09_Intelligence - and general adjustment and life...

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Intelligence (Chapter 9) 1. Describe the testing procedure developed by Binet and discuss how his procedure could be used to determine a child’s mental age. 2. Describe the models of intelligence developed by Spearman, Thurstone, Guilford, and Carroll. 3. Distinguish between fluid and crystallized intelligence 4. Outline the key components in Sternberg’s triarchic theory of intelligence. 5. Describe Gardner’s theory of multiple intelligence 6. Describe a variety of methods that have been used to assess intelligence in preschool and school-aged children. 7. Describe the Bayley scales of infant development. 8. Identify three measures of early information-processing ability that correlate with later IQ scores. 9. Discuss the stability of IQ scores during childhood and adolescence. 10. Discuss how well IQ can predict scholastic achievement, vocational outcomes,
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Unformatted text preview: and general adjustment and life satisfaction. 11. Summarize the evidence concerning genetic and environmental influences on IQ. 12. Describe how a childs home environment can be assessed, and identify aspects of the home environment that appear to be the greatest influence on intellectual development. 13. Summarize the findings that relate to social-class, racial, and ethnic differences in IQ, and discuss three potential reasons for these differences. 14. Discuss Head Start and list factors of Head Start and other compensatory and early interventions that can influence their effectiveness. 15. Differentiate between convergent and divergent thinking. 16. Describe key aspects of the investment theory of creativity. 17. Discuss some methods for promoting creativity in classroom settings....
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