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Summary Developmental Psychology Chapter 8, 9, 10, 11, 12, 13, 14, 15 (english) + lectures (dutch)

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Universiteit Utrecht (UU)

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Developmental Psychology 2/e

Developmental Psychology Chapter 8, 9, 10, 11, 12, 13, 14, 15 (english) + lectures (dutch)

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Geupload op 23 februari 2022
Aantal pagina's 26
Geschreven in 2021/2022
Type Samenvatting

factor analysis
thurstone
sternberg
executive function
creativity
language
speech
skinner
nativism
interactionist
theory of multiple intelligence
iq
ravens matrices
associativecognitive learning

Chapter 11
Intelligence is multifaceted, and also depending on both nature and nurture
Factor analysis = 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
Charles Spearman used factor analysis, proposed that intelligence is composed of general
factor (g) (= general intelligence) and specific factors (s) (= explain variation in intelligence
between tasks)
Lewis Thurstone: seven primary skills comprise intelligence:
- Verbal meaning
- Perceptual speed
- Reasoning
- Number
- Rote memory
- Word fluency
- Spatial visualization
Carroll & Johnson: also noted general factor: doing well on one cognitive task predicts good
performance on other cognitive task
Contradicting view: no underlying core intelligence but different aspects of intelligence
interact through course of development
Sternberg: triarchic theory of intelligence = three major components of intelligence:
- Information-processing skills
- Experience with a task
- Ability to adapt to demands of context
He expanded theory into theory of successful intelligence = three abilities required for
intelligence:
- Analytical abilities
- Creative abilities
- Practical abilities: tacit knowledge (not associated with IQ but predicts salary)
Howard Gardner: theory of multiple intelligences = eight distinct types of intelligence:
TABLE P330
- Linguistic
- Logical-mathematical
- Spatial
- Musical
- Bodily kinaesthetic
- Intrapersonal
- Interpersonal
- Naturalistic
- (spirituality or existential intelligence)
The first three of the 8 (9) are similar to abilities in traditional intelligence test
Some correlate a lot whereas other types of intelligence are really distinct
Intelligence quotient (IQ) = index of way a person performs on standardized intelligence test
relative to the way others her age perform
Bayley Scales of Infant Development (BSID): best-known infant development test P331
Fagan Test of Infant Intelligence: tests time infant spends looking at new object vs familiar
object (culture fair test) P332

,Stanford-Binet Test: to test whether kid benefits from common or special eduction
William Stern: IQ = (Mental age / chronological age) x 100
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
combined IQ score TABLE P333
Deviation IQ = IQ score that indicates the extent to which a person’s performance on a test
deviates from age mates’ average performance
Kaufman Assessment Battery for Children (K-ABC) measures several types of information-
processing skills grouped into:
- Sequential processing
- Simultaneous processing
Cognitive assessment system: cognitive processes across childhood and adolescence &
Raven’s Matrices: SPM/APM/CPM assess ability to think clearly and logically about complex
issues, ability to store and reproduce infoP334

Important to test intelligence in equal setting for everyone to get reliable results and
generalize. Validity of intelligence test often tested through convergent validity
Intelligence test good predictor of school performance but not creative and social
capabilities. Reliability tested through variance in results across administrations

High correlation information-processing abilities (especially attentional processes) between
infant and later age. Generally moderate correlation intelligence infant and young child.
P337 correlation .70 between IQ at 8 vs 18. High IQ children show greater amount of change
than low IQ children. Children vary in speed and timing cognitive development  affect
reliability IQ scores. Trauma can affect IQ for a while (or longer).

Intelligence roughly 50-50 nature vs nurture but many psychologists disagree
Jensen says it’s mostly heritable, he proposes 2 types of learning (both inherited but each
distinct from the other):
- Associative learning (level I learning) = short-term memorization and recall,
attention, rote learning and simple associative skills (evenly distributed over all
people)
- Cognitive learning (level II learning) = higher-level learning, abstract thinking,
symbolic processing and use of language in problem solving (more in middle class
than lower class)
Most intelligence tests focused on cognitive learning. IQ gap between ethnicities has been
decreasing. .33 correlation between parents IQ. Gene-environment interaction particularly
important for children with low IQ. 2/3rd variance in IQ genetic factor. 1/4th environmental
Parental level of education no influence on cognitive and non-verbal abilities. Environmental
influences did positively influence verbal abilities for children raised by more educated
parents. So both nature and nurture but interaction is complex.
Influences on intelligence P341: birth, pregnancy, family, schools and peer groups,
community, ethnicity, social class and intellectual performance
There is cultural (language) bias in standardized intelligent tests
Stereotype threat = being at risk of confirming negative stereotype about group to which
one belongs (found in kids from age 6). Children in minority groups more aware of
stereotypes than other kids. Poor kids improve more on intelligence test by being made

, familiar or having treats like candy than middle class kids: therefore intelligence test biased
against poor people. Low socioeconomic situation of children  lower IQ
Cumulative risk = notion that risk factors in children’s life circumstances have cumulative
negative effects on their intellectual performance
More risk factors  lower IQ, poor people often more risk factors
Educated moms more involved with kids. Babies from educated parents stop making noise
when parent speaks.
Academic performance depends on achievement motivation too
Some kids mastery-oriented: maintain focus or even get better after failure, learning goals,
incremental view of intelligence (malleable)
Others kids are called helpless: defeated after failure, performance goals, entity view of
intelligence (fixed)
TABLE ABOUT THE TWO TYPES OF ATTITUDES P347
Culture and rearing play role in which attitude child develops
Asians attribute more of success to hard work, and set higher standards
RESEARCH BOX P347 making the grade in japan, Taiwan and US

Cathercole & Alloway: core ability involved in learning is working memory = short-term
memory processes incorporating central executive, phonological loop (storing auditory info),
visuospatial sketch-pad (visual info) and episodic buffer (for linking info across domains).
Characteristics of poor working memory: subdued/withdrawn in group learning, poor
academic progress in reading and math, difficulty following instructions and activities relying
upon memory and info processing, short attention span. Yet not same as ADHD because no
hyperactivity or conduct problems
TABLE P350 principles of classroom-based working memory approach
Cognitive control = executive function (EF) = important for learning, control and
management of cognitive systems is vital for learning in class that affects planning etc.
Poor EF associated with developmental disorders: delay in language with ADHD kids due to
poor EF.
Learning in school goes beyond simply conditioning
3 approaches to school learning:
- Behaviorist:
- Constructivist: need to understand not only what children are learning but how they
think about it + child’s own involvement in acquiring knowledge and learning. Piaget
& Vygotsky (learning happens within Zone of Proximal Development = social space
where child can work together on level just above what he can do themselves
already).
- Cognitive: need to understand not only what children are learning but how they think
about it + no emphasis child’s own actions
Lave & Wenger: not everyone becomes expert by doing something because you operate on
periphery, but by doing things individuals can acquire relevant skills
Barbara Rogoff: apprenticeship in learning aids learning. What knowledge is valued is
culturally dependent.
Doise & Mugny: non-conserving children discussed task together  reasoning advanced, in
comparison to no advance when working on problem in isolation. Benefits of interaction due
to sociocognitive conflict. Effect of collaboration often not immediate.
RESEARCH BOX PEER COLLABORATION AND LEARNING PP353

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