CH9 Flashcards
Descriptive and evaluative beliefs about
one’s appearance.
body image
Illnesses that last a short time.
acute medical conditions
Illnesses or impairments that persist for
at least 3 months.
chronic medical conditions
A chronic respiratory disease
characterized by sudden attacks of
coughing, wheezing, and difficulty in
breathing.
asthma
One of the most common diseases of
childhood. It is characterized by high
levels of glucose in the blood as a
result of defective insulin production,
ineffective insulin action, or both.
diabetes
Chronically high blood pressure.
hypertension
Third stage of Piagetian cognitive
development (approximately ages 7 to
12), during which children develop
logical but not abstract thinking.
concrete operations
Ability to order items along a dimension.
seriation
Understanding the relationship
between two objects by knowing the
relationship of each to a third object.
transitive inferences
Understanding of the relationship
between a whole and its parts.
class inclusion
Type of logical reasoning that moves
from particular observations about
members of a class to a general
conclusion about that class.
inductive reasoning
Type of logical reasoning that moves
from a general premise about a class to
a conclusion about a particular member
or members of the class.
deductive reasoning
Conscious control of thoughts,
emotions, and actions to accomplish
goals or solve problems.
executive function
Strategy to aid memory
mnemonic device
Mnemonic strategies using something
outside the person.
external memory aids
Mnemonic strategy to keep an item in
working memory through conscious
repetition.
rehearsal
Mnemonic strategy of categorizing
material to be remembered.
organization
Mnemonic strategy of making mental
associations involving items to be
remembered.
elaboration
Knowledge of and reflection about
memory processes..
metamemory
Individual intelligence test for school-age children, which yields verbal and performance scores as well as a
combined score.
Wechsler Intelligence Scale for
Children (WISC-IV)
Group intelligence test for kindergarten
through 12th grade.
Children are asked to classify items, show an understanding of verbal and numerical concepts, display general information, and follow
directions. Separate scores for verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning can identify specific strengths and weaknesses
Otis-Lennon School Ability Test
(OLSAT8)
Gardner’s theory that each person has
several distinct forms of intelligence.
theory of multiple intelligences
Intelligence tests that, if they were
possible to design, would have no
culturally linked content.
culture-free tests
Intelligence tests that deal with
experiences common to various
cultures, in an attempt to avoid
cultural bias.
culture-fair tests
Ability to use and understand words and nuances
of meaning
Linguistic
Ability to manipulate numbers and solve logical
problems
Logical-mathematical
Ability to find one’s way around in an environment
and judge relationships between objects in space
Spatial
Ability to perceive and create patterns of pitch and
rhythm
Musical
Ability to move with precision
Bodily-kinesthetic
Ability to understand and communicate with others
Interpersonal
Ability to understand the self
Intrapersonal
Ability to distinguish species and their
characteristics
Naturalist
Sternberg’s theory describes three
elements of intelligence: componential,
experiential, and contextual.
triarchic theory of intelligence
Sternberg’s term for the analytic aspect
of intelligence.
componential element
Sternberg’s term for the insightful or
the creative aspect of intelligence.
experiential element
Sternberg’s term for the practical aspect
of intelligence.
contextual element
Sternberg’s term for information is
not formally taught or openly expressed
but is necessary to get ahead.
tacit knowledge
Nontraditional individual intelligence
test designed to provide fair
assessments of minority children and
children with disabilities.
Kaufman Assessment Battery for
Children (K-ABC-II)
Tests based on Vygotsky’s theory that
emphasize potential rather than past
learning.
dynamic tests
The social context of language.
pragmatics
Approach to teaching English as a
second language in which instruction is
presented only in English.
English-immersion approach
System of teaching non-Englishspeaking children in their native language while they learn English, and
later switching to all-English instruction.
bilingual education
Fluent in two languages.
bilingual
Approach to second-language
education in which English speakers
and non-English-speakers learn
together in their own and each other’s
languages.
two-way (dual-language) learning
Approach to second-language
education in which English speakers
and non-English-speakers learn
together in their own and each other’s
languages.
two-way (dual-language) learning
Process of phonetic analysis by which a
printed word is converted to spoken
form before retrieval from long-term
memory.
decoding
Approach to teaching reading that
emphasizes decoding of unfamiliar
words.
phonetic (code-emphasis) approach
Approach to teaching reading that
emphasizes visual retrieval and the use of
contextual clues.
whole-language approach
Process of retrieving the sound of a
the printed word when seeing the word as
a whole.
visually based retrieval
Thinking about thinking, or awareness
of one’s mental processes.
metacognition
Significantly subnormal cognitive
functioning. Also referred to as
cognitive disability or mental
retardation.
intellectual disability
Developmental disorder in which
reading achievement is substantially
lower than predicted by IQ or age.
dyslexia
Disorders that interfere with specific
aspects of learning and school
achievement.
learning disabilities (LDs)
Syndrome characterized by persistent
inattention and distractibility, impulsivity,
low tolerance for frustration, and
inappropriate overactivity
attention-deficit/hyperactivity disorder
(ADHD)
Ability to see situations in a new way, to
produce innovations, or to discern
previously unidentified problems and
find novel solutions.
creativity
Thinking aimed at finding the one right
answer to a problem.
convergent thinking
Thinking that produces a variety of
fresh, diverse possibilities.
divergent thinking
Programs for educating the gifted that
broaden and deepen knowledge and
skills through extra activities, projects,
field trips, or mentoring.
enrichment programs
Programs for educating the gifted that
move them through the curriculum at an
unusually rapid pace.
acceleration programs
