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Unit 4: Weeks 6,7,8

Key Concepts:

Terms in this set (54)

general intelligence (g factor)
Single trait definition of intelligence.
Correlates well to intellgence test scores
Primary Mental Abilities
Word fluency
Verbal meaning
Reasoning
Spatial visualization
Numbering
Memory
Perceptual speed
Two types of intelligence
Crystallized: factual knowledge, tends to increased over lifespan
Fluid: ability to think on the spot, tends to peak in early adulthood
Wechsler Intelligence Test for Children
6+ years old
Verbal section: crystallized intelligence, general knowledge (info,vocabulary,arithmetic,comprehension,digit span)
Performance section: fluid intelligence, spatial and perceptual abilities (picture completion, arrangement, block design, object assembly, coding, mazes)
IQ scale
1 SD=15 IQ points
1 SD=85-115
70-130
55-145
IQ stability
Stability of IQ over time increases when:
-child believes academic performance to be valuable
-parents take interest in their success
-parents use firm but modest discipline
Factors Influencing Intelligence (4)
-nature
-gender
-immediate environment
-society
Nature
Genetics
-plays greater role as child gets older
Genotype environment interaction
-children overlap with parents interests (passive effects)
-children influence others behaviour (evocative effects)
-children choose things they enjoy (active effects)
Gender
-differences emerge in early toddlerhood
-girls show more verbal fluency, writing skills, and perceptual speed
-boys tend to be stronger in visual-spatial processing, science skills, and mathematical problem solving
Immediate Environment
Family
-emotional responsivity of mother
-restrictions/punishment
-provisions of appropriate play material
-maternal involvement
-opportunity for variety of daily stimulation
Schools
-more schooling leads to increased iq scores
-higher IQ during school year than during the summer
Society
Poverty
-poor diet, reduced healthcare, inadequate parenting, poor intellectual stimulation
10 Risk factors for IQ scores
1. Head of household unemployed or in low status occupation
2. Mother did not complete high school
3. Four+ children in family
4. No father/stepfather in home
5. African American family (related to ses)
6. Multiple stressful life events
7. Rigidity of parents beliefs about child development
8. Maternal anxiety
9. Negative mother child interactions
Intervention programs
Increase self esteem , motivation, behaviour, parenting skills, ability to communicate with teachers
Results in better school performance
Gardner's Theory of Multiple Intelligences
View that people possess 8 types of intellect
-linguistic
-logical (mathematics)
-spatial
-musical
-naturalistic
-bodily-kinaesthetic
-intrapersonal
-interpersonal (social skills)
Sternbergs Theory of Successful Intelligence
Success depends on three types of abilities
-analytical abilities (traditional IQ test measures)
-practical abilities (conflict resolution, reasoning)
-creative abilities (reasoning in novel circumstances)
Carroll's Three-stratum model of intelligence
Views intelligence through multiple multiple levels of interconnected processes
Jean Chall's stages of reading development
4 stage model
Stage 0
Birth to beginning of first grade
-acquire key prerequisites for reading
-learning letters of the alphabet, gaining phonemic awareness
Phonemic awareness
Ability to identify component sounds within spoken word
-teaching it to 4-5 year olds causes them to become better readers for at least the next4 years
Stage 1
First and second grade
-acquire phonological recoding skills
Phonological recoding
Ability to translate letters into sounds and blend the sounds into words (sounding out)
Stage 2
Second and third grades
-gain fluency in reading simple material
Stage 3
Fourth to eighth grades
-become able to acquire new info through print
Stage 4
8th-12th grades
-develop skill of coordinating multiple perspectives
Prereading Skills
Most children learn names of letters before entering school
Word identification
Effortless identification crucial to reading comprehension and enjoyment
Occurs in two ways
-phonological recoding
-visually based retireval
Choose adaptively between the two but progress mainly from recalling to retrieval as they progress
Comprehension
Involves forming a mental model of the situation or idea being depicted in text and updating it as new info appears
Improves with age and experience
Influenced by amount of reading done
Individual differences
Tend to be fairly stable over time
Reflect shared genes and shared environments
Dyslexia
Inability to read despite normal intelligence
Affects 5-10% in NA
Primarily because of weakness in phonological processing
Hidden Classroom
Influences on how a child performs in school
Included beliefs on effort and stereotypes about ability
Message come in the form of teacher expectations, student expectations, and posters in the classroom
Beliefs about effort
"you're a natural" vs. "you worked very hard on that"
"Natural"
- can imply natural ability - some inherent ability/natural (like being a boy/girl)
- you can't change this
- this belief contrasts with hardwork
"You worked very hard on that"
- can imply that success is not guaranteed
