Stack #139331
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| growth during middle years - age 6-12 | slow but steady-girls are taller than boys
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| In US, elementary school | grow an average of 2-3 inches a year
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| p. 287 girls start adolescent growth spurt around | age 10
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| From age 6-12, boys & girls gain around | 5 to 7 pounds a year
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| Rate of growth during middle childhood is more rapid for p. 287 | blacks
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| Protropin-growth hormone p. 287 | makes children taller-but effects unknown
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| Nutrition linked to cognitive performance p. 288 | children had better relationships, more alert, more eager to try new things
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| p.289 Refusing food-6 yr olds | worry about being fat
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| Obesity | defined as 20% above the average for a person of a given age & weight
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| Children who are obese have greater risk | obese as adults, heart disease, diabetes, shorter life span
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| Parents who are controlling re: eating | children may lack internal controls to regulate their own food intake
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| p. 290 Middle childhood-exercise | from age 6 to 18- boys reduce physical activity by 24% & girls by 35$
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| p. 291 middle school children | ride a bike, ice skate, swim and skip rope
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| p.291 Am. Ac. Pediatrics suggest boy & girls | play together in mixed groups - OK until adolscence bring changes
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| p. 292 fine motor skills | 6-7 yr old- tie shoes and fasten buttons
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| by age 8 | use each hand independently
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| age 11 & 12 | manipulate objects as adults (almost)
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| age 6- 12-how many children will have serious | 90% have serious medical conditions
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| asthma | chronic condition characterized by periodic attacks of wheezing, coughing, and shortness of breath
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| Why increas in asthma? | pollution "triggers" such as dust, buildings are airtight; poor children-dust mites, cockroach feces, rodent feces
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| accidents p. 293 | most frequent source of injury-automobiles - kill 5 out of every 100,000 children between 5 & 9
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| other causes of death p. 293 | fires & burns, drowning and gun-related deaths
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| Cyberspace p293 | parents supervise-never provide phone numbers
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| p294 psychological disorders | bipolar disorder, depression
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| prescriptions for children 2002 p294 | more than 10 million under age of 18
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| Evidence links SSRIs to suicide p294 | (blank)
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| p. 295 learning disable | testing can reveal "brain processing problems"
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| visual impairment p295 | blindness less than 20/200
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| partial sightedness | visual acuity less than 20/70 after correction
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| 1 in 1,000 students requires special education | for visual impairment
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| signals of visual problems in children -295 | eyes may develop wrong-watch for eye irritation, blinking -holding material close to face
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| auditory impairment | can cause academic & social problems
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| visual impairment | difficulty seeing -may include blindness or partial sightedness
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| auditory impairment | loss of hearing or some aspect of hearing
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| hearing loss in infancy | never hears language, cannot produce language or understand it
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| loss of hearing after age 3 | child can learn
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| abstract thinking - can deaf children understand? | "freedom" or "soul" difficult to explain without language
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| speech impairment | speech that deviates so much from others that is calls attention , interferes with communication, or produces maladjustement in the speaker
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| stuttering | substantial disruption in the rhythm and fluency of speech; the most common speech impairment
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| learning disabilities | difficulties in acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities
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| learning disabilities p. 296 | ex. dyslexia-reading disability-misperception of letters
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| p. 297 Attention Deficit Hyperactivity Disorder | ADHD learning disability marked by inattention, impulsiveness, low tolerance for frustration, inappropriate activity
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| how ADHD treated? | Ritalin, dexadrine-used to increase attention span & compliance
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| p.299 asthma & depression have increased | over the last several decades
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| Attention deficit hyperactivity disorder | 3-5% of school-age population
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| Piaget - concrete operational thought p 300 | 7-12 yrs - active and appropriate use of logic
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| concrete operational thought | 7-12 yrs - active and appropriate use of logic
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| decentering p 300 | ability to take multiple aspects of a situation into account
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| logical operations - apply to concrete problems | when glass is poured from a container, they see that none is lost
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| reversibility p300 | ball of clay becomes snake & back again
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| information processing in middle childhood p302 | information processing approach compares children to computers-size of memory increases and "programs" process information
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| memory | process by whcih information is initially recorded, stored, and retrieved
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| encoding | child records information
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| stored | information must be placed & maintained in memory system
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| retrieved | material in memory storage is located, brought into awareness, and used
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| short term memory or working memory | by beginning of adolescence, children can remember and reverse six digits
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| conservation problems | children need memory to remember the different pieces
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| metamemory | understanding about the processes that underlie memory, which emerges and imrpoves during middle childhood
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| control strategies | conscious tactics to imrpove cognitive processing-older children will group items to help remember
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| keyword strategy | using one word to remember another
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| p. 302 memory works according to information processing theory | like computers, process more data as memory increases & "program" become better
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| encoding | records information in a form usable to memory
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| stored | information is place & maintained in the memory system
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| retrieved | material in the memory is located, brought into awareness & used
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| p302 short-term memory or working memory | in middle childhood, capacity improves significantly
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| p303 conservation problems involve difficulty | with memory-children cannot recall all the necessary pieces of information
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| metamemory | understanding about the processes that underlie memory, which emerges & improves during childhood
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| p303 control strategies | school-age children can be taught
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| p303 keyword strategy | pairing words so that you can learn groups of words -
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| Vygotsky-classroom instruction | zone of proximal development (ZPD) - children can almost perform tasks-become apprentices
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| p304 cooperative learning | groups- children learn better, but need "expert" child to teach others
