Final Exam #2 Chapter 9: Intelligence

accumulative knowledge of the world acquired over time. (Example: what is the capital of Italy?)

idea that people vary in their ability levels across different domains of intellectual skill. 

model of intelligence proposed by Robert Sternberg positing three distinct types of intelligence: analytical, practical, and creative.

the ability to reason logically. “Book smarts.”

also called “tacit intelligence,” the ability to solve real-world problems, especially those involving other people. “Street smarts.”

also called “creativity,” our ability to come up with novel and effective answers to questions, predicts outcomes like job performance.

·      Nature: the greater the genetic similarity between two individuals, the more similar their IQ scores. (This suggests a genetic component to intelligence).

·      Nurture: All other things being equal, two individuals raised together will have more similar IQ scores than those raised apart. (This is evidence that the environment shapes intelligence in important ways).

Figure out how much a particular child knows, figure out the average of children who know that much, if you know more than your peers your mental age is higher than your physical age, if you know less your mental age is lower. Also, the age corresponding to the average individual’s performance on an IQ test. 

expression of a person’s IQ relative to his or her same-aged peers.

Differences between whites and blacks is not because of genes, it has to do with class, white people generally in better social standing and therefore can have better intelligences

the substantial increase in average scores on intelligence tests all over the world.

differences in performance due to activation of negative stereotypes. 

people smart in different ways, musical linguistic, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist, possible 9^th one existential, criticism is that its impossible to disprove and could just be describing skills not intelligences, too vague.

Divergent and Convergent thinking. Convergent thinking is gathering together the knowledge in your head to come up with a single answer. (Example: shopping, pane, washer= window). 

Bodily-Kinesthetic, Logico-Mathematical, Spatial, Musical, Interpersonal, Linguistic, Intrapersonal, Naturalistic.

manipulate the body in sports, dance, or other physical endeavors.

use logic and mathematical skills to solve problems, such as scientific questions.

think and reason about objects in three-dimensional space.

perform, understand, and enjoy music.

understand and interact effectively with others.

speak and write well.

understand and possess insight into self.

recognize, identify, and understand animals, plants, and other living things. 

Babinsky, Moro, Sucking, Rooting, Stepping, Grasping, Breathing, Eye-Blink

babies wiggle their toes when someone touches their heel.

fear of falling so babies cling on to their parents or whatever is close by

an automatic response to oral stimulation. If we put something in a baby’s mouth she’ll clamp down and begin sucking.

if we softly stroke a hungry infant’s check, she’ll automatically turn her head toward our hand and being casting about with her mouth. These reflexes keep infants alive.

when infants move their feet as if they were walking. Occurs when an infant is lifted above ground and then lowered so that their feet begin to come in contact with the ground.

clenching whatever is placed in the infant’s hand. Occurs when something touches the palm of the infant’s hand.

babies breathe

occurs when light or air is puffed directly into the eyes

Sensorimotor, Pre-operational, Concrete Operational, Formal Operational

(Birth to 2 years) No thought beyond immediate physical experiences. Focus on the here and now; emphasis on physical interactions with the world. Developmental Phenomena: object permanence and stranger anxiety.

(2 to 7 years) able to think beyond the here and now, but egocentric and unable to perform mental transformations. Developmental Phenomena: pretend play, egocentrism.

(7 to 11 years) able to perform mental transformations but only on concrete physical objects. Not abstract. Developmental Phenomena: conservation

(11 years to adulthood) able to perform hypothetical and abstract reasoning.

the understanding that objects continue to exist even when out of view. (Out of sight out of mind). 

the inability to see the world from others’ perspectives.

Piagetian task requiring children to understand that despite a transformation in the physical presentation of an amount, the amount remains the same.

absorbing new experiences into current beliefs.

the altering of beliefs and frameworks to make them more compatible with experiences. (CC for changed concepts). 

vygotskian learning mechanism in which parents provide initial assistance in children’s learning but gradually remove structure as children become more competent. 

phase of learning during which children can benefit from instruction. They are learning a skill but aren’t quite competent at it yet. 

gives people a situation (wife dying should he steal drugs or no?). A child must reach a certain stage of intellectual ability to develop morality. Three kinds: pre-conventional, conventional, post-conventional

focus on punishment and reward; what’s right is what we are rewarded for, what’s wrong is what we are punished for

marked by a focus on what society thinks; what’s right is what society approves of what’s wrong is what society disapproves of

marked by a focus on internal moral principles that transcend society; what’s right is what accords with fundamental human rights and beliefs and what’s wrong is what contradicts with those beliefs. Most never reach this stage. 

cultural bias, sex bias, low correlation with moral behavior, casual direction.

Idea of psychosocial crisis and how it relates to personality growth: dilemma concerning an individual’s relations to other people. Each stage confronts a different social dilemma.

Adolescence (Identity vs. Role Confusion): Achievement of a stable and satisfying sense of role and direction. It is the stage where adolescents grapple with the fundamental question of who they are. Resolution: fidelity.

Secure, Insecure Avoidant, Insecure Anxious, and Disorganized.

the infant reacts to mom’s departure by becoming upset, but greets her return with joy. The infant uses mom as a secure base; a source of support. Related to: self-esteem, social relationships, emotional temperature & resilience, and cognitive strengths.

the infant reacts to mom’s departure with indifference and shows little reaction on her return.

the infant reacts to mom’s departure with panic. He then shows mixed emotional reaction on her return, simultaneously reaching for her yet squirming to get away from her after she picks him up.

the rarest of attachment styles. Children react to mom’s departure and return with an inconsistent and confused set of responses. They may appear dazed when reunited with her.

These attachment styles predict children’s later behavior.  Infants with insecure avoidant style tend to grow up to be more well adjusted helpful and empathic than infants with other styles.  In contrast, infants with anxious attachment styles are more likely to disliked and mistreated by their peers in later childhood. Many babies switch attachment styles over time

largely to their parents’ responsiveness to them.  For example infants whose parents react to their signals of distress with comfort are more likely to have a secure attachment style.

phenomenon observed in which baby birds begin to follow around and attach themselves to any large moving object they see in the hours immediately after hatching. 

the visual cliff: young children look for cues and clues from others to determine how to proceed in uncertain circumstances.

infants naturally tend to prefer looking at faces (which is a skill for social contact since it naturally "connects them up" with sources of care and nourishment)

oxytocin is a hormone released when hugging, kissing, etc. Both parents have it.

a fear of strangers developing at 8 or 9 months of age. The strange situation: initial mother-child interaction, mother leaves infant alone in playroom, friendly stranger enters playroom, mother returns and greets child. 

psychologists assumed babies premise for attachment bond was nourishment and who provided food and milk , harry Harlow overturned this assumption when he experimented with baby monkeys and “surrogate” mothers, one was tired and cold and provided food and the other was soft and warm, showed baby monkeys ran to the warm, fuzzy mom when they were scared, he showed bonding relies on contact comfort: the positive emotions affected by touch.

social skills can be taught in a classroom environment and taken to other situations. Working in groups, Aware of feelings, Regulating emotions, Problem solving, Decision making.