Developmental psychology.pdf

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Intelligence "tiEMSOHEMENT OFINTELLIGENCE * i ofthe Intellect EXCEPTIONAL INTELLIGENCE A Nature-Nurture Issue Л" :ч"4п»гаспоо Principle ^ . ', ^tifEkt86ENCE-.ANO PERSONAL FACTORS ,j JftBuenoe of Aging Sex THE MEDIA '.1. i '• | ^ ^ ^ ^p y f o r good reaw», , Thes4-S*i
370 Individual Differences Figure 14.1 Measuring Personal Attributes. The work in Galton ; § laboratory focused on physical as 'well as psychological characteristics. Altogether, 9,337 people underwent such tests. Figure 14.2 Qalton's Instruments. The subject being tested for intelligence made judgments about these weights, which ranged from an ounce to more than a pound. He also developed the high-frequency "Galton whistle," used for testing the upper limits of hearing among animals in the zoo. One enduring problem has been our definition of intelligence, which has undergone various changes. Today intelligence is commonly defined as the capacity to learn from experience and to adapt to new situations. This approach has the advantage of being applicable at various phylogenetic levels, but it does not show the complexity of our current views. In fact, we might call this chapter "The Intelligence Controversy," for the discussion is organized around several controversial topics. First, there is the question of measuring intelligence, a bold idea at its inception early in this century and still disputed today. Second, people with exceptional intelligence pose a special problem. What educational opportunities should be offered to these minority groups, the retarded and gifted? Third, the age-old issue of the origins of intelligence has prompted some people to emphasize heredity, others to focus upon the environment, and still others to stress that both factors are complexly involved. Fourth, there is the question of what happens to our intelligence as we grow older, a controversy that psychologists themselves unwittingly initiated. In conclusion, we consider the mass media. To a large degree, the newspeople determine what most of us think about intelligence and whether the topic becomes controversial in the first place. MEASUREMENT OF INTELLIGENCE A prominent contention before the beginning of this century was that because intelligence could not be measured in physical terms, it could not be measured at all. Like politics, religion, and sexuality, it was not considered quantifiable. Mental ability was too abstract to be measured. Sir Francis Galton, a highly versatile Englishman with no financial worries, felt otherwise. He entertained himself by making scientific inquiries in various fields. Then he founded the Anthropometric Laboratory in South Kensington, London, where a person could be measured for hearing, strength, sensitivity to visual movement, and several mental reactions, all for a three-penny fee. On this basis Galton is considered to have inaugurated the mental-testing movement (Figure 14.1). ч When Galton decided to measure intelligence, he believed that the senses should be the key factor. The only information we have comes through the senses, he reasoned: "The more perceptive the senses are of difference, the larger is the field upon which our judgment and intelligence can act" (Galton, 1907). Galton devised a graded series of weights to be presented in random order to a blindfolded subject who would indicate whether any given weight was heavier or lighter than the one preceding it. He tested people known to be of exceptionally high or very low mental ability and discovered that they were also high or low, respectively, in sensory discrimination. But aside from these extreme populations, Galton's test was of little value. It could not indicate intellectual differences among more typical people (Figure 14.2). A few years later a Frenchman began a broader approach, using Galton's effort as only a small part of his work. The Englishman had inaugurated the testing movement but not the intelligence test. Intelligence Tests After studying the psychic life of chess players, Alfred Binet turned to Parisian schoolchildren. He had been asked by the Ministry of Education to discover which children were of insufficient ability to profit from normal classroom instruction. It would be inappropriate to make such decisions solely on the basis of teachers' judgments; some method was needed for measuring all children on a comparable basis.
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MUNN'S NTRODUCTION TO FERNALD/FERNA
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INTRODUCTION TO Psychology L. DODGE
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List of Figures xv Acknowledgments
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viii Contents Part 2 The Human Orga
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Contents Part 4 Learning and Inform
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xii Contents Part 6 Individual Diff
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xiv Contents Part 8 Psychology and
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xvi List of Figures Figure 8.1 Lana
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As the reader Purely will decide, t
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A Journey
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Prologue Title Topic Source /. Psyc
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Prologue xxvii Like the response pa
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INTRODUCTION TO Psychology
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Background and Methods At mealtime
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Background and Methods Figure 1.2 T
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10 Background and Methods 'One spri
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12 Background and Methods It should
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14 Background and Methods James and
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16 Background and Methods Figure 1.
