Psychological - W5 - Chapter 9 (DN)
In Piaget’s theory, accommodation is the mental process of changing existing ideas or schemas to fit new information.
accommodation
Piagetian theory
one of two basic mental operations through which learning occurs
changing what is already perceived or thought
so it fits with new information
contrast with assimilation
p. 290
Key Terms
accommodation
Piagetian theory
one of two basic mental operations through which learning occurs
changing what is already perceived or thought
s...
assimilation
Piagetian theory
one of two mental operations through which learning occurs
actively organising new information
so it fits in wit...
contrast assimilation & accomodation
assimilation = acting on (organising) new to fit in with old
accomodation = acting on (changing) old to fit with new
...
alerting response
brightening & widening of the eyes
in response to a stimulus
indicates an infants capacity for responsiveness
contrast with o...
ceiling effect
diminished utility of a tool of assessment in distinguishing testtakers at the high end of the ability, trait, or other attribute being measured
CHC model
abbreviation for the Cattell-Horn-Carroll model of cognitive abilities
p. 294-295
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| Term | Definition |
|---|---|
accommodation | Piagetian theory one of two basic mental operations through which learning occurs changing what is already perceived or thought so it fits with new information contrast with assimilation p. 290 |
assimilation | Piagetian theory one of two mental operations through which learning occurs actively organising new information so it fits in with what is already perceived & thought contrast with accommodation p. 290 |
contrast assimilation & accomodation | assimilation = acting on (organising) new to fit in with old accomodation = acting on (changing) old to fit with new where new = new information old = what is already perceived or thought acting on = actively organising or changing the difference is in how the information is being operated on or (acted on) & the direction of that operation i.e., new > old or old >new. |
alerting response | brightening & widening of the eyes in response to a stimulus indicates an infants capacity for responsiveness contrast with orienting response p. 297 |
ceiling effect | diminished utility of a tool of assessment in distinguishing testtakers at the high end of the ability, trait, or other attribute being measured p. 259, 307 |
CHC model | abbreviation for the Cattell-Horn-Carroll model of cognitive abilities p. 294-295 |
cross-battery assessment | an evaluation employs tests from different test batteries involves interpretation of data from specified tests to provide a comprehensive assessment p. 295 |
crytallized intelligence | in Cattell’s two-factor theory of intelligence acquired skills & knowledge highly dependent on formal & informal education |
culture-fair intelligence test | test or assessment process designed to minimise the influence of culture on certain evaluation procedures e.g., administration, instructions, item content, required responses, and interpretations p.313-316 |
culture-free intelligence test | the ideal in psychometrics a test completely devoid of any cultural influence therefore not favouring people from any one culture over another |
culture loading | an index of the magnitude to which a test incorporates the vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture p.313-316 |
emotional intelligence | popularisation of aspects of Gardner’s theory of multiple intelligences emphasis on the notions of interpersonal and intrapersonal intelligence p. 293 |
factor-analytic theories (of intelligence) | focus on identifying the ability or groups of abilities deemed to constitue intelligence Factor analysis is a group of statistical techniques - designed to determine underlying relationships Theorists have used factor analysis to study correlations between tests (of intelligence) Spearman’s Two-Factor theory of intelligence (1904) Carroll’s Three-Stratum Theory Gardner’s Theory of Multiple Intelligences The CHC Model p.291 |
fluid intelligence | in Cattell’s two-factor theory of intelligence non-verbal activities that are relatively less dependent on culture & formal instruction contrast with crystallized intelligence p. 293 |
Flynn effect | “intelligence inflation” the fact that intelligence measured using a normed instrument rises each year after the test was normed usually in the absence of any academic dividend p.306-309 |
g (factor of intelligence) | in Spearman’s two-factor theory of intelligence the general factor of intelligence the factor that is measured to greater or lesser degrees by all tests of intelligence contrast with s factor and group factors p. 292, 303, 311, 344 |
Gf and Gc | fluid-crystallized intelligence as described in Cattell-Horn model, Carroll’s three-stratum theory, and other models p. 293-294 |
giftedness | performance that is consistently remarkable in any positively valued area p. 307-308 |
group factors | according to Spearman factors common to a group of activities indicating intelligence such as linguistic, mechanical or arithmetic abilities p.292 |
hierarchical model | a theoretical model organised in two or more layers each layer is subsumed by or incorporated in the preceding layer e.g., Carroll’s three-stratum theory of cognitive abilities g is the top layer then two layers of cognitive abilities & processes p.294 |
information-processing theories (of intelligence) | a way of looking at intelligence focusses on identifying the specific mental processes that make up intelligence i.e., how information is processed, rather than what is processed p.291 |
