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