CHAPTER 8: INTELLIGENCE- Intelligence- capacity to learn new things; capacity to use what you have learned and apply it to everyday lifeo G- general intelligence Indicators of school achievement Info processing speed Speed of neural transmission Knowledge of non school subjectso Basic abilities: greater simplicity Crystallized intelligence- tied to verbal ability, learning of facts, increases with age Fluid intelligence- overall brain size, required for problem solving and attention and declines after childhoodo Thurstons idea of seven primary abilities (greater precision) Word fluency Spatial visualization Verbal meaning Reasoning Numbering Rote memory Perceptual speecho Carrolls 3 stratum theory- fluid intelligence, crystallized intelligence, general memory and learning, broad visual perception, broad auditory perception, broad retrieval ability, broad cognitive speediness, processing speed- Measuring Intelligence: observable behavioro WISC: Verbal- focuses on general knowledge of the world and skill used in language *arithmetic, vocab, comprehension Performance- spatial and perceptual abilities *picture completion, coding, assemblyo Normal distribution with standard deviationso IQ- expression of an individuals ability level at a given point in time in relation to the available age norms; overall measure of intelligence relative to that of other children at their same age. Avg 100 Variables that affect performance:- Culture- people may not feel comfortable with testing experience poor scores, achievement and motivation, environment Predictors of outcomes:- Closely related to later occupational success mostly- Academic, economic and occupational success; motivation, creativity, health, social skills, and other factors- Practical intelligence- predicts occupational success even after the influence of IQ is taken into account- Self discipline - Mental retardation- 70-75 and below Broftbrenners model: qualities of child influence of environment and society. Individual child as a microsystem, exosystem, and macrosystem. Gardners theory- Linguistic- Logical mathematical- Spatial- Musical- Naturalistic- Kinesthetic- Intrapersonal- Interpersonal Steinbergs theory of Successful Intelligence- ability to achieve success in life is via intelligence- Analytic- math and spatial skills- Practical- reasoning about everyday problems and howto solve them- Creative- reasoning effectively in novel circumstances- Academic Achievemento Chall’s Stages of Reading Development 0: Birth – 1st Grade- Acquire key prerequisites for reading (letters of alphabet)- Phonemic awareness: ability to identify component sounds within spoken words 1: 1st & 2nd Grades- Phonological recoding skills: converting the visual form of a word into a verbal form and using the verbal form to determine the words meaning; “sounding out” 2: 2nd & 3rd Grades- Gain fluency in reading simple material 3: 4th – 8th Grades- Able to acquire new info through print 4: 8th – 12th Grades- Develop skill of coordinating multiple perspectiveso Dyslexia: inability to read well despite normal intelligence; affects about 5-10% of children Poor at reading because of a general weakness at phonological processing Siegel used pseudowords to test dyslexia; poor phonological recoding led to difficulty with psuedowords because they’retotally unfamiliar and can only be pronounced using phonological recodingo Comprehension: forming a mental model of situation or idea being depicted in text and continuously updating it as new info as it appears Encoding: identifying key features of an object or event Automatization: executing a process with minimal demands on cognitive processes Aided by acquisition of strategies and meta-cognitive knowledge- Readers increasingly demonstrate comprehension by keeping track of their understanding and reading passages they don’t understando Content knowledge is the greatest influence on development of reading comprehension; children’s comprehension is influenced by the amount of reading they do Individual differences stabilize over time- Writing: development of writing begins before children’s formal schoolingo Prewriting skills: preschoolers make marks that are not conventional letters but look vaguely like them; means that they expect meaning to be available in printo Generating written text requires focusing on goals Low-level goals: forming letters to spell words and use punctuation High-level goals: making arguments, organizing separate ideas into a coherent framework, providing background info for readers- Mathematics: early numerical skills formt he foundation for children to learn arithmetic and more advanced skillso Numeral equality: distinguish 1 object from 2 and 2 objects from 3o Infant’s arithmetic: preferential lookingo Countingo Conceptual understanding: many children learn procedures that are effective on typical problems w/o understanding why difficulty with new problems that build on old conceptsGender-speech mismatch: hand movements and verbal statements convey different
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