Understand the concept of intelligence and different theories of intelligence.
Discuss alternative approaches to intelligence, including the factor analytic approach, information-processing approaches, and Gardner's theory of multiple intelligences.
Discuss the concept of IQ. Identify what is being measured by different intelligence tests in infancy and childhood including the Bayley Scales, Fagan Test, Stanford-Binet, Wechsler Scales, and Kaufman Assessment Battery.
Discuss various aspects of intelligence test construction, including the development of norms, standardization, test validity, and test reliability.
Discuss the stability of intelligence test scores over time and the factors that contribute to stability. Describe the Flynn effect in performance on intelligence tests over time.
Describe the research findings concerning factors that correlate with intellectual performance (e.g., heredity, community, family, social class, race).
Discuss relations between achievement motivation and intellectual performance. Specifically, define the characteristics associated with mastery orientation versus learned helplessness, learning goals versus performance goals, and incremental views versus entity views of intelligence.
Discuss explanations that have been suggested to explain ethnic, social-class, and cultural differences in intellectual performance, and give research evidence for each.
Discuss the notion of cumulative risk and its implications for intellectual performance.
Present evidence concerning the effectiveness of various intervention strategies designed to facilitate cognitive development.
Discuss research findings related to children displaying giftedness, intellectual deficits, or learning disabilities.
Define creativity and the notions of convergent and divergent thinking. Discuss whether children are capable of displaying creativity based on their level of cognitive development as well as the implications of classroom structure and instruction on the development of divergent thinking.
