligence – what we already know and can draw upon to solve problemsa. facts, information, vocabulary, accumulated knowledge and experience, mastery of social customsb. increases steadily from early childhood to middle age2. fluid intelligence – what allows us to solve novel problems for which we have little training quickly and effectively *teach how to fish*a. support effective reasoning, abstraction, and problem solving.b. peaks in early adulthood and then declines (we aren’t using fluid as much, you have reached what works best so )II. Theories of IntelligenceFSHD 3233-13-14A. Factor Analytic Approach (Spearman) – determines which aspects of intelligence “cluster together”1. general intelligence (g)- 2. specific intelligence (s)- 3. hierarchical – g is at the highest level and influences all sB. Sternberg’s Triarchic Theory of Intelligence (IP model)1. Successful Intelligence = balancing these 3 intelligences to achieve success in life, according to one’s personal goals and the requirements of one’s cultural community.a. Analytical -information-processing components that underlie all intelligent actsb. Creative - ability to generate ideas and to deal successfully with noveltyc. Practical – ability to solve everyday problems by changing yourself or your behavior to fit the environment better, changing the environement, or moving to a different environment in which you can be more successfulIII. Measuring IntelligenceA. Intelligence quotient *(IQ) – an index of the way a person performs on a standardized intelligence test relative to the way others of the same age performB. Mental Age (Alfred Binet)– an index of child’s actual performance on an intelligence test as compared with his/her true age; questions most children that age get rightFSHD 3233-13-14C. IQ Formula (Stern):IQ= (mental age MA) *100 (chronological age)1. 70-130: “normal”; below 70=mentally impaired; over 130=giftedD. IQ tests1. test norm – values or sets of values that describe the typical performance of a specific group of people – usually established by age, little attention paid to sociocultural differences 2. normal distribution – bell shape - most scores cluster around the mean, or average, with progressively fewer falling toward each extremeIV. Stability of Measured IntelligenceD. There may be considerable variability in early IQ scores, reflecting different rates of developmentE. By middle childhood: IQ scores end to stabilize although there is some room fro individual differences in changes1. daily classroom activities and test items become increasingly similar2. variations in schoolV. Creativity – thinking that is novel and produces ideas that are of value1. Divergent thinking – ability to find multiple possible solutions to a problem2. convergent thinking – finding one correct solution to a problem or combining multiple solutions to reach the best possible solution moving from divergent to convergentB. Requireso Fluency: multiple solutions generated quicklyo Flexibility: shift your mind eto Originality: unique novel.C. Why is creativity important? Leads to innovationsWhy is creativity declining? not practice or stimulated, technology factor to decline since children do not make their games, google it, not given opportunitiesE. Intelligence and creativity – not related (according to traditional IQ tests)FSHD 3233-13-14F. sdbasketball analogy from news weekly: just bc tall does not make you good player and vise versa, it may be helpful BUT E. Fostering creative thinking – see textbookVI. School Characteristics Influencing Academic AchievementA. Class size – is smaller always better?B. Social promotion vs. grade retention1. mixed results:a) most effective: early elementary, minority low income families and schoolsb) not the only solution: good teachers social promotion vs grade retention mixed results1. services & support providedc) indivisual differncesVII. Teacher–Student Interaction A. Relationships with teachers:1. well-behaved, high-achieving students typically get more encouragement and praise from teachers.2. caring teacher–student relationships have a stronger impact on the achievement and social behavior of low-SES minority childrenB. Teacher Expectations1. self-fulfilling prophecies – process by which expectations or beliefs lead to behaviors that help ensure that you fulfill the initial prophecy or expectationa. children adopt teachers’ positive or negative views and start to live upto them b. strongest effect when teachers emphasize competition and publicly compare children, regularly favoring the best students.2. expectations have a greater impact *on both studentsVIII. Risks to Academic AchievementA. Poverty – Developmental Hazard1. environmental cumulative deficit hypothesis - the negative effects of underprivileged rearing conditions increase the longer children remain inthese conditionsFSHD 3233-13-142. correlated risk –*having one risk factor increase …B. Racial/Ethnic Achievement Gap 1. race and socioeconomic class are often correlated (confounded)C. Stereotype threat – anxiety that results when individuals feel that they are behaving in ways that confirm stereotyped expectations of a group with which they identifya. fear of being judged on the basis of a negative stereotypesteryotype threat: when youre examined you rise to the chalengeb. applies across diverse