Chapter 12 Flashcards

1
Q

Concrete operational stage

A

7 to 11 years; thinking is more logical, flexible, and organized

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2
Q

Decentration

A

Ability to focus on several aspects of a problem

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3
Q

Reversibility

A

Thinking through a series of steps and the returning to the starting point

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4
Q

Seriation

A

Ability to order items along a quantitative dimension, such as length or weight

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5
Q

Transitive inference

A

Ability to seriate mentally

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6
Q

Cognitive maps

A

Mental representations of spaces

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7
Q

Spatial reasoning

A

Ability to locate landmarks on maps improves; 10 to 12 year old increasingly grasp scale; substantial individual differences exist, influenced by cultural contexts

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8
Q

Continuum of acquisition

A

Children master concrete operational tasks step by step, not all at once; gradual mastery of logical concepts indicates the limitations of concrete operational thinking

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9
Q

Executive function

A

Supports gains in planning, strategic thinking, and self-monitoring; influenced by combination of heredity and environmental factors; can be improved with direct and indirect training (including mindfulness training)

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10
Q

Inhibition and flexible shifting of attention

A

Inhibition improves sharply between 6 and 10; “Dimensional Change Card Sort” is used to assess children’s ability to switch rules in sorting; flexible shifting benefits from gains in inhibition

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11
Q

ADHD symptoms

A

Inability to stay focused when mental effort is required for more than a few minutes; often ignore social rules and lash out when frustrated

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12
Q

ADHD origins

A

Highly heritable, but also related to environmental factors such as a stressful home life

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13
Q

ADHD treatment

A

Best treated with medication combined with interventions that model and reinforce appropriate behavior

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14
Q

Rehearsal

A

Repeating items to oneself

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15
Q

Organization

A

Grouping related items together

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16
Q

Elaboration

A

Creating a relationship between pieces of information from different categories

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17
Q

Semantic memory

A

Children’s general knowledge base

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18
Q

Mental inferences

A

Enable knowledge of false belief and second-order false beliefs

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19
Q

Recursive thought

A

Ability to view a situation from at least two perspectives

20
Q

Cognitive self-regulation

A

Continuously monitoring progress toward a goal; checking outcomes; redirecting unsuccessful efforts

21
Q

Whole-language approach

A

Way of teaching children to read by presenting texts in their complete form

22
Q

Phonics approach

A

Way of teaching children to read by first teaching basic rules for translating written symbols into sounds

23
Q

IQ tests

A

Provide an overall score representing general intelligence and separate scores measuring specific mental abilities; do not measure all aspects of intelligence

24
Q

Factor analysis

A

Used to identify abilities measured by intelligence tests

25
Group administered tests
Allow testing of large groups; require little training to administer; are useful for instructional planning; identify students who need further evaluation
26
Individually administered tests
Demand training and experience to give well; provide insight into whether a test score accurately reflects a child’s abilities; are often used to identify highly intelligent children and those with learning problems
27
Stanford-Binet Intelligence Scales (5th edition)
Age 2 to adulthood; measure five intellectual factors (general knowledge, quantitative reasoning, visual-spatial processing, working memory, and basic information processing)
28
Wechsler Intelligence Scale for Children-V (WISC-V)
Ages 6 to 16; for younger children, the Wechsler Preschool and Primary Scale of Intelligence-Revised; measured four broad intellectual factors (verbal reasoning, perceptual/ visual-spatial reasoning, working memory, and processing speed)
29
Sternberg’s triarchic theory of successful intelligence
Analytical intelligence (information processing), creative intelligence (generating useful solutions to new problems), practical intelligence (adapting to, shaping, or selecting environments)
30
Gardner’s theory of multiple intelligences
Linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, intrapersonal
31
Stereotype threat
Fear of being judged on the basis of a negative stereotype can trigger anxiety that interferes with performance
32
Flynn effect
Describes how IQs have increased steadily from one generation to the next; increase is a dramatic secular trend that applies internationally
33
Modernization
Contributes to greater participation by each successive generation in cognitively stimulating leisure activities
34
Dynamic assessment
A form of testing in which an adult introduces purposeful teaching into the testing situation; consistent with Vygotsky’s zone of proximal development—revealing what a child can attain with social support
35
Pragmatics
Children can adapt to the needs of listeners in challenging communicative situations; ability to evaluate in organization, detail, and expressiveness
36
Bilingual development
Simultaneous bilinguals and sequential bilinguals; bilingual children sometimes engage in code switching; sensitive period for second-language development exists, though a precise age cutoff has not been found; higher the degree of bilingualism, the greater the cognitive gains
37
Traditional classrooms
The teacher is the sole authority
38
Constructivist classrooms
Children are active agents who reflect on and coordinate their own thoughts rather than absorbing those of others
39
Social-constructivist classrooms
Children jointly construct understandings with teachers and peers
40
Reciprocal teaching
Groups question, summarize, clarify, and predict in cooperative dialogues
41
Communities of learners
Adult and child contributors define and resolve problems
42
Educational self-fulfilling prophecies
Children may adopt teachers’ positive or negative views and start to live up to them
43
Homogeneous groups/classes
Can be a potent source of self-fulfilling prophesies
44
Heterogenous learning contexts
Can reduce achievement differences between SES groups and ethnic minority and majority students
45
Cooperative learning
Small groups work toward common goals; classmates consider one another’s ideas, challenge one another, correct misunderstandings, and resolve differences of opinion
46
Learning disabilities
Great difficulty with one or more aspects of learning, usually reading