Summary test 2
Chapter 12: parents, peers and social relationships
The family:
Ecological systems perspective: homeostasis, adaptability and permeable boundaries that allow
members to maintain satisfying relationships both withing and outside the family are central
criterions of a well-functioning family.
Parental behaviour: parents teach with reinforcement and modelling behaviour. Dimensions of
behaviour: emotionally and control. Parental emotionality is crucial in the socialization process;
warm and loving parents have warm children. Successful socialization enables the child to control her
own behaviour and to make responsible choices and decisions.
1. Behavioural control = setting reasonable rules and parental use of suggestions, reasoning,
and possible alternative courses of action as well as monitoring of children’s activities.
2. Psychological control = the use of emotion-directed tactics such as guilt or shame induction,
withdrawal of love or affection , or ignoring or discounting a child’s feelings. -> leads to
anxiety and depression.
Parenting styles:
1. Authoritative parenting: parenting that is warm, responsive and involved yet un- intrusive ,
and in which parents set reasonable limits and expect appropriately mature behaviour from
their children. -> energetic-friendly children
2. Authoritarian parenting: parenting that is harsh, unresponsive and rigid, and in which
parents tend to use power-assertive methods of control. -> conflicted irritable children, who
tend to be fearful, moody and vulnerable to stressors. Children had little control over their
environment and received little gratification.
3. Permissive parenting: parenting that is lax, and in which parents exercise inconsistent
discipline and encourage children to express their impulses freely. -> uncontrolled, non-
compliant and aggressive behaviour in children.
4. Uninvolved parenting: parenting that is indifferent and neglectful, and in which parents
focus on their own needs rather than their children’s needs. Also known as neglecting –
rejecting parenting. -> parents don’t know what the child is doing.
Parental relationships: marital conflicts can have an indirect (parents change their childrearing) and
direct effect (children are witness).
Social context of family life:
Social-class differences are the strongest predictors of variation in family relations and parenting
dynamics. Being poor in early childhood is much more detrimental than being poor in middle
childhood or adolescence. -> have a lower quality of home environment, are placed in poorer quality
child care settings, more parent-child conflicts; which leads to lower grades and impairs emotional
and social development, and live in high risk neighbourhoods.
Extended family vs. nuclear family.
,Chapter 11 : intelligence
Factor analysis = a statistical procedure used to determine which of a number of factors, or scores,
are both closely related to one another and relatively independent of other groups of factors or
scores.
Spearman: general factor (g) and specific factors (s) determine intelligence.
Lewis Thurstone: 7 primary skills comprise intelligence.
Triarchic theory of intelligence (Sternberg)= a theory that proposes three major components of
intelligence: information- processing skills (to encode, store and retrieve varying kinds of
information), experience with a task (how much exposure and practice someone has with a task), and
ability to adapt to the demands of a context (intelligence can’t be separated from the context in
which it’s used).
Theory of successful intelligence which considers intelligence in relation to the ability of an
individual to meet her own goals and those of her society. Abilities: analytical, creative and
practical (tacit knowledge, which is shared by many people and guides intelligent behaviour).
Gardner’s theory of multiple intelligences = Gardner’s multifactorial theory that proposes eight
distinct types of intelligence. Linguistic, logical -mathematical, spatial, musical, bodily kinaesthetic,
intrapersonal, interpersonal, and naturalistic (and possible: spirituality or existential intelligence).
Testing intelligence
Testing of intelligence is focused on its products; the specific knowledge and skills displayed on
intelligence tests, instead the processes that contribute to intellectual functioning.
IQ= an index of the way a person performs on a standardized intelligence test relative to the way
others her age perform. -> can change over the life span.
Measuring infant intelligence:
Bayley scales of Infant Development (BSID), most used test. Include many non-verbal test
items because it focusses on the very young (1 month to 3,5 years). Includes a mental and
motor scale.
Fagan test of infant intelligence, assesses processes such as encoding the attributes of
objects, seeing similarities and differences between objects and forming and using mental
representations. It measures the amount of time that a child looks to a new and familiar
object: habituation – dishabituation technique.
Other measurements:
Stanford-Binet test; introduced the concept of mental age which is an index of a child’s actual
performance compared with her true age. (so someone of 6 scores as someone of 7 has a
mental age of 7).
o William stern: IQ = Mental age / chronological age x 100
o Piaget’s early work was conducted with Binet
Wechsler Intelligence Scales = Three intelligence tests for preschool children, school-age
children and adults , which yield separate scores for verbal and performance IQ as well as
combined IQ score.
o Deviation IQ is used instead of mental age as a basis for estimating intelligence.
