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Samenvatting Ontwikkelingspsychologie Deeltentamen 2 Universiteit Utrecht

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Ontwikkelingspsychologie

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Universiteit Utrecht (UU)

Boek
Developmental Psychology 2/e

Samenvatting van het boek van Ontwikkelingspsychologie deeltentamen 2 van de Universiteit Utrecht. Alle begrippen uit het boek!

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Heel boek samengevat? Ja
Geupload op 14 april 2021
Aantal pagina's 14
Geschreven in 2020/2021
Type Samenvatting

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Ontwikkelingspsychologie Samenvatting 👶
Deeltentamen 2

Chapter 11 - Intelligence, Achievement and Learning
Theories of Intelligence
Factor Analysis= a statistical procedure used to determine which of a number of factors, or
scores, are both closely related to one another and relatively independent of other groups of
factors, or scores.
Triarchic Theory of Intelligence (Sternberg)= a theory that proposes three major components
of intelligence: information processing skills, experience with a task and ability to adapt to
the demands of a context.
Theory of Successful Intelligence (Sternberg, 2001)= considers intelligence in relation to the
ability of the individual to meet her own goals and those of her society. Requires three
abilities: analytical, creative and practical
Theory of Multiple Intelligences (Howard Gardner, 2011)= Gardner’s multifactorial theory that
proposes eight distinct types of intelligence.

Testing Intelligence
Intelligence Quotient (IQ)= an index of the way a person performs on a standardized
intelligence test relative to the way others her age perform.
The Bayley Scales of Infant Development (BSID)= best-known and most widely used of all
infant development tests. Assesses children (1 month to 3,5 years of age) suspected to be at
risk for abnormal development.
Wechsler Intelligence Scales= three intelligence tests for preschool children, school-age
children and adults, which yield separate scores for verbal and performance IQ as well as a
combined IQ score.
Deviation IQ= an IQ score that indicates the extent to which a person’s performance on a
test deviates from age mates; average performance.

Individual Differences in Intelligence
Associative Learning= according to Jensen, lower-level learning tapped in tests of such
things as short-term memorization and recall, attention, rote learning and simple associative
skills. Also called level ꟾ learning.
Cognitive Learning= according to Jensen, higher-level learning tapped in tests of such things
as abstract thinking, symbolic processing and the use of language in problem solving. Also
called level ꟾꟾ learning.
Stereotype Threat= being at risk of confirming a negative stereotype about the group to
which one belongs.
Cumulative Risk= the notion that risk factors in children’s life circumstances have cumulative
negative effects on their intellectual performance.

Process of Learning
Achievement Motivation= a person’s tendency to strive for successful performance, to
evaluate her performance against standards of excellence, and to feel pleasure at having
performed successfully.

, Working Memory= a model of short-term memory processes incorporating a central
executive, phonological loop (for sorting auditory information), a visuospatial sketch-pad (for
visual information) and an episodic buffer (for linking information across domains).
Peer Collaboration= important feature of many classrooms and has been demonstrated to
be an effective means of learning.

Beyond the Norms: Giftedness and Intellectual Deficits
Intellectual Giftedness= a characteristic defined by an IQ score of 130 or over; gifted children
learn faster than others and may show early exceptional talents in certain areas.
Mental Retardation= a characteristic defined by an IQ score below 70 together with difficulty
in coping with age-appropriate activities of everyday life.
Learning Disabilities= deficits in one or more cognitive processes important for learning.
Creativity= divergent thinking, imaginative and seeks variety. Defined as the ability to solve
problems, create products or pose questions that is different from the approaches most other
people would use.

Chapter 8 - Language and Communication
Language= a communication system in which words and their written symbols combine
rule-governed ways and enable speakers to produce an infinite number of messages.
Communicative Competence= the ability to convey thoughts, feelings and intentions in a
meaningful and culturally patterned way.
Productive Language= the production of speech.
Receptive Language= understanding the speech of others.

The Antecedents of Language Development
Protodeclarative= a gesture that an infant uses to make some sort of statement about an
object.
Protoimperative= a gesture that either an infant or a young child may use to get someone to
do something they want.
Joint Visual Attention= two communicative partners attend to the same visual information.
Categorical Speech Perception / Phoneme Boundary Effect= the tendency to perceive as the
same a range of sounds belonging to the same phonemic group.
Habituation= a form of learning instantiated in a decrease in the strength of response to a
repeated stimulus.

Theories of Language Development
Phonology= the system of sounds that a language uses.
Semantics= the study of word meaning and word combinations.
Grammar= the structure of a language; consists of morphology and syntax.
Morphology= the study of morphemes, language’s smallest units of meaning.
Syntax= the part of grammar that prescribes how words may combine into phrases, clauses
and sentences.
Pragmatics= a set of rules that specify appropriate language for particular social contexts.

The Nativist View = suggests that language acquisition unfolds as a result of the unique
biological properties of humans.
Language Acquisition Device (LAD) (Noam Skomsky, 1968)= Chomsky’s proposed mental
structure in the human nervous system, which incorporates an innate concept of language.

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