Exam 2 PSY Set 2
Chapter 7, 8
Terms
undefined, object
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- Thurstone's primary mental abilities
- not based on one factor, use of IQ tests to develop theories, use of factor analysis, supported by correlational findings, limitations due to restricted sample
- brain reading disorder
- neurological problems - teratogens, asymmetrical probs (right asymmetry), activation differences
- development of reading
- pre-reading skills, basic reading concepts, word identification, comprehension
- metacognition
- reflect what we know about what we are reading
- Thurstone's primary mental abilities listed
- verbal meaning, word fluency, numbering, rote memory, perceptual speed, reasoning, spatial visualization
- object substitution
- form of pretense in which an object is used as something other than itself
- etiology of reading disorders
- brain, genetics, psychosocial influences (family size, mother-infant interaction, teacher expectations and class size)
- difficulty with phonological processing
- difficulty differentiating words accurately; awareness, decoding, encoding
- Age 5 TOM
- unlinking of perception, understanding in perceptions, understanding differences in thoughts, ability to deceive (25%- 3 yrs) (75%-5 yrs), variability in individual differences
- joint attention in infancy
- want to share experience with someone else
- crystallized intelligence
- factual knowledge skills, things we gain from environment and experience, increases steadily with age
- how adults can help
- point out perceptual differences, explain causal relations
- active effect
- engage in environment but prefer a certain environment which will shape the kids (different extracurricular activities)
- intentionality in infancy
- important for infants to know humans are intention beings
- common errors
- reversals, transpositions, inversions, omissions
- environment etiology probs ADHD
- allergy, diet, lead, sugar (95% did not affect, 5% food allergies impairs and deregulates behavior)
- type A ADHD
- six or more symptoms for at least 6 months that is maladaptive and inconsistent at developmental level
- characteristics of reading disorder
- difficulty with phonological processing, rely on rote memory, common errors
- sociodramatic play
- kids into theme plays, becomes more complex and rule governed, engage in this to understand why ppl do what they do, explore different sides of situations
- practical intelligence
- not necessarily book smart, person's ability to cultivate or shape the environment to better themselves
- reading disorder criteria
- reading achievement is below that expected at age, IQ and education level. The disturbance interferes with academic achievement or activities of daily living that requires reading
- analytic intelligence
- solve problems, what makes ppl successful in higher education or IQ tests
- how are concepts helpful
- help us make sense of the world, help us integrate and process new information
- achievement
- what is learned, relates to specific content areas, relative to performance
- comprehension
- understand what you're reading, encoding, automatization, metacognition, content knowledge
- ADHD statistics
- 3-5%, boys more likely to be referred, girls more likely to have ADHD inattentive type (not disruptive type), more prevalent in low SES groups, cultural different prevalence rates
- false belief problems
- tasks that test a child's understanding that other ppl will act in accord in with their own beliefs even when the child knows that those beliefs are incorrect
- by 36 months
- infants categorize based on association of actions with objects
- development of TOM
- significant growth from 3-5 yrs
- Sternberg cons
- not supported consistently by research, practical intelligence may not be distinct, difficult to measure
- prereading skills
- phonemic awareness, basic sounds of a language, ability to differentiate sounds
- brain & neurotransmitter etiology probs ADHD
- prob w/ executive functioning (inattentiveness), cerebral volume and cerebellum (controls movement, hyperactivity), hormones (dopamine, genes responsible for regulation of dopamine)
- naive psychology
- developing a psychological understanding about people, a common sense level of understanding of other ppl and oneself
- Multimodal treatment study
- medication alone and combined treatment were superior to behavior treatment alone or community treatment
- Horn-Cattell Theory
- intelligence is made of 2 factors: crystallized intelligence, fluid intelligence; developmental course, correlational findings, investment theory, limitations due to correlational findings, endorses "g"
- gender differences
- differences disappear except girls do better in verbal expression and boys do better with spatial/ visual tasks
- by 24 months
