Chapter 8 - Intelligence and Academic Achievement

• Measures of g correlate positively with school grades and achievement test performance, information processing speed, speed of neural transmission, brain volume, and people’s general information about the world.

• Such omnipresent positive correlations have led to the hypothesis that each of us possesses a certain amount of general intelligence (g) and this influences our ability to think and learn on all intellectual tasks.

• involves the ability to think on the spot. It is closely related to adaption to tasks, speed of info processing, working-memory functioning, and ability to control attention.

• factual intelligence. It reflects long-term memory for prior experiences and is closely related to verbal ability.

• word fluency, verbal meaning, reasoning, spatial visualization, numbering, rote memory, and perceptual speed.

• a model that places g at the top of the intelligence hierarcy, 8 moderately general abilities in hte middle, and many specific processes at the bottom.

• Binet said that the best way to measure intelligence is by observing people’s actions on tasks that require varied types of intelligence: problem solving, memory, language comprehension, spatial reasoning…

• proposes that intelligence includes g, several moderately general abilities, and a large number of specific processes.

  • The test measures abilities that reflect skills that are important within information-processing theories, correlate positively with other aspects of intelligence, and are related to important outcomes most notably scool grades and later occupational success.

• which is a measure of the variability of scores within a distribution.

continuity

strong

• is more predictive of changes in report card grades than the IQ score between 5th and 9th grades.

____ like reading other people’s intentions and motivating others to work effectively as a team predicts sucess in career beyond the influence of IQ.

their genetics, the reactions they elicit from others and their choice of envrionment

do not show their effects

passive, evocative, and active.

___ arise when children are raised by their biological parents because of the overlap between parent’s genes and their own (children with parents who like to read grow up with reading material).

____ of the genotype emerge through children influencing other people’s behaviour (parents who don’t liek reading reading bedtime stories to children who like to read).

_____ of the genotype involve children’s choosing environments that they enjoy.

family income

drop each year

• One reflection of societal influences is that in many countries, average IQ scores have consistently risen over the past 80 years

• The source of this is controversial and some argue that the key factors are improvements in the lives of low-income families and others argue that this is because of increased societal emphasis on abstract problem solving and reasoning.

emotional turmoil

parenting

based on the view that people possess at least eight types of intelligence: linguistic, logical-mathematical, spatial, musical, naturalistic, bodily-kinesthetic, intrapersonal, and interpersonal.

• based on the view that intelligence is the ability to achieve success in life.

• He proposed that success in life depends on 3 types of abilities: analytic, practical and creative.

  • Analytic: linguistic, mathematical, spatial.

  • Practical: everyday reasoning and conflict resolution.

  • Creative: intellectual flexibility and innovation for adaption.

nursery rhymes, growth of working memory, increasingly efficient processing of oral language and reading.

• proceeding directly from visual form of a word to its meaning.

• converting visual form of word into speech-like form to determine meaning.

• the inability to read and spell despite having normal intelligence. It stems from poor phonemic awareness, limited vocabulary for spoken words, and weak decoding skills. Dyslexic children have great difficulty mastering the letter-sound correspondences used in phonological recoding, which makes them poor readers.

• the perspective that comprehension depends only on decoding skills and understanding oral language, and it has proven very useful for understanding and reading ability.

text comprehension

represents the situation/idea in the text and continously updating the model as the new info appears.

reading comprehension

• the process of keeping track of one’s understanding of a verbal description of text. Focus on this has been shown to improve reading comprehension.

Content knowledge has the most powerful influence on the development of reading comprehension as it includes understanding vocabulary, possessing general info about the topic and grasping idioms which is truly understanding the language and not just what is being said.

stable

mutually reinforcing

cognitive resources

• a set of actions or events that occur repeatedly in writing helps (in a class news assignment, one child noted the date, described the weathr, and discussed events of the school day in that order every time, which made writing easier).

add new

retrieval

• mental models of the sizes of numbers, letting children understand which numbers indicate greater number of objects (4 shoes are less than 8 shoes)

overall mathematical knowledge.

the idea that values on each side of equal sign must balance

where their gesturing conveys more info than verbal statements learn more from instruction than those whose gesturing and speech were consistent.

• a negative emotional state that leads to fear and avoidance of math.

mathematics disabilities