chapter 4

Question 1

intelligence: one ability or many?

Answer 1

intelligence: the ability to acquire and use knowledge to solve problems and adapt to the environment
iq test and retest suggests one ability
- general intelligence: general measure of cognitive abilities

Question 2

fluid intelligence

Answer 2

mental efficiency; ability to solve novel problems, grounded in brain development; increases through adolescence then slowly declines

Question 3

crystallized

Answer 3

learned knowledge, facts; increases with age

Question 4

labeling

Answer 4

when labels are used in the classroom be aware

• creates false assumptions about appropriate teaching strategies
• promotes stereotypes
• can become self-fulfilling prophecy
• often misused as explanations for behaviors

benefits of labels

• provides access to assistive programs
• provides access to financial programs
• protects the child in some situations

Question 5

distability

Answer 5

inability to do something specific

example: blindness- you cannot drive

Question 6

handicap

Answer 6

disadvantage in certain situations

- example: no wheelchair access

Question 7

first person language

Answer 7

• students with special needs NOT special needs students
• students receiving special ed NOT special ed students
• students diagnosed with autism NOT autistic students

Question 8

multiple intelligences

Answer 8

logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist

Question 9

gender differences in intelligence

Answer 9

• few differences in early years
• no differences in general intelligence during school years and beyond
• tests of specific abilities show some variance
• females: score higher on verbal abilities
• males: score higher on visuospatial abilities
• differences come from learning, not biology

Question 10

learning styles: cognitive-centered

Answer 10

ways of processing/comprehending information

Question 11

learning styles: personality-centered

Answer 11

influence of personality traits

Question 12

learning styles: activity-centered

Answer 12

what type of activity will i be learning?

• surface processing: focus on memorizing, not understanding; performance goal orientation (poor retention over time)
• deep processing: desire to understand; greater learning/retention

Question 13

learning preferences

Answer 13

a preferred learning style does not mean it is the best style
for learning.
- presenting instruction in multiple modalities may be useful
* examples: Prefer pictures over text; working with others
over working alone

memorizing material vs. deeply processing material

Question 14

IDEA

Answer 14

individuals with disabilities education act

• requires states to provide free, public education for all students with disabilities
• zero rejection
• most students have “specific learning disabilities”
• keep students in least restrictive environment as much as possible

Question 15

learning disabilities

Answer 15

problems with acquisition and use of language

- common characteristics: academic difficulty, poor coordination, attention problems, impulsivity

Question 16

reading

Answer 16

most common learning disability

• anxiety around reading
• difficulty recognizing words or letters
• poor vocabulary skills
• difficulty understanding or remembering what was read

Question 17

ADHD

Answer 17

attention deficit hyperactivity disorder: pervasive pattern of inattention, impulsivity and hyperactivity

• usually diagnosed by age 7
• controversy over treating with drugs
• behavior treatments are effective

Question 18

ADHD: hyperactivity

Answer 18

fidgets, squirms, can’t stay seated; talks excessively; can’t move slowly

Question 19

ADHD: impulsivity

Answer 19

blurts out answers; trouble waiting for turn

Question 20

emotional and behavioral disorders

Answer 20

interferes with child’s growth and development

• classroom behaviors: aggressive, anxious, withdrawn, don’t follow rules, pay attention, or interact with others
• disorders often combined with other disabilities
• provide structure, organizational tools, choices

Question 21

suicide

Answer 21

depression, substance abuse, family history of suicide, impulsive or perfectionistic tendency, rejection
- warning signs: change in eat/sleep, habits, weight, grades

Question 22

facts about suicide

Answer 22

• people who die by suicide usually talk about it first
• all types of people commit suicide
• most people who are suicidal do not want to die

Question 23

autism

Answer 23

avoid eye contact, don’t share feelings or interest in others, often nonverbal, need regularity

Question 24

theory of mind

Answer 24

an understanding that other people are people too, with their own minds, thoughts, feelings, beliefs, desires, and perceptions; children need a theory of mind to make sense of other people’s behavior.

Question 25

gifted students

Answer 25

larger, stronger, healthier than the norm; more emotionally stable

• read early, read with expression, interest in reading.
• elaborate story writing, sentence structure; generate many writing ideas; use descriptive language.
• speak early, high-receptive vocabulary, similes, metaphors, analogies in daily conversation.
• curious about quantitative, spatial relationships; reason analytically, deductively, inductively; transfer learning.