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22 Background and Methods 'Sitting
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24 Background and Methods Each of t
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26 Background and Methods Emergence
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30 Background and Methods "My mothe
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32 Background and Methods Collectin
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34 Background and Methods A related
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38 Background and Methods *l was on
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40 Background and Methods CLINICAL
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42 Background and Methods Psycholog
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Background and Methods Another trou
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48 Background and Methods When the
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50 Background and Methods RESEARCH
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52 Background and Methods Prior to
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54 Background and Methods Survey Me
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60 The Human Organism The study of
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62 The Human Organism Figure 3.4 In
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64 The Human Organism Figure 3.7 De
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66 The Human Organism The increased
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68 The Human Organism This totally
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Plate 2 Eight-Week-Old Fetus. In ju
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70 The Human Organism Sensorimotor
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72 The Human Organism The deprivati
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74 The Human Organism Figure 3.13 I
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76 The Human Organism The qualifica
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78 The Human Organism Figure 3.15 D
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80 The Human Organism Figure 3.17 A
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82 The Human Organism Transfer Grou
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84 The Human Organism INDIVIDUAL DI
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86 The Human Organism Heredity and
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fftgtepoiitfHf ДОИ* * L» i-'"-,
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Physiology and Behavior 91 Figure 4
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Physiology and Behavior 93 —f Res
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Physiology and Behavior 95 Figure 4
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Physiology and Behavior 97 Receptor
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Physiology and Behavior 99 Motor Pr
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Physiology and Behavior 101 Nonsens
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.,••. ь • • : • ; •
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Physiology and Behavior 105 On this
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Physiology and Behavior 107 Lung He
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Physiology and Behavior 109 part of
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Physiology and Behavior 111 One fun
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Physiology and Behavior 113 Figure
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Physiology and Behavior 115 Subcort
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•'л§ а- 1 : '•:£•* a i'A
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122 Modes of Awareness In this chap
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124 Modes of Awareness *James Bond
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126 Modes of Awareness TRADITIONAL
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128 Modes of Awareness Figure 5.5 T
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130 Modes of Awareness *l knew a gu
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132 Modes of Awareness Figure 5.8 C
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Plate 6 Retinal Color Zones. This c
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134 Modes of Awareness whereas the
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136 Modes of Awareness -J- Hair Fre
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138 Modes of Awareness Figure 5.13
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140 Modes of Awareness 'I've often
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142 Modes of Awareness the light ea
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144 Modes of Awareness 5. The stimu
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K^^rT, •. -Y - w* 7 r< - ч. 3i>.
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148 Modes of Awareness The boy's ar
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150 Modes of Awareness Stimulus Cha
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152 Modes of Awareness Figure 6.3 I
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1S4 Modes of Awareness L \ С Figur
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156 Modes of Awareness MAKING AN IN
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158 Modes of Awareness 'When I was
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160 Modes of Awareness The same sor
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164 Modes of Awareness Achieving an
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166 Modes of Awareness Altogether,
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170 Modes of Awareness A most impor
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172 Modes of Awareness 7. An illusi
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,_•,„-:..&и';#&*•;,. 77:^7
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7 Learning as Conditioning CLASSICA
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Learning as Conditioning 179 Classi
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Learning as Conditioning 181 Consid
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Learning as Conditioning 183 the cl
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Learning as Conditioning 185 Pavlov
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Learning as Conditioning 187 A food
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Learning as Conditioning 189 hours,
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Learning as Conditioning 191 1,000
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Learning as Conditioning 193 Extern
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Learning as Conditioning 195 The or
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Learning as Conditioning 197 This v
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Learning as Conditioning 199 Critic
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202 Learning and Information Proces
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Memory Rote Mnembiifc'fievices iMRn
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Memory 233 which in this case were
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Memory 235 Reappearance Hypothesis
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Memory 237 Method of Recognition If
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Memory 239 Images in the Sensjry Sy
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Memory 241 In this sense Harold Bur
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Memory 243 Depth of processing is n
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Plate 9 Structure of DNA. The disco
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Memory 245 Figure 9.10 Decay Theory
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Memory 247 Figure 9.12 Interference
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Memory 249 Repressive Forgetting Ou
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Memory 251 Type of Passage Original
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Memory 253 Figure 9.18 Overlearning
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Memory 255 Memory trace Physiologic
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Memory 257 10. Forgetting apparentl
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- " - • ~ and Instruction . p Of
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Learning and Instruction 261 After
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Learning and Instruction 263 For th
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Learning and Instruction 265 Figure
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Learning and Instruction 269 1. Stu
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Learning and Instruction 271 domain
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— Learning and Instruction 273 d>
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Learning and Instruction 277 Useful
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Learning and Instruction 279 cube,
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Learning and Instruction 281 10. Th
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d l Robin's Voyage ••-,-й . я
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286 Motivation and Emotion Robin's
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288 Motivation and Emotion Figure 1
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290 Motivation and Emotion Robin al
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292 Motivation and Emotion Species
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296 Motivation and Emotion Method o
