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Lifespan Development > Chapter 7; Physical and Cognitive Development in Middle and Late Childhood > Flashcards

Chapter 7; Physical and Cognitive Development in Middle and Late Childhood Flashcards

1
Q

middle and late childhood years are approximately […] years of age to […] or […] years of age

A

6
10
11

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2
Q

during the middle and late childhood years, what of children’s bodies change and grow

A
  • grow taller
  • heavier
  • stronger
  • become more adept at using their physical skills
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3
Q

Do disabilities emerge during middle and late childhood years

A

Yes.
may need special attention and intervention

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4
Q

what happens to the children’s cognitive abilities during middle and late childhood

A

increase dramatically

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5
Q

In middle and late childhood (6-10,11) the cognitive abilities that develop are that the command of grammar becomes […], they learn to […], and they may acquire a second […]

A

proficient
read
language

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6
Q

what is the key aspect to making sure middle and late childhood is developed into a healthy lifestyle of healthy growth and development

A

regular exercise and good nutrition

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7
Q

Continued […] and change in […] characterizes children’s bodies during middle and late childhood

A

growth
proportions

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8
Q

what is the pace of growth during the period of middle and late childhood

A

slow, consistent growth

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9
Q

what is the pace of growth during adolescence

A

sudden rapid growth spurt

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10
Q

during the elementary school years how many inches does a child averagely grow a year

A

2 to 3 inches

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11
Q

what is the average height for a boy at the age of 11

A

4 feet 9 inches tall

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12
Q

what is the average height for a girl at the age of 11

A

4 feet 10 1/4 inches tall

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13
Q

how many pounds a year do children gain during their middle and late childhood

A

5 to 7 pounds

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14
Q

why do children gain 5 to 7 pounds a year

A

mainly due to increase in
skeletal
muscular systems
size of some body organs

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15
Q

what is among the most pronounced physical changes in middle and late childhood

A

proportional changes

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16
Q

what of children in middle and late childhood proportions decrease in relation to body height

A

head and waist circumference

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17
Q

what is a less noticeable physical change during middle and late childhood

A

bones continue to ossify
means;
laying down new bone material by cells named osteoblasts
however;
still yield to pressure and pull more than do mature bones

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18
Q

during middle and late childhood what of the child increases as another thing decreases

A

muscle mass + strength gradually increase
baby fat decreases

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19
Q

because of their great number of […] cells, boys are usually […] than girls

A

muscle cells
stronger

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20
Q

what happens to the total brain volume by the end of late childhood

A

stabilizes

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21
Q

Where do significant changes occur in the brain

A

in various structures and regions of the brain

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22
Q

as children develop, […] in some brain areas increase while it decreases in other areas

A
  • activation
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23
Q

what is the types of shift in activation that occurs as children continue to develop some brain areas

A

from diffuse, larger areas to more focal, smaller areas

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24
Q

in the shift of activation that happens from some brain areas developing, it is characterized by?

A

synaptic pruning
meaning;
areas of the brain not being used lose synaptic connections and those areas being used show increased connections

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25
Q

from ages 7 to 30 what have researchers found less and more of in the prefrontal cortex

A
  • less diffusion
  • more focal activation
    due to;
    increased efficiency in cognitive performance especially in cognitive control
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26
Q

what area of the brain is said to orchestrate the functions of many other brain regions during development

A

prefrontal cortex

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27
Q

motor vehicle accidents are the most common cause of […] injury

A

Severe

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28
Q

what between brain regions increases as children develop

A

connectivity

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29
Q

what happens to children’s motor skills during middle and late childhood

A

become much smoother and more coordinated than they were in early childhood

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30
Q

which gender outperforms the other in gross motor skills that involve large muscle activity

A

boys usually outperform girls

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31
Q

an increase of what in the central nervous system reflects improvement of fine motor skills during middle and late childhood

A

myelination

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32
Q

by the age of seven, children’s hands have become…

A

steadier

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33
Q

at 8 to 10 years of age, they can use their […] independently with more ease and precision

A

hands

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34
Q

at 10 to 12 years of age, children begin to show […] skills similar to the abilities of adults

A

manipulative

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35
Q

which gender outperforms the other when using fine motor skills

A

girls usually outperform boys

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36
Q

does increasing the children’s exercise levels have negative or positive outcomes

A

positive

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37
Q

what are american children and adolescents not getting enough of

A

excersice

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38
Q

how many minutes of moderate to vigorous physical activity daily was associated with a lower incidence of obesity

A

55 minutes or more

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39
Q

what type of exercise benefits children’s attention, memory, effortful, and goal-directed thinking and behavior, creativity, and academic success + lower incidence of obesity

A

aerobic

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40
Q

who plays an important role in determining children’s exercise levels

A

parents and schools

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41
Q

growing up with parents who exercise regularly provides what type of models of exercise for children

