1. Charles spearman
    first psychologist to reseach intelligence scientifically (g)
  2. Cattel-horn theory
    • (1)Fluid intelligence: culture-free, non-verbal, increasis until adolesence, grounded in brain development, sensitive to injury
    • (2)Christalized intelligence: ability to apply culturally approved problem solving methods.
  3. Garnders theory of multiple intelligences
    There are at least 8 separate intelligences.
  4. EQ
    at the center of EI are four broad abilities: perceiving, integrating, understanding and managing emotions.
  5. Triarchic theory of successful intelligence
    • Three aspects involved and is a cognitive process approach to understanding intelligence:
    • analytic (componential), creative (experiential), practical (contextual).
  6. Flynn effect
    we are getting more intelligent over generations.
  7. Streaming or ability-class grouping
    whole classes are formed based on ability.
  8. Setting
    ability grouping for part of the school timetable or for a particular activity.
  9. Surface processing
    focus on memorisiing the learning materials, not understand them.
  10. Deep processing
    understanding the underlying meaning of learnintg materials.
  11. Richard Mayer
    studied the distinction between visual and verbal learners. There is a visualizer and verbalizer dimension and it has 3 facets: cognitive spatial ability, cognitive style (visualizer/verbalizer) and learning preferences (verbal learner/visual learner)
  12. Inclusion
    integration of all learnersm including those with severe disabilities, into mainstream classes.
  13. Code of Practice
    • Emphasises that children with special educational needs, including those with statements should:
    • be educated alongside other children in mainstream schools
    • Have full access to a broad and balanced education including the national cirriculum.
  14. 4 different word identification strategies
    • 1. by analogie, 2. seeking the part of the word that you know.
    • 3. attempting different vowel pronunciations. 4. peeling off prefixes and suffixes in a multisyllabic word.
  15. Steps of the SMART approach:
    • Separating the problem of ADHD from the child
    • Mapping the influence of ADHD on the child and family
    • Attending to the exceptions to the adhd story
    • Reclaiming special abilities of children diagnosed with adhd
    • Telling and celebrating the new story
  16. National literacy strategy (NLS)
    encourages �phonics�teaching.
  17. Cerebral palsy
    • damage to the brain before or during birth or during infancy. Difficulties moving/coordinating the body. Characterized by spasticity. Secondary disabilities:
    • Visual impairments, speech problems, mild intellectual disabiliries.
  18. Epilepsy
    recurrent seizures, but not all seizures are the result of epilepsy.
  19. Partial or absence seizure
    involves only a small part of the brain. Child loses contact briefly.
  20. Generalized or tonic-clonic seizure
    includes much more of the brain.
  21. Autism spectrum disorders
    Developmental disabiliy significantly affecting verbal and non-verbal communication and social interaction. Evident before age 3.
  22. Aspergers syndrome
    includes many of the autism characteristics but greatest problems lie in social relations. Children lack a theory of mind ( understanding that they and others have minds)
  23. 3 part conception of giftedness
    above avarage g, high creativity, high task commitment/motivation.
  24. Person first language
    not �autists� but �people with autims�
  25. Distinguish between disability and handicap
    • Disability is an inability to do something specific such as see or walk.
    • A handicap is a disadvantage in certain situations. Some disabilities lead to handicaps, but not in all contexts.
  26. Carrol�s theory
    few broad abilities, and at least 70 specific abilities. Fluid and cryst. Intell. Are broad ones.
  27. Tacit knowledge
    knowing how rather than knowing that.
Card Set
Cards for my psychology study