CH9 Flashcards

1
Q

Descriptive and evaluative beliefs about
one’s appearance.

A

body image

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2
Q

Illnesses that last a short time.

A

acute medical conditions

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3
Q

Illnesses or impairments that persist for
at least 3 months.

A

chronic medical conditions

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4
Q

A chronic respiratory disease
characterized by sudden attacks of
coughing, wheezing, and difficulty in
breathing.

A

asthma

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5
Q

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.

A

diabetes

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6
Q

Chronically high blood pressure.

A

hypertension

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7
Q

Third stage of Piagetian cognitive
development (approximately ages 7 to
12), during which children develop
logical but not abstract thinking.

A

concrete operations

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8
Q

Ability to order items along a dimension.

A

seriation

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9
Q

Understanding the relationship
between two objects by knowing the
relationship of each to a third object.

A

transitive inferences

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10
Q

Understanding of the relationship
between a whole and its parts.

A

class inclusion

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11
Q

Type of logical reasoning that moves
from particular observations about
members of a class to a general
conclusion about that class.

A

inductive reasoning

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12
Q

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.

A

deductive reasoning

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13
Q

Conscious control of thoughts,
emotions, and actions to accomplish
goals or solve problems.

A

executive function

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14
Q

Strategy to aid memory

A

mnemonic device

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15
Q

Mnemonic strategies using something
outside the person.

A

external memory aids

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16
Q

Mnemonic strategy to keep an item in
working memory through conscious
repetition.

A

rehearsal

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17
Q

Mnemonic strategy of categorizing
material to be remembered.

A

organization

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18
Q

Mnemonic strategy of making mental
associations involving items to be
remembered.

A

elaboration

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19
Q

Knowledge of and reflection about
memory processes..

A

metamemory

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20
Q

Individual intelligence test for school-age children, which yields verbal and performance scores as well as a
combined score.

A

Wechsler Intelligence Scale for
Children (WISC-IV)

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21
Q

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

A

Otis-Lennon School Ability Test
(OLSAT8)

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22
Q

Gardner’s theory that each person has
several distinct forms of intelligence.

A

theory of multiple intelligences

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23
Q

Intelligence tests that, if they were
possible to design, would have no
culturally linked content.

A

culture-free tests

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24
Q

Intelligence tests that deal with
experiences common to various
cultures, in an attempt to avoid
cultural bias.

A

culture-fair tests

25
Ability to use and understand words and nuances of meaning
Linguistic
26
Ability to manipulate numbers and solve logical problems
Logical-mathematical
27
Ability to find one’s way around in an environment and judge relationships between objects in space
Spatial
28
Ability to perceive and create patterns of pitch and rhythm
Musical
29
Ability to move with precision
Bodily-kinesthetic
30
Ability to understand and communicate with others
Interpersonal
31
Ability to understand the self
Intrapersonal
32
Ability to distinguish species and their characteristics
Naturalist
33
Sternberg’s theory describes three elements of intelligence: componential, experiential, and contextual.
triarchic theory of intelligence
34
Sternberg’s term for the analytic aspect of intelligence.
componential element
35
Sternberg’s term for the insightful or the creative aspect of intelligence.
experiential element
36
Sternberg’s term for the practical aspect of intelligence.
contextual element
37
Sternberg’s term for information is not formally taught or openly expressed but is necessary to get ahead.
tacit knowledge
38
Nontraditional individual intelligence test designed to provide fair assessments of minority children and children with disabilities.
Kaufman Assessment Battery for Children (K-ABC-II)
39
Tests based on Vygotsky’s theory that emphasize potential rather than past learning.
dynamic tests
40
The social context of language.
pragmatics
41
Approach to teaching English as a second language in which instruction is presented only in English.
English-immersion approach
42
System of teaching non-Englishspeaking children in their native language while they learn English, and later switching to all-English instruction.
bilingual education
43
Fluent in two languages.
bilingual
44
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
45
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
46
Process of phonetic analysis by which a printed word is converted to spoken form before retrieval from long-term memory.
decoding
47
Approach to teaching reading that emphasizes decoding of unfamiliar words.
phonetic (code-emphasis) approach
48
Approach to teaching reading that emphasizes visual retrieval and the use of contextual clues.
whole-language approach
49
Process of retrieving the sound of a the printed word when seeing the word as a whole.
visually based retrieval
50
Thinking about thinking, or awareness of one’s mental processes.
metacognition
51
Significantly subnormal cognitive functioning. Also referred to as cognitive disability or mental retardation.
intellectual disability
52
Developmental disorder in which reading achievement is substantially lower than predicted by IQ or age.
dyslexia
53
Disorders that interfere with specific aspects of learning and school achievement.
learning disabilities (LDs)
54
Syndrome characterized by persistent inattention and distractibility, impulsivity, low tolerance for frustration, and inappropriate overactivity
attention-deficit/hyperactivity disorder (ADHD)
55
Ability to see situations in a new way, to produce innovations, or to discern previously unidentified problems and find novel solutions.
creativity
56
Thinking aimed at finding the one right answer to a problem.
convergent thinking
57
Thinking that produces a variety of fresh, diverse possibilities.
divergent thinking
58
Programs for educating the gifted that broaden and deepen knowledge and skills through extra activities, projects, field trips, or mentoring.
enrichment programs
59
Programs for educating the gifted that move them through the curriculum at an unusually rapid pace.
acceleration programs