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| p304 reciprocal teaching | technique to teach reading comprehension strategies - students read; summarize, then predict what will happen next
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| p304 Vocabulary of 6-yr-old | 8,000-14,000 words
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| 304 vocabulary between 9-11 | grows by another 5,000 words (in other words, between 13,000 - 19,000 words)
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| p305 use of passive voice & conditional sentences | rare during early school-age years; improves "If sarah set table, I will wash dishes)
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| syntax | rules that indicate how words & phrases can be combined to form sentences, grows during middle childhood
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| p305 phenomes | units of sound
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| difficult phenomes | j, v, th & zh - difficult - even for first graders
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| p 305 pragmatics | taking turns in conversation; responding to what others have said
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| p305 metalinguistic awareness | an understanding of one's own use of language
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| p306 bilingualism | in Brooklyn, 40% are immigrants - families speak more than 26 languages
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| p306 "self-talk" experiment-wait & you get 2 marchmallows | 4-yr-olds looked at marsh; 6-yr olds spoke & sang, reminding to wait; 8-yr-olds focused on other things; helped them wait
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| p306 "self talk" regulation improved | as language improved, self-talk regulation improved
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| p306 immersion programs | students receive instruction only in English
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| p306 bilingual education | teach in native language and gradually shift into English
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| p306 advantages of bilingualism | greater metalinguistic awareness; understand rules of language better, higher self-esteem, greater cognitive flexibility
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| p306 in canada, bilingual students | scored significantly higher on verbal & nonverbal test of intelligence than those who speak only one language
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| p307 universal processes undlerlie language acquisition, therefore | all children should learn a second language
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| language development is characterized by p.308 | improvements in vocabulary, syntax, pragmatics, by growth of metalinguistic awarenness, & by use of language for self-control
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| p309 billion people (2/3 women) | will be illiterate throughout their lives
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| p309 fewer females than males receive education | (blank)
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| p310 stage 0 | birth - first grade-learn letter of alphabet
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| stage 1 | 1st & 2nd grade-sound out words with letters; learn all letters of alphabet
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| stage 2 | 2nd & 3rd grades - children read aloud with fluency
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| stage 3 | 4th-8th grade reading becomes a way to learn
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| stage 4 | after 8th grade-read & process information that reflects multiple points of view
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| p310 - phonological recoding | sound out words by blending the letters together
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| p 311 code-based approaches | reading is taught by presenting basic skills that underlie reading
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| p311 - code-based approaches | phonics
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| p313 multicultural education | minority students develop compentence in the culture of the majority group while maintaining positive of their original group culturues
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| cultural assimilation model | America is a melting pot
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| cultural assimilation model | goal of education was to assimilate individual cultural identities into a unique, unified American culture-English immersion
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| p314 pluralistic society | american society is made up of diverse, coequal cultural groups that preserve individual cultural features
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| p.314 bicultural identity | maintaining one's original cultural identity while integrating oneself into the dominant culture
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| p. 315 intelligence | capacity to understand the world, think with rationality, and use resources effectively when faced with challenges
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| p315 intelligence-Binet | used trial-and-error approach; therefore, intelligence was "that which his test measured"
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| Binet - method | pragmatic approach; had children perform tests, bright children could do it & dull students could not - did not define intelligence as such
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| p. 316 mental age | typed intelligence level found for people at a given chronological age
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| p. 316 chronological (physical) age | actual age of child taking test
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| p316 Intelligence Quotient (or IQ score) | Originally, Mental Age (MA) was divided by chronological age (CA) X 100 Ex. 15 yr.old who scores at 17 yr mental age=113
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| p317 How are IQ scores done today? | deviation IQ scores - scores take into account the proportion of people who have similar scores
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| p317 Stanford-Binet test | series of items that vary according to the age of the person being tested
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| p317 IQ tests academic knowledge | IQ scores are not closely related to income
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| p. 318 Wechsler Intelligences | seperate measures of verbal and performance (nonverbal) skills - & total score
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| p317 Kaufman Assessment Battery for Children | measures children's ability to integrate different stimuli simultaneously and step-by-step thinking
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| p319 g factor | intelligence is a single factor, a unitary mental ability - underlying performance on every aspect of intelligence
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| p319 - fluid intelligence | reflects information processing abilities, reasoning, memory
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| p. 319 crystallized intelligence | accumulation of information, skills, and strategies - people use experience for problem-solving
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| p319 Vygotsky - dynamic assessment | children should work with adults trying to do
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| p319 fluid intelligence | i
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| p319 Sternberg triarchic theory of intelligence | intelligence consists of three aspects of information processing- componential element, the experiential element, and the contextual element
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| p321 bias in IQ tests | (blank)
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| p320 Gardners's eight intelligences | 1 musical 2 bodily 3. Logical mathematical 4. linguistic intelligence 5. spatial intelligence 6. interpersonal intelligence 7. intrapersonal intelligence 8. naturalistic
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| p.321 racial difference in IQ | (blank)
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| p322 Bell Curve | racial differences mean black have lower intelligence - poverty, etc is result of
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| p323 least restrictive environment | the setting that is most similar to that of children without special needs
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| p324 mainstreaming | education approach -exceptional children are integrated into the traditional education system and provided with broad range of educational alternatives
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| p324 mental retardation | significantly subaverage level of intellectual unctioning that occurs with related limitation in two or more skill areas
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| -.325 mild, moderate , severe retardation | definitions
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| p.325 gifted and talentedh | high performance capability in areas such as intellectual, creative, artistic, leadership capacity or specific academic fields
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| are gifted children neurotic? p326 | no-highly intelligent people are outgoing, well-adjusted and popular
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| p327 acceleration | special porgrams that allow gifted students to move ahead at their own pace, moving to higher grades
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| p.327 enrichment | students kept at grade level but are enrolled in special programs to allow greater depth of study on a given topic
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