Psy 312 Chapter 4

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  1. Differentiated Instruction
    the practice of using different learning materials, instructional tactics, and learning activities with students who vary along such dimensions as intelligence, learning style, gender, ethnicity, and social class
  2. Origin of Intelligence Testing: Binet
    In 1904 Alfred Binet created a test to predict which children would succeed in a regular classroom and which would need special education
  3. Origin of Intelligence Testing: Terman
    In 1916 Lewis Terman revised Binet's test and included a summary score called the intelligence quotient, or IQ (Stanford-Binet)
  4. Spearman's two factor theory of intelligence
    General Factor (g-factor) and Specific Factor (s-factor)
  5. General factor (g-factor)
    affects performance on all intellectual tests
  6. Specific factor (s-factor)
    affects performance only on specific intellectual tests
  7. limitations of intelligence tests
    1. the appraisal of intelligence is limited by the fact that it cannot be measured directly; 2. intelligence tests sample intellectual capabilities that relate to classroom achievement better than they relate to anything else; 3. intelligence test scores can be improved with systematic instruction
  8. Contemporary views of intelligence: Wechsler
    Global Capacity View
  9. Contemporary views of intelligence: Gardner
    Multiple Intelligences Theory
  10. Contemporary views of intelligence: Sternberg
    Triarchic Theory (Theory of Successful Intelligence)
  11. Wechsler's Global View
    Global capacity of individuals to act purposefully, think rationally, and deal effectively with the environment in which they find themselves
  12. Gender differences in performance on cog tests
    males outscore females on visual-spatial ability and college entrance exams; females outscore males on memory and language use tests; not difference in math
  13. Why do gender differences exist?
    1. hormonal differences; 2. differences in brain structure; 3. differences in cog processes; 4. peer pressure to exhibit gender-typed behaviors
  14. gender differences in school performance
    girls get higher grades in LaArts, SS, science, math, because they are more self-disciplined; girls worry more about grades; girls' perceived self-competence lower for SS, science, math
  15. Why do girls have stronger emotional reactions to grades?
    girls are more concerned with pleasing teachers and parents; girls more likely to see academic performance as an indicator of ability
  16. What is gender bias?
    responding differently to male and female students without having sound educational reasons for doing so
  17. Sources of gender bias
    1. gender-role stereotypes of teachers; 2. school curricula that reward gender stereotyped behavior; 3. gender-role stereotypes of classmates
  18. How does gender bias affect students?
    course selection, career choices, and class participation (loss of voice in females)
  19. Working toward gender equity in the classroom
    put in 4x6
  20. Gender differences in technology
    equal number of males and females use computers in school and at home; females tend to be more anxious about computer use, possibly because women are underrepresented in science
Card Set
Psy 312 Chapter 4
Ed Psych exam 1
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