Psychology 3709

general intelligence that is used in all cognitive tasks

fluid and crystallized intelligence

Fluid Intelligence- changing --> reasoning: memory, comprehension ( not set in stone)

crystallized intelligence- you know it or you don't : facts, vocabulary, deals with culture related things

• There are atleast 8 separate intelligences:
• Verbal, musical, spatial, logical/ mathematical, kinesthetic, interpersonal, intrapersonal and naturalistic.

• intelligence isnt just what's measured on tests, but there are social/ cultural components as well.
• Have to use what you have in order to be intelligent

Example: Sister was extremely smart in high school, she dropped out of school, Sternberg would say she's not intelligent

• Ability Grouping- group students into classes according to their ability
• Ex: Kids with scores 80-100 group A scores with 60-80 group B

Flexible Grouping- group students within a class and constantly adjust groups to fit the varying needs of the students

individualized eduation program- school takes all people involved in SPED programs and lay out students current goals so they have documentation to know about the student

lease restrictive environment- putting the student in an environment where they can learn the most

promotes equity in the schooling of all students

eliminates the "isms" sexism, racism etc. while adapting the content and methods of instruction to meet the needs of all students

social class-arrangements of people in society as economic or cultural groups.

socioeconomic status- relative standing in the society based on income,power, background, and prestige

depending on their SES depends on their achievement in school. in lower SES cases, the child does not recieve proper education because it can not be afforded, where as higher SES children would recieve better education because it is affordable.

Some ethnic groups score lower than average regardless of test area. pattern where asian has highest academics, then whites, african americans, latino, and then american indians.

Stereotype threat- the extra emotional and cognitive burden that your performance in an academic situation might confirm a stereotype that others hold about you. Ex: husband told her friend that she was a terrible driver, then her friend began driving terribly. and girls are bad at math so they would in turn do bad in math when the boys are said to be good at math.

• Prejudice- thinking
• Discrimination- behavior/ action

stereotyped roles in books. do both gender roles in the lesson

allow the dialects and other languages but teach formal English as well

to include all cultures and ethnic backgrounds in the content taught

excellent teaching for students of color that includes academic success, developing/maintaing cultural competence and developing a critical consciousness to challenge the status quo.

Resiliency-the ability to adapt successfully in spite of difficult circumstances and threats to development

resilient classrooms are a safe and orderly environment

pairing a neutral stimulus with an unconditioned stimulus and over time to create a conditioned stimulus and conditioned response.---> pairing two things together to create a conditioned response

• Stimulus- an event that activates behavior
• Response- the observable reaction to a stimulus

Classical conditioning- learned behavior occurs as a result of involuntary conditioning. the person is not taught but rather the learning happens naturally

Operant conditioning- where we learn to behave in certain ways. it involves the use of stimulus being added and removed to create reinforcement and punishment to create learning

• Neutral Stimulus- something that elicits no response ( saying pavlov before the experiment no one would salivate)
• Unconditioned Stimulus- no need for training -- naturally connected to a response ( put the lemonade on your tongue, knowing its sour)
• Unconditioned Response- no need for training; the response is naturally a result for the US ( salivated, not being taught to salivate)
• Conditioned Stimulus- something that causes the response (learned through contiguity-- (everytime we hear Pavlov, we salivate)
• Conditioned Response- the response from the presentation of the CS (salivated)

• Antecedents- the thing that causes the behavior to happen
• Behavior-what happens
• Consequence- happens after the behavior

• reinforcement- increases the behavior
• Punishment- reduces the behavior

• Positive reinforcement- behavior is increased due to the presentation of a stimulus that follows the behavior-- rewards, praise, pay increase
• Negative reinforcement- behavior is increased due to the removal of an aversive stimulus following the behavior -- nagging, cying baby, restricted location

• Positive punishment- behavior decreases due to the presentation of an aversive stimulus that follows the behavior -- spanking, electric shock
• Negative punishment- behavior decreases due to the removal of something good -- lose phone privileges, lose recess time, grouded, fine/ lose tokens

reinforcement after every response

reinforcement after a set period of time

reinforcement after varying lengths of time

reinforcement after a set number of responses

reinforcement after a varying number of responses

"noise level" verbal reminder the appropriate behavior--> saying noise level to the class

nonverbal reminder of appropriate behavior --example: turn lights off when its too loud in the classroom

the behavior to be changed is clearly specified and the current level is noted, and then specific interventions are done to correct the problem behavior.

ABAB design-- A-baseline and B-intervention

• a high probability behavior may serve as a reinforcer for a low probability behavior "Grandmas rule"
• not liking math worksheets but student likes playing oregon trail, had to complete math worksheet with 90% accuracy in order to play the game

Functional behavior analysis-try to determine reason for the behavior by studying ABC. focus is on understanding WHY behavior occurred and finding ways to replace the WHY with positive behaviors.

Applied behavior analysis- application of behavioral learning principles to understand and change behavior

developed by Bandura- idea that we learn from observing others, paying attention to others

must pay attention to aspects of the situation that will help us learn; in order to imitate must retain the information

• NS- dog in movie/ tv scares the child
• US- barking/ loud noise
• UR- crying
• after constant dog becomes conditioned stimulus and crying becomes the conditioned response

• Antecedent
• Behavior
• Consequence

• Ability grouping- grouping students into classes based on ability-- students with scores from 80-100 group A 60-80 Group B
• Flexible grouping- group students within a class and constantly adjusting groups to fit the varying needs of the students. Works best**

Gardner's theory of multiple intelligences: "VINSMILK". Verbal, Intrapersonal, naturalistic, spatial, musical ,interpersonal, logical-mathematical, kinesthetic

• Sternberg- areas is gifted kids
• intelligence isnt just whats measured on tests but there are social/cultural components as well.
• 3 components- Analytical, creative/experimental, & practical/ contextual