Psychological - W5 - Chapter 9 (DN)

Piagetian theory

one of two basic mental operations through which learning occurs

changing what is already perceived or thought

so it fits with new information

contrast with assimilation

p. 290

Piagetian theory

one of two mental operations through which learning occurs

actively organising new information

so it fits in with what is already perceived & thought

contrast with accommodation

p. 290

assimilation = acting on (organising) new to fit in with old

accomodation = acting on (changing) old to fit with new

where

new = new information

old = what is already perceived or thought

acting on = actively organising or changing

the difference is in how the information is being operated on or (acted on) & the direction of that operation i.e., new > old or old >new.

brightening & widening of the eyes

in response to a stimulus

indicates an infants capacity for responsiveness

contrast with orienting response

p. 297

diminished utility of a tool of assessment in distinguishing testtakers at the high end of the ability, trait, or other attribute being measured

p. 259, 307

abbreviation for the Cattell-Horn-Carroll model of cognitive abilities

p. 294-295

an evaluation

employs tests from different test batteries

involves interpretation of data from specified tests to provide a comprehensive assessment

p. 295

in Cattell’s two-factor theory of intelligence

acquired skills & knowledge

highly dependent on formal & informal education

test or assessment process

designed to minimise the influence of culture on certain evaluation procedures

e.g., administration, instructions, item content, required responses, and interpretations

p.313-316

the ideal in psychometrics

a test completely devoid of any cultural influence

therefore not favouring people from any one culture over another

an index of the magnitude to which a test incorporates the

vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture

p.313-316

popularisation of aspects of Gardner’s theory of multiple intelligences

emphasis on the notions of interpersonal and intrapersonal intelligence

p. 293

focus on identifying the ability or groups of abilities deemed to constitue intelligence

Factor analysis is a group of statistical techniques - designed to determine underlying relationships

Theorists have used factor analysis to study correlations between tests (of intelligence)

Spearman’s Two-Factor theory of intelligence (1904)

Carroll’s Three-Stratum Theory

Gardner’s Theory of Multiple Intelligences

The CHC Model

p.291

in Cattell’s two-factor theory of intelligence

non-verbal activities that are relatively less dependent on culture & formal instruction

contrast with crystallized intelligence

p. 293

“intelligence inflation”

the fact that intelligence measured using a normed instrument rises each year after the test was normed

usually in the absence of any academic dividend

p.306-309

in Spearman’s two-factor theory of intelligence

the general factor of intelligence

the factor that is measured to greater or lesser degrees by all tests of intelligence

contrast with s factor and group factors

p. 292, 303, 311, 344

fluid-crystallized intelligence

as described in Cattell-Horn model, Carroll’s three-stratum theory, and other models

p. 293-294

performance that is consistently remarkable in any positively valued area

p. 307-308

according to Spearman

factors common to a group of activities indicating intelligence

such as linguistic, mechanical or arithmetic abilities

p.292

a theoretical model organised in two or more layers

each layer is subsumed by or incorporated in the preceding layer

e.g., Carroll’s three-stratum theory of cognitive abilities

g is the top layer

then two layers of cognitive abilities & processes

p.294

a way of looking at intelligence

focusses on identifying the specific mental processes that make up intelligence

i.e., how information is processed, rather than what is processed

p.291

a multifaceted capacity

includes the abilities and capacities to

acquire & apply knowledge

reason logically & effectively

exhibit sound judgement

be perceptive

be intuitive

be mentally alert

find the right words & thoughts with facility

be able to cope & adjust to new situations & new types of problems

the belief that heredity & environment interact to influence the development of one’s mental capacity & abilities

p. 304

in Gardner’s theory of multiple intelligences

the ability to understand other people

what motivates them

how they work

how to work cooperatively with them

contrast with intrapersonal intelligence

p. 292

in Gardner's theory of multiple intelligence

a capacity to form accurate self perceptions

to discriminate accurately between emotions

to be able to draw upon one's emotions as a means of understanding & as an effective guide

contrast with interpersonal intelligence

p. 292

in the Cattell-Horn model of intelligence

cognitive abilities that

don't decline with age

tend to return to pre-injury levels after brain damage

contrast with vulnerable abilities

p. 293

an index, now seldom used

derived by reference to the chronological age at which most testtakers can pass or meet some performance criterion

with respect to individual items or groups of items

p.299

a method of peer appraisal

members of a class, team, work unit, or other group are asked to select (nominate) people

in response to a question or statement

p.308

based on Luria's writings

a type of information processing

information is integrated & synthesized all at once and as a whole

also referred to as simultaneous processing

contrast with successive processing

p. 295, 296

Information-processing model

developed by Luria

PASS

Planning

Attention

Simultaneous

Successive

p.296

the doctrine that one's abilities are predetermined by genetic inheritance

that no amount of learning or other intervention can enhance what is genetically coded to unfold

contrast with……bollocks!!!

p. 302

the doctrine that

all living organisms are

preformed at birth

and intelligence like other preformed "structures"

cannot be improved upon by environmental intervention

contrast with……more bollocks!!!

p. 301

psychological evaluation in a school or other setting

usually to diagnose. remedy, or measure academic or social progress

or otherwise enrich a student's education

p.295

in Piagetian theory

an action or mental structure

that when applied to the world

leads to knowing or understanding

p.289

the plural of schema

e.g., infants are born with several schemata (sucking, grasping)

p. 289

based on Luria's writings

a type of information processing

information is processed in a

sequential, bit by bit fashion

arranged & rearranged until it is logical

also referred to as successive processing

contrast with simultaneous processing

p. 295-296

Specific Skill or Ability

based on Luria's writings

a type of information processing

information is integrated & synthesized all at once and as a whole

also referred to as parallel processing

contrast with successive processing

p. 295, 296

a cross-cultural conception of intelligence

gauged by the extent to which one effectively

adapts, shares, shapes, and selects environments

in a way that conforms to both personal & societal standards of success

p.296

based on Luria's writings

a type of information processing

information is processed in a

sequential, bit by bit fashion

arranged & rearranged until it is logical

also referred to as sequential processing

contrast with simultaneous processing

p. 295-296

with reference to personality assessment of infants

the distinguishing manner of the child's observable actions and reactions

p. 310

humorous reference to the gifted children who participated in Lewis M. Terman's study of intelligence initiated in 1916

p. 305n3

John B. Carroll's conception of mental abilities & processing

Classified by three levels of strata

Level 1 - g at the broadest level

Level 2 - eight abilities or processes

Level 3 - a number of more narrowly defined abilities and processes

p.293

Spearman's theory of general intelligence

Postulates the existence of a general intellectual abillity factor (g)

which is partially tapped by all other mental abilities

p.291

a hierarchical model of the structure of mental abilities

with a g factor that contributes to

verbal, perceptual & image rotation abilities plus

eight more specialized abilities

p.303

in the Cattell-Horn model of intelligence

Cognitive abilities that

decline with age

do not return to pre-injury levels after brain damage

contrast with maintained abilities

p. 293

They did recognise the existence of g but could not test it

more to do with the reason why they created the model in the first place than a reflection on their view of g

Reason:

to improve psychological assessment is education (psychoeducational assessment)

by implementing cross-battery student assessments

g lacked utility & had little practical relevance to cross-battery assessment & interpretation

thus it was omitted