 |  Child Psychology: A Contemporary Viewpoint, First Canadian Edition E. Mavis Hetherington,
University of Virginia
Ross D. Parke,
University of California
Mark Schmuckler,
University of Toronto at Scarborough
Intelligence
Learning Objectives
| Understand the concept of intelligence and different theories of intelligence. |
| | | | Identify what is being measured by intelligence tests and be familiar with different definitions of intelligence. |
| | | | Discuss various aspects of intelligence test construction, including norm-referenced assessments, standardization, test validity, and test reliability. |
| | | | Describe the goals and general characteristics of the Binet-Simon and Wechsler tests of intelligence. |
| | | | Discuss alternative approaches to intelligence, including information-processing and factor analytic approaches. |
| | | | Discuss the stability of intelligence test scores over time and the factors that contribute to stability. |
| | | | Describe the research findings concerning factors that correlate with intellectual performance (e.g., heredity, community, family, social class, race). |
| | | | Discuss the three types of explanations that have been suggested to explain ethnic and social-class differences in intellectual performance, and give research evidence for each. |
| | | | Describe the effects of emotion, motivation, and academic context on achievement. |
| | | | Present evidence concerning the effectiveness of various intervention strategies designed to facilitate cognitive development. |
|
2002 McGraw-Hill Higher Education