, o Deviation IQ = an IQ score that indicated the extent to which a person’s performance
on a test deviates from age mates’ average performance. Standard deviation is used
to measure this.
Kaufman Assessment Battery for Children (K-ABC) measures several types of information-
processing skills grouped into two categories: sequential processing (solving problems step-
by-step) and simultaneous processing (examining and integrating a wide variety of materials
in the solution of a problem).
o Teacher helps when the child fails on a subscale so that no child who is capable of
learning an unfamiliar task receives a failing score on it.
Cognitive assessment system (CAS) assesses different cognitive processes across childhood
and adolescence; planning, attention, simultaneous and successive processing which
comprise the cognitive processes used in the acquisition, storage and retrieval of
information.
Raven’s standard progressive matrices (SPM) for children , advanced progressive matrices
(APM) for adolescents and adults , and coloured Progressive Matrices (CPM) for younger
children. Participants need to complete a pattern or sequence to complete the tests. The
tests are characterised as assessing analytical ability.
o But it’s based upon spearman’s model, so multifaced perspectives on intelligence are
not covered by the test.
The measurement :
Age and environment is a critical factor when setting norms for children’s test performance.
The test must be valid and reliable
Changes in children’s IQ over time. High- IQ children have greater amounts of change over
time.
Individual differences in Intelligence
Associative learning = according to Jensen, lower-level learning tapped in tests of such things as
short-term memorization and recall, attention, rote learning, and simple associative skills. (level 1
learning).
Cognitive learning = higher-level learning tapped in tests of such things as abstract thinking, symbolic
processing and the use of language in problem solving. (level 2 learning).
Genes depend on their environment for their expression.
Environmental factors:
Pregnancy and birth: poor maternal nutrition, maternal disease, smoking, alcohol and drugs
addiction.
Family: a supportive and warm home that encourages a child to become self-reliant , to
express her curiosity and to explore is linked to higher intellectual functioning. Parents need
to be emotionally and verbally responsive.
Schools and peer groups: deficits in education may cause IQ scores to decline. Poor and
minority students in inner-city and rural areas often face a substantial disadvantage in school
quality. -> more likely to enter next school with less skills. Also cultural differences and
negative teacher attitude may hinder adjustment and learning.
The community: children in rural areas (isolated areas) score lower in IQ tests.
Chapter 12: parents, peers and social relationships
The family:
Ecological systems perspective: homeostasis, adaptability and permeable boundaries that allow
members to maintain satisfying relationships both withing and outside the family are central
criterions of a well-functioning family.
Parental behaviour: parents teach with reinforcement and modelling behaviour. Dimensions of
behaviour: emotionally and control. Parental emotionality is crucial in the socialization process;
warm and loving parents have warm children. Successful socialization enables the child to control her
own behaviour and to make responsible choices and decisions.
1. Behavioural control = setting reasonable rules and parental use of suggestions, reasoning,
and possible alternative courses of action as well as monitoring of children’s activities.
2. Psychological control = the use of emotion-directed tactics such as guilt or shame induction,
withdrawal of love or affection , or ignoring or discounting a child’s feelings. -> leads to
anxiety and depression.
Parenting styles:
1. Authoritative parenting: parenting that is warm, responsive and involved yet un- intrusive ,
and in which parents set reasonable limits and expect appropriately mature behaviour from
their children. -> energetic-friendly children
2. Authoritarian parenting: parenting that is harsh, unresponsive and rigid, and in which
parents tend to use power-assertive methods of control. -> conflicted irritable children, who
tend to be fearful, moody and vulnerable to stressors. Children had little control over their
environment and received little gratification.
3. Permissive parenting: parenting that is lax, and in which parents exercise inconsistent
discipline and encourage children to express their impulses freely. -> uncontrolled, non-
compliant and aggressive behaviour in children.
4. Uninvolved parenting: parenting that is indifferent and neglectful, and in which parents
focus on their own needs rather than their children’s needs. Also known as neglecting –
rejecting parenting. -> parents don’t know what the child is doing.
Parental relationships: marital conflicts can have an indirect (parents change their childrearing) and
direct effect (children are witness).
Social context of family life:
Social-class differences are the strongest predictors of variation in family relations and parenting
dynamics. Being poor in early childhood is much more detrimental than being poor in middle
childhood or adolescence. -> have a lower quality of home environment, are placed in poorer quality
child care settings, more parent-child conflicts; which leads to lower grades and impairs emotional
and social development, and live in high risk neighbourhoods.
Extended family vs. nuclear family.
