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Charles spearman
first psychologist to reseach intelligence scientifically (g)
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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.
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Garnders theory of multiple intelligences
There are at least 8 separate intelligences.
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EQ
at the center of EI are four broad abilities: perceiving, integrating, understanding and managing emotions.
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Triarchic theory of successful intelligence
- Three aspects involved and is a cognitive process approach to understanding intelligence:
- analytic (componential), creative (experiential), practical (contextual).
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Flynn effect
we are getting more intelligent over generations.
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Streaming or ability-class grouping
whole classes are formed based on ability.
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Setting
ability grouping for part of the school timetable or for a particular activity.
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Surface processing
focus on memorisiing the learning materials, not understand them.
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Deep processing
understanding the underlying meaning of learnintg materials.
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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)
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Inclusion
integration of all learnersm including those with severe disabilities, into mainstream classes.
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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.
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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.
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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
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National literacy strategy (NLS)
encourages �phonics�teaching.
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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.
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Epilepsy
recurrent seizures, but not all seizures are the result of epilepsy.
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Partial or absence seizure
involves only a small part of the brain. Child loses contact briefly.
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Generalized or tonic-clonic seizure
includes much more of the brain.
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Autism spectrum disorders
Developmental disabiliy significantly affecting verbal and non-verbal communication and social interaction. Evident before age 3.
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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)
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3 part conception of giftedness
above avarage g, high creativity, high task commitment/motivation.
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Person first language
not �autists� but �people with autims�
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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.
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Carrol�s theory
few broad abilities, and at least 70 specific abilities. Fluid and cryst. Intell. Are broad ones.
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Tacit knowledge
knowing how rather than knowing that.
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