- infants categorize based on shape and function, type of computer and on phone
- nature
- 50% of IQ is heredity
- basic reading concepts
- read from left to right, top to bottom, words are divided by small spaces
- Gardener's Theory
- de-emphasized IQ tests, developed a multiple entity theory of intelligence by studying people of different cultures and abilities
- perceptual categorization
- grouping together of objects that have similar appearances, infants use this
- Gardener Pros
- 1st person to break from IQ tests, intelligence independent of traditional schooling
- nurture
- family, poverty, race and ethnicity, school
- awareness
- can't hear different sounds
- Theory of mind
- an understanding of how the mind works and how it influences behavior
- category hierarchy
- living thing to cat to limus
- metarepresentation
- involves child's capacity to represent thoughts, beliefs of another person
- Correlates of ToM
- joint attention, language skills, symbolic and sociodramatic play, having autism, having an imaginary friend
- Gold standard of IQ tests
- Wechsler series
- phonological retraining
- see changes in brain with reading disorder, improvements in decoding/ encoding, accuracy in reading, change in brain patterns towards normative left brain, may not be too late to start (improvements for 17 yr olds)
- Gardener Cons
- based on observation, not enough research, intelligence is immeasurable, intelligence vs talent
- type B ADHD
- six or more symptoms of hyperactivity and impulsivity for at least 6 months to a degree that is maladaptive and inconsistent with development level
- IQ intelligence quotient
- based on observable behavior, indicator of individual differences, compared to same age peers, normally distributed, mean of 100, standard deviation of 15, positively correlated with other important factors
- IQ tests
- standardized, norm referenced, based on performance of many ppl, use similar tasks
- ADHD inattentive type
- present before age 7, clinically significant impairment in two or more settings
- Gardener's proposed 7
- linguistic intelligence, logical mathematical, spatial intelligence, musical intelligence, bodily-kinesthetic, interpersonal, intrapersonal, naturalist
- reading disorder statistic
- 10-15%, boys diagnosed more frequently (1.5:1 in general pop; 3:1 in sample), cultural differences (difft rates in difft countries), developmental course (IQ, mother's reading ability, inital severity)
- empathy in infancy
- reflection that you can put yourself in someone else's shoes, baby cries when another cries
- Spearman's G
- mental test are positively correlated, g= general factor, s=specific factor, utility is one interpretable score, intelligence measured as a factor, statistic based
- Triarchic Theory of intelligence
- analytic, creative, practical; by Sternberg
- ADHD combined type
- type A + B, boys will be boys
- evocative effect
- how child engages environment, Piaget like, differences in IQ between similarly genetic kids based on how the kid evokes the environment
- content knowledge
- what you know about the world
- category hierarchy three levels
- superordinate level (toys), basic level (balls), subordinate level (basketball)
- developmental course of ADHD
- present at birth, sleep problems as infant, kindergarten and beyond- attention difficulties and probs are more apparent, early elementary- social difficulties
- concepts
- general ideas that can be used to categorize things in a similar way
- Sternberg pros
- closer to what we think intelligence is
- Childhood
- 2-5 years Pretend play (18 months), sociodramatic play (3-4 yrs)
- broad categories
- inanimate objects, people, living things, the way infants categorize
- etiology
- genetics (70-80% heritability), biology - prenatal, birth, postnatal complications, brain & neurotransmitters, environment
- automatization
- increased speed, decreased effort, use as few cognitive resources
- 18 months
- infants categorize based on focus on specific parts, living things = legs, car = 4 wheels
- fluid intelligence
- ability to think on the spot, innovativity, creativity, best reflected biologically, peaks then declines after that
- word identification
- characterized by increase in speed and decrease in effort, 1. phonological recoding- sounding out words, 2. visual based retrieval- know words by sight, kids choose between strategies using strategy choice process, large role of experience
- encoding
- use of phonemic awareness to breakdown words
- decoding
- breakdown of words, spelling problem
- creative intelligence
- ability to take past experiences to solve new problems
- rely on rote memory
- dont have proper phonemic analysis so memorize wrongs words; so words are wrong; letters and order of letters become meaningless
- Scarr hypothesis
- gene-environment interaction: passive effects, evocative effects, active effects