,Chapter 11 : intelligence
Factor analysis = a statistical procedure used to determine which of a number of factors, or scores,
are both closely related to one another and relatively independent of other groups of factors or
scores.
Spearman: general factor (g) and specific factors (s) determine intelligence.
Lewis Thurstone: 7 primary skills comprise intelligence.
Triarchic theory of intelligence (Sternberg)= a theory that proposes three major components of
intelligence: information- processing skills (to encode, store and retrieve varying kinds of
information), experience with a task (how much exposure and practice someone has with a task), and
ability to adapt to the demands of a context (intelligence can’t be separated from the context in
which it’s used).
Theory of successful intelligence which considers intelligence in relation to the ability of an
individual to meet her own goals and those of her society. Abilities: analytical, creative and
practical (tacit knowledge, which is shared by many people and guides intelligent behaviour).
Gardner’s theory of multiple intelligences = Gardner’s multifactorial theory that proposes eight
distinct types of intelligence. Linguistic, logical -mathematical, spatial, musical, bodily kinaesthetic,
intrapersonal, interpersonal, and naturalistic (and possible: spirituality or existential intelligence).
Testing intelligence
Testing of intelligence is focused on its products; the specific knowledge and skills displayed on
intelligence tests, instead the processes that contribute to intellectual functioning.
IQ= an index of the way a person performs on a standardized intelligence test relative to the way
others her age perform. -> can change over the life span.
Measuring infant intelligence:
Bayley scales of Infant Development (BSID), most used test. Include many non-verbal test
items because it focusses on the very young (1 month to 3,5 years). Includes a mental and
motor scale.
Fagan test of infant intelligence, assesses processes such as encoding the attributes of
objects, seeing similarities and differences between objects and forming and using mental
representations. It measures the amount of time that a child looks to a new and familiar
object: habituation – dishabituation technique.
Other measurements:
Stanford-Binet test; introduced the concept of mental age which is an index of a child’s actual
performance compared with her true age. (so someone of 6 scores as someone of 7 has a
mental age of 7).
o William stern: IQ = Mental age / chronological age x 100
o Piaget’s early work was conducted with Binet
Wechsler Intelligence Scales = Three intelligence tests for preschool children, school-age
children and adults , which yield separate scores for verbal and performance IQ as well as
combined IQ score.
o Deviation IQ is used instead of mental age as a basis for estimating intelligence.
, o Deviation IQ = an IQ score that indicated the extent to which a person’s performance
on a test deviates from age mates’ average performance. Standard deviation is used
to measure this.
Kaufman Assessment Battery for Children (K-ABC) measures several types of information-
processing skills grouped into two categories: sequential processing (solving problems step-
by-step) and simultaneous processing (examining and integrating a wide variety of materials
in the solution of a problem).
o Teacher helps when the child fails on a subscale so that no child who is capable of
learning an unfamiliar task receives a failing score on it.
Cognitive assessment system (CAS) assesses different cognitive processes across childhood
and adolescence; planning, attention, simultaneous and successive processing which
comprise the cognitive processes used in the acquisition, storage and retrieval of
information.
Raven’s standard progressive matrices (SPM) for children , advanced progressive matrices
(APM) for adolescents and adults , and coloured Progressive Matrices (CPM) for younger
children. Participants need to complete a pattern or sequence to complete the tests. The
tests are characterised as assessing analytical ability.
o But it’s based upon spearman’s model, so multifaced perspectives on intelligence are
not covered by the test.
The measurement :
Age and environment is a critical factor when setting norms for children’s test performance.
The test must be valid and reliable
Changes in children’s IQ over time. High- IQ children have greater amounts of change over
time.
Individual differences in Intelligence
Associative learning = according to Jensen, lower-level learning tapped in tests of such things as
short-term memorization and recall, attention, rote learning, and simple associative skills. (level 1
learning).
Cognitive learning = higher-level learning tapped in tests of such things as abstract thinking, symbolic
processing and the use of language in problem solving. (level 2 learning).
Genes depend on their environment for their expression.
Environmental factors:
Pregnancy and birth: poor maternal nutrition, maternal disease, smoking, alcohol and drugs
addiction.
Family: a supportive and warm home that encourages a child to become self-reliant , to
express her curiosity and to explore is linked to higher intellectual functioning. Parents need
to be emotionally and verbally responsive.
Schools and peer groups: deficits in education may cause IQ scores to decline. Poor and
minority students in inner-city and rural areas often face a substantial disadvantage in school
quality. -> more likely to enter next school with less skills. Also cultural differences and
negative teacher attitude may hinder adjustment and learning.
The community: children in rural areas (isolated areas) score lower in IQ tests.