intelligence | a multifaceted capacity includes the abilities and capacities to acquire & apply knowledge reason logically & effectively exhibit sound judgement be perceptive be intuitive be mentally alert find the right words & thoughts with facility be able to cope & adjust to new situations & new types of problems |
interactionism | the belief that heredity & environment interact to influence the development of one’s mental capacity & abilities p. 304 |
interpersonal intelligence | in Gardner’s theory of multiple intelligences the ability to understand other people what motivates them how they work how to work cooperatively with them contrast with intrapersonal intelligence p. 292 |
intrapersonal intelligence | in Gardner's theory of multiple intelligence a capacity to form accurate self perceptions to discriminate accurately between emotions to be able to draw upon one's emotions as a means of understanding & as an effective guide contrast with interpersonal intelligence p. 292 |
maintained abilities | in the Cattell-Horn model of intelligence cognitive abilities that don't decline with age tend to return to pre-injury levels after brain damage contrast with vulnerable abilities p. 293 |
mental age | an index, now seldom used derived by reference to the chronological age at which most testtakers can pass or meet some performance criterion with respect to individual items or groups of items p.299 |
nominating technique | a method of peer appraisal members of a class, team, work unit, or other group are asked to select (nominate) people in response to a question or statement p.308 |
parallel processing | based on Luria's writings a type of information processing information is integrated & synthesized all at once and as a whole also referred to as simultaneous processing contrast with successive processing p. 295, 296 |
PASS model | Information-processing model developed by Luria PASS Planning Attention Simultaneous Successive p.296 |
predeterminism | the doctrine that one's abilities are predetermined by genetic inheritance that no amount of learning or other intervention can enhance what is genetically coded to unfold contrast with……bollocks!!! p. 302 |
preformationism | the doctrine that all living organisms are preformed at birth and intelligence like other preformed "structures" cannot be improved upon by environmental intervention contrast with……more bollocks!!! p. 301 |
psychoeducational assessment | psychological evaluation in a school or other setting usually to diagnose. remedy, or measure academic or social progress or otherwise enrich a student's education p.295 |
schema | in Piagetian theory an action or mental structure that when applied to the world leads to knowing or understanding p.289 |
schemata | the plural of schema e.g., infants are born with several schemata (sucking, grasping) p. 289 |
sequential processing | based on Luria's writings a type of information processing information is processed in a sequential, bit by bit fashion arranged & rearranged until it is logical also referred to as successive processing contrast with simultaneous processing p. 295-296 |
s factor (of intelligence) | Specific Skill or Ability |
simultaneous processing | based on Luria's writings a type of information processing information is integrated & synthesized all at once and as a whole also referred to as parallel processing contrast with successive processing p. 295, 296 |
successful intelligence | a cross-cultural conception of intelligence gauged by the extent to which one effectively adapts, shares, shapes, and selects environments in a way that conforms to both personal & societal standards of success p.296 |
successive processing | based on Luria's writings a type of information processing information is processed in a sequential, bit by bit fashion arranged & rearranged until it is logical also referred to as sequential processing contrast with simultaneous processing p. 295-296 |
temperament | with reference to personality assessment of infants the distinguishing manner of the child's observable actions and reactions p. 310 |
"Termites" | humorous reference to the gifted children who participated in Lewis M. Terman's study of intelligence initiated in 1916 p. 305n3 |
three-stratum theory of cognitive abilities | John B. Carroll's conception of mental abilities & processing Classified by three levels of strata Level 1 - g at the broadest level Level 2 - eight abilities or processes Level 3 - a number of more narrowly defined abilities and processes p.293 |
two-factor theory of intelligence | Spearman's theory of general intelligence Postulates the existence of a general intellectual abillity factor (g) which is partially tapped by all other mental abilities p.291 |
Verbal, Perceptual, and Image Rotation (VPR) model | a hierarchical model of the structure of mental abilities with a g factor that contributes to verbal, perceptual & image rotation abilities plus eight more specialized abilities p.303 |
vulnerable abilities | in the Cattell-Horn model of intelligence Cognitive abilities that decline with age do not return to pre-injury levels after brain damage contrast with maintained abilities p. 293 |
Why did McGrew-Flanagan CHC model omit g? | They did recognise the existence of g but could not test it more to do with the reason why they created the model in the first place than a reflection on their view of g Reason: to improve psychological assessment is education (psychoeducational assessment) by implementing cross-battery student assessments g lacked utility & had little practical relevance to cross-battery assessment & interpretation thus it was omitted |