A

positive

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42
Q

some of the ways children spend their time can have [….,…]

A

negative consequences

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43
Q

the total amount of time that children and adolescents spend in front of a television or computer screen daily places them at risk for

A

reduced activity and being overweight

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44
Q

what has excessive screen time been linked to

A
  • lower levels of physical activity,
  • increased rates of obesity
  • worse sleep patterns
  • lower brain and cognitive functioning
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45
Q

What has been found in children’s of ages 8 to 12 who have large amounts of screen time be associated with

A
  • lower connectivity between brain regions
  • lower levels of language skills
  • lower levels of cognitive control
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46
Q

time spent reading link to higher levels of functioning in which are

A
  • connectivity between brain regions
  • levels of language skills
  • levels of cognitive control
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47
Q

during what times is disease and death less prevalent than during other periods in childhood and in adolescence

A

middle and late childhood
still many children face health problems that threaten their development

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48
Q

over the last three decades, has the percentage of U.S. children who are at risk for being overweight increased or decreased

A

increased dramatically

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49
Q

in 2013-2014 from what percentage did 2 to 5 year old’s who are obese go from

A

12.1 to 9.4 percent

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50
Q

in 2013-2014from what percentage did 6 to 11 year olds of US children as obese go from

A

17.4 percent to unchanged from 2009-2010

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51
Q

in what country is more children becoming overweight in

A

Chinese with general and abdominal obesity

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52
Q

what contexts are related to being overweight

A

heredity and environmental

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53
Q

what are environmental factors that influence whether children become overweight

A
  • availability of food (esp. high in fat content)
  • energy saving devices
  • declining context in which a child eats
  • heavy screen time
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54
Q

what are heredity factors that influence whether children become overweight

A

scenario; overweight parents tend to have overweight children
(passed on)

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55
Q

what family pattern was linked to the highest rates of overweight/obesity in children

A

combination of irregular mealtimes + lot screen time for both parents

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56
Q

children who attended schools in states that had a strong policy emphasis on healthy foods and beverages were less likely to be

A

obese or overweight

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57
Q

what did parental weight change predict

A

children’s weight change

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58
Q

what are risks of being overweight

A
  • diabetes
  • hypertension (high blood pressure)
  • elevated blood cholesterol levels
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59
Q

what personal feelings has obesity been linked with in children

A

low self esteem

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60
Q

a combination of what is recommended to help children lose weight

A
  • diet
  • exercise
  • behavior modification
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61
Q

what do intervention programs emphasize parents to do for weight reduction in overweight and obese children

A
  • engage in healthier lifestyles
  • offer their children healthier food choices
  • persuade them to exercise more
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62
Q

child life specialists are among the health professional who strive to reduce […] in children who have health issues

A

stress

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63
Q

McLepd says that […] and […] provides the foundation for her profession as a child life specialist

A
  • human growth
  • development
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64
Q

what is the percentage of all children in the united states that receive special education or related services in 2012-2013

A

12.9 percent
from 3 to 21 years of age

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65
Q

what is the order of percentage of all children in public schools with disabilities

A
  1. learning disabilities 4.6%
  2. speech or hearing impairments 2.7%
  3. autism 1.0%
  4. intellectual disabilities 0.9%
  5. emotional disturbance 0.7%
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66
Q

what is the percentage of all children in public schools with learning disabilities

A

4.6

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67
Q

what is the percentage of all children in public schools with speech or hearing impairments

A

2.7

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68
Q

what is the percentage of all children in public schools with autism

A

1.0

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69
Q

what is the percentage of all children in public schools with intellectual disabilities

A

0.9

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70
Q

what is the percentage of all children in public schools with emotional disturbance

A

0.7

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71
Q

what is a learning disability

A

difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling

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72
Q

higher level of physical activity is linked to lower level of metabolic disease risk based on the following measures

A
  • cholesterol
  • waist circumference
  • insulin levels
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73
Q

a learning disability also may involve difficulty in doing […]

A

mathematics

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74
Q

what disabilities are needed to be classified as a learning disability

A

not primarily the result of visual, hearing, or motor disabilities; intellectual disability, emotional disorders,; or environmental, cultural, or economic disadvantage

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75
Q

about how many times are boys than girls to be classified as having a learning disability

A

three times as many

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76
Q

learning disabilities ;
[…] biological vulnerability among boys and […] bias

A
  1. greater
  2. referral
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77
Q

approximately […] percent of children with a […] disability have a […] problem

A
  • 80
  • learning
  • reading
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78
Q

what is dyslexia

A

individuals who have a severe impairment in their ability to read and spell

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79
Q

what is dysgraphia

A

learning disability that involves difficulty in handwriting
-may write slowly
- writing products may be virtually illegible
- numerous spelling errors b/c inability to match up sounds and letters

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80
Q

what is dyscalculia

A

developmental arithmetic disorder
- learning disability that involves difficulty in math computation