- with effort it goes up, and vice versa
- this belief rewards the process more than the result
How do kids interpret these messages?
- some kids think their ability is a product of natural talent
- others think success is determined from hard work
Stereotypes about ability
Girls are good at reading/writing
Boys are good at math/science
Article to read on it
implicit cognition
represents any thoughts or beliefs that are automatically activated from memory without our conscious awareness
Explicit cognition
deliberate, conscious mental processes involved in perceptions, judgments, decisions, and reasoning
Social categories
Political orientation
Sexual orientation
Biological and social construction of sex/gender
Function of Social Categories
Learning, induction, facilitates social interaction
Sources of Intergroup Bias
Experience
Peers, family
Media
Biology
Liking ingroup vs disliking outgroup
Children learn to like ingroup at 3/4
Learn to dislike outgroup around 7
Effect of Contact
Explicit bias is influenced by demographics of community/school
Children in white schools attributed most hostile intentions to the black transgressors, while those in mixed or black schools did not
Race Bias
Emerges at 3/4 and peaks around 7, declining through adolescence
Attitudes decrease but negative behaviours actually increase as they age
Measuring implicit bias (IAT)
Stronger association leads to faster and more accurate responses
Implicit behaviours
Friendliness, hiring, voting, etc.
Come from parents, peers, media, personal experience, and learned gradually
Ingroup preferences are automatic and start early
Essentialism
A way of reasoning about the world, shaped by our language
Idea that something is what it is because of its intrinsic immutable property
3 Parts of Essentialism
1. People believe that certain categories are real, discovered, and rooted in nature
2. Belief that some unobservable property (essence) causes things to be the way they are
3. Belief that everyday words reflect this real structure of the world
-nouns serve as potential cues to the things we ought to essentialize
(Rudman) Four sources of implicit attitudes
Early experiences
Affective experiences
Cultural biases
Cognitive consistency principles
1. Early experiences
Smokers implicit attitudes covaried with the earliest experience with smoking
Explicit covaried with their most recent experiences
2. Affective experiences
Implicit attitudes may stem from automatic emotional responses to stimuli
-reduced anti black attitudes linked to reduced fear of blacks and increased friendliness
3. Cultural biases
Lower status groups implicitly favoured dominant outgroup
Blacks showed implicit pro white bias yet explicit pro black bias
4. Cognitive consistency principles
Whites who showed high self esteem and identified with their ethnicity also preferred whites
Men/women who associated themselves with power also associated power to their gender
"If I am powerful and I am female then females must be powerful"
IAT
Measures relative strength of association using response latency
Measure strength of association between good/bad and white/black
Baron and Banaji Findings
6 year olds
-already developed implicit racial bias
-matched their explicit bias
10 year olds
-showed same implicit race bias
-less explicit preference than 6 year olds
Adults
-same implicit race bias
-no explicit race preference
Reducing implicit race bias (Gonzalez, baron, Steele)
Children 7 or 10 take child IAT with vignettes of positive black or white role models
Intervention shown to be more effective for 10 year old group
10 year olds showed no implicit race bias after positive black vignettes but did show bias in controls
Younger children still showed implicit race bias
Shows developmental difference in ability to reduce implicit bias
Lexicalization (Gelman, Heyman)
How a behaviour is labelled affects how it is interpreted
Labelling implies stability and immutability
Shown that nouns are more powerful in changing attitudes especially when asked to predict future behaviours
Minimal group affiliations (Dunham, baron)
Used arbitrary group assignments to test ingroup biases
Experiment 1
-explicit preference for own gender, especially girls, as well as for ingroup
-resource allocation preferred in group
-behaviour attribution preference within gender but not for in group
-strong implicit preference for in group
Experiment 2 (noun label removed, different colours, measures in random order)
-explicit in group preference
-no resource allocation preference
-behaviour attribution favoured in group
-expected reciprocity from in group
-still showed implicit in group bias
Experiment 3 (modeled after experiment 1 but heard stories about children in both groups)
-tendency to remember more positive actions of in group member but same number of negative actions of either group
-overall recalled more negative actions
-also found in group playmate preference
THIS SET IS OFTEN IN FOLDERS WITH...

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Unit 2: Cognitive Development

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Unit 3: Self, Family, and Peers

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Unit 5: Language Development

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