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298 Motivation and Emotion Cellular
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300 MotivatiO7i and Emotion *' v
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304 Motivation and Emotion Social I
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306 Motivation and Emotion Critique
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310 Motivation and Emotion 3. As on
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Together i^lf*
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314 Motivation and Emotion Stephen
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316 Motivation and Emotion *We all
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Page 369 and 370: 334 Motivation and Emotion 14 Figur
Page 373 and 374: 338 Motivation and Emotion Summary
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Page 380 and 381: METHODS OF Early Development» Со
Page 382 and 383: Tests and Measurement 347 Early Dev
Page 384 and 385: Tests and Measurement 349 Figure 13
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Page 390 and 391: Tests and Measurement 355 Weights H
Page 392 and 393: Plate11 Testing Spatial Relations A
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Page 434 and 435: Personality THEORY OF PSYCHOANALYSI
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Page 448 and 449: Personality 411 LEARNING THEORY Aft
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Personality 417 Person-Centered App
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Personality 419 incongruence should
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Plate 15 Adjustment as a Continuous
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Personality 421 This approach somet
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Personality 423 Critical Terms Pers
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Adjustment and Maladjustment 427 PR
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Adjustment and Maladjustment 429 -
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Adjustment and Maladjustment 431 Av
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Adjustment and Maladjustment 433 Ag
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Adjustment and Maladjustment 435 Co
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Adjustment and Maladjustment 437 In
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Adjustment and Maladjustment 439 Fi
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Adjustment and Maladjustment 441 Ac
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Adjustment and Maladjustment 445 Ma
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Adjustment and Maladjustment 447 En
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Adjustment and Maladjustment 451 Si
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Adjustment and Maladjustment 453 13
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" *•. i" 'A *-t) V .c | to his д
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Therapy 457 But alcohol was only an
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Therapy 459 f-V '" ..;••*•:
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Therapy 461 merit, using somewhat d
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Therapy 463 T: "You did. You must h
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Therapy 465 A basic procedure in lo
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Therapy 467 Examination hierarchy 1
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Therapy 469 the food itself. Or may
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Therapy 471 Figure 17.12 Boxing and
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Therapy 473 Figure 17.14 JW's Mood
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Therapy 475 Influence of Drugs Drug
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Therapy 477 Problems in Measuring C
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Therapy 479 The extent to which any
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Therapy 481 2. In person-centered c
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Therapy 483 Suggested Readings Belk
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488 Psychology and Society These pe
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490 Psychology and Society Changing
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492 Psychology and Society Figure 1
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494 Psychology and Society In any r
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496 Psychology and Society INTERPER
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500 Psychology and Society 30 Figur
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506 Psychology and Society 'A situa
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508 Psychology and Society petition
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510 Psychology and Society terror i
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512 Psychology and Society Summary
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518 Psychology and Society This pro
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524 Psychology and Society METHODS
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528 Psychology and Society Row Figu
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530 Psychology and Society Study of
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532 Psychology and Society The quan
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534 Psychology and Society Cross Re
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538 Psychology and Society We begin
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540 Psychology and Society To find
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542 Psychology and Society Another
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544 Psychology and Society LAW AND
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648 Psychology and Society Research
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550 Psychology and Society Rank the
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554 Psychology and Society Architec
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558 Psychology and Society Televisi
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560 Psychology and Society Summary
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•*. -V . |Epiloguer* Psychology i
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Epilogue 565 Figure E.2 Research in
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568 Glossary affective state* A psy
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570 Glossary avoidance-avoidance co
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572 Glossary Clever Hans phenomenon
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574 Glossary consolidation theory A
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576 Glossary dependent variable An
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578 Glossary electroconvulsive ther
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580 Glossary fixed ratio reinforcem
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582 Glossary higher-order condition
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584 Glossary intensity The quantita
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586 Glossary Likert method An attit
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588 Glossary motor Pertaining to mu
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590 Glossary operations In the stru
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592 Glossary phobic disorder A stro
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594 Glossary psychoanalysis A syste
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596 Glossary relative movement in p
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598 Glossary self-reinforcement sch
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600 Glossary special classes An app
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602 Glossary telegraphic utterances
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604 Glossary variable A changeable
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606 References Bahrick, L. E., Walk
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608 References Cappon, D., & Banks,
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610 References Eysenck, H. J., & Ka
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612 References Guilford, J. P. (197
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614 References Jensen, A. R' (1969)
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616 References Limber, J. (1977). L
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618 References Moore, В. S. Underw
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620 References Roethlisberger, F. J
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622 References Skeels, H. M. (1973)
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624 References Van Gogh, V. (1888).
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life -"**. - _ T • is * * 4 = * i
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Credits 629 Chapter 3 Figure 3.4 Fr
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Name Index Aarons. L, 272 Abdel-Hal
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Index 633 Hirvonen. M. D., 295 Hitl
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Index 635 Sladen, W. J. L, 33 Slate
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638 Index California Personality In
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640 Index intelligence quotient (!Q
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642 Index reaction formation, 434 r
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