Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Lifespan dev ch 9
Chapter 9: Middle childhood
| Question | Answer |
|---|---|
| rough-and-tumble play | vigorous play involving wrestling, hitting, and chasing, often accompanied by laughing and screaming |
| body image | descriptive and evaluative beliefs about one's appearance |
| hypertension | chronically high blood pressure |
| acute medical conditions | illnesses that last a short time |
| chronic medical conditions | illnesses or impairments that persist for at least three months |
| asthma | a chronic respiratory disease characterized by sudden attacks of coughing, wheezing, and difficulty in breathing |
| concrete operations | third stage of Piagetian cognitive development (approximately ages 7 to 12), during which children develop logical but not abstract thinking |
| seriation | ability to order items along a dimension |
| transitive inference | understanding of the relationship between two objects by knowing the relationship of each to a third object |
| class inclusion | understanding of the relationship between a whole and its parts |
| inductive reasoning | type of logical reasoning that moves from particular observation about members of a class to a general conclusion about that class |
| deductive reasoning | type of logical reasoning that moves from a general premise about a class to a conclusion about a partcular member or members of the class |
| executive function | conscious control of thoughts, emotions, and actions to accomplish goals or solve problems |
| metamemory | understanding of processes of memory |
| mnemonic strategies | techniques to aid memory |
| external memory aids | mnemonic strategies using something outside the person |
| rehearsal | mnemonic strategy to keep an item in working memory through conscious repetition |
| organization | mnemonic strategy of categorizing material to be remembered |
| elaboration | mnemonic strategy of making mental associations involving items to be remembered |
| Wechsler Intelligence Scale for Children (WISC-III) | individual intelligence test for school age children, which yields verbal and performance scores as well as combined score |
| Otis-Lennon School Ability Test (OLSAT8) | Group intelligence test for kindergarten through 12th grade |
| cultural bias | tendency of intelligence tests to include items calling for knowledge or skills more familiar or meaningful to some cultural groups than to others |
| culture free tests | intelligence tests that, if they were possible to design, would have not culturally linked content |
| culture-fair tests | intelligence tests that deal with experiences common to various cultures, in an attempt to avoid cultural bias |
| culture-relevant tests | intelligence tests that would draw on and adjust for culturally related content |
| theory of multiple intelligences | Gardner's theory that each person has several distinct forms of intelligence |
| triarchic theory of intelligence | Sternberg's theory describing three elements of intelligence: componential, experiental, and contextual |
| componential element | Sternberg's term fo the analytic aspect of intelligence |
| experiental element | Sternberg's term for the insightful or creative aspect of intelligence |
| contextual element | Sternberg's term for the practical aspect of intelligence |
| tacit knowledge | Sternberg's term for information that is not formally taught or openly expressed but is necessary to get ahead |
| Sternberg Triarchic Abilities Test (STAT) | test that seeks to measure componential, experiental, and contextual intelligence |
| Kaufman Assessment Battery for Children (K-ABC-II) | nontraditional individual intelligence test designed to provide fair assessments of minority children and children with disabilities |
| pragmatics | set of linguistic rules that govern the use of language for communication |
| English-immersion approach | approach to teaching English as a second language in which instruction is presented only in English |
| bilingual education | System of teaching non-English-speaking children in their native language while they learn English, and later switching to all-English instruction |
| bilingual | fluent in two languages |
| two way (dual-language) learning | approach to second-language education in which English speakers and non-English speakers leanr together in their own and each other's languages |
| decoding | process of phonetic analysis by which a printed word is converted to spoken form before retrieval from long-term memory |
| visually based retrieval | process of retrieving the sound of a printed word when seeing the words as a whole |
| phonetic (code-emphasis) approach | approach to teaching reading that emphasizes decoding of unfamiliar words |
| whole-language approach | approach to teaching reading that emphasizes visual retrieval and use of contextual clues |
| metacognition | awareness of a person's own mental processes |
| social capital | family and community resources on which a personc an draw |
| mental retardation | significantly subnormal cognitive functioning |
| dyslexia | developmental disorder in which reading achievement is substantially lower than predicted by IQ or age |
| learning disabilities (LDs) | disorders that interfere with specific aspects of learning and school achievement |
| attention-deficit/hyperactivity disorder (ADHD) | syndrome characterized by persistent inattention and distractibility, impulsivity, and low tolerance for frustration, and inappropriate overactivity |
| creativity | ability to see situations in a new way, to produce innovations, or to discern previously unidentified problems and find novel solutions |
| convergent thinking | thinking aimed at finding the one right answer to a problem |
| divergent thinking | thinking that produces a variety of fresh, diverse possibilities |
| enrichment programs | programs for education the gifted that broaden and deepen knowledge and skills through extra activities, projects, field trips, or mentoring |
| acceleration programs | programs for educating the gifted that move them through the curriculum at an unusually rapid pace |
Created by:
nancyms
Popular Psychology sets