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HGD 6
HGD 6 off to school: Cognitive and physical development in Middle childhood
| Question | Answer |
|---|---|
| mental operations | cognitive actions that can be performed on objects or ideas |
| deductive reasoning | drawing conclusions from facts; characteristic of formal-operational thought |
| working memory | type of memory in which a small number of items can be stored briefly |
| long term memory | permanent storeshouse for memories that has unlimited capacity |
| organization | as applied to children's memory, a strategy in which information to be remembered is structured so that related information is placed together |
| elaboration | memory strategy in which information is embellished to make it more memorable |
| metamemory | person's informal understanding of memory includes the ability to diagnose memory problems accurately and to monitor the effectiveness of memory strategies |
| metacognitive knowledge | a person's knowledge and awerness of cognitive processes |
| cognitive self-regulation | skill at identifying goals, selecting effective strategies and accurate monitoring; a characteristic of successful students |
| psychometricians | psychologists who specialize in measureing psychochological tratis such as intelligence and personality |
| savants | individuals with mental retardation who are extremely talented in one domain |
| emotional intelligence | ability to use one's own and other's emotions effectiviely for solving problems and living happily |
| analytic ability | in Sternberg's theory of intelligence, the ability to analyze problems and generate different solutions |
| creative ability | Sternberg's theory of intelligenct, the ability to deal adaptively with novel situations and problems |
| practical ability | in sternberg's theory of intelligence, the ability to know which problem solutions are likely to work |
| mental age | in intelligence testing, ameasure of children's performance corresponding to the chronological age of those whose performance equals the child's |
| intelligence quotient | mathematical representation of how a person scores on an intelligence test in relation to how other people of the same age score |
| dynamic testing | measures learning potential by having a child child learn something new in the presence of the examiner and with eexaminer's help |
| culture-fair intelligence tests | intelligence tests devised using items common to many cultures |
| stereotype threat | an evoked fear of being judged in accordance with a negative stereotype about a group to which you belong |
| convergent thinking | using information to arrive at one standard and correct answer |
| divergent thinking | thinking in novel and unusual directions |
| menatal retardation | substantially below-average intelligence |
| and problems adapting to an environment | that emerge before the age of 18` |
| organic mental retardation | mental retardations that can be traced to a specific biological or physical problem |
| familial mental retardation | form of mental retardations tha tdoes not involve biological damage but instead represents the low end of the normal distribution of intelligence |
| learning disability | when a child with normal intelligence has difficulty mastering at least one academic subject |
| word recognition | the process of identifying a unique pattern of letters |
| comprehension | the process of extracting meaning from a sequence of words |
| phonological awareness | the ability to hear the distinctive sounds of letters |
| knowledge-telling strategy | wrtiting down information as it is retrieved from memory, a common practice for young writers |
| knowledge-transforming strategy | deciding what information to include and how best to organize it to convey a point |
Created by:
Sarahfeuerbacher
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