PSY –P 101 1st EditionExam # 5 Study GuideChapter 10- Intelligenceo Ability to learn from experience, solve problems, and use knowledge to adapt to new situations- Savant Syndromeo “Islands” of high ability amidst sea of below average cognitive and social functioning- Standardizationo Meaning of scores based on comparison with performance of others who have taken test- Reliabilityo Test generates consistent results- Validityo Test measures what its supposed to measure- 17 types of intelligenceo Naturalistico Interpersonalo Intrapersonalo Bodily Kinesthetico Spatialo Musicalo Logical-mathematicalo Linguistico Moralo Spiritual-Existentialo Practicalo Analyticalo Creativeo Socialo Emotionalo Fluido Crystallized- Emotional intelligenceo Identify, assess, control emotions of oneself, others, and groups- Giftednesso Child has skills that engage and develop and learn much more typically than typical children - Intelligence: nature and nurture- Stereotype threato Self confirming concern that one will be evaluated based on stereotype Impairs cognitive performance- Mental age o How far child has come on normal developmental pathwayo All children follow save course of development, some quicklyo Implication: children with lower ability are delayed, not disabled with help, they can improve- Mastery learningo All learners can master most materialo Sequential learning: student masks one step before- Successo Effort/ practice, social support + connections, hard work and grit- Grit- Passion and perseverance for long term goals Chapter 11- Human needso Hunger, sex, belonging, work- Ostracismo Social exclusiono Very punishing for childreno Like real pain: activates brain areas associated with pain- Extrinsic motivationo Engage in behavior for external reward- Intrinsic motivationo Engage in behavior for internal reward- 5 Cognitive theories and motivationo Observational learning theory  Watch behavior, motivated to imitate 3 influences of motivation to imitate- Vicarious reinforcement- Direct reinforcement- Power attractivenesso Cognitive evaluation theory How external reward is perceived (evaluated) Perception: confirmation of ability, courage, hard work, competenceo Cognitive dissonance and motivation Motivated to reduce or eliminate contradiction Done use perceptual distortion to hide lack of efforto Self-efficacy and motivation Belief in ability to evaluate actions required to succeed Motivated to succeed at level of perceived abilityo Attribution What we interpret to be causes for outcomes of our behaviors Persist or quit- Self Talko How do we useo We listen to many voiceso Utilizing self-talk Positive, task-specific, encouragement and effort, mood words- Grit and Ambitiono Passion and perseverance for long term goals- Humanism and motivationo Self actualization: innate desire to continually strive to reach our greatest potentialo Competence motivation theory: innate desire to achieve competence and feel competento Flow: seemingly effortless and intrinsically joyful activity engaged in for no external reward or expectation of future benefit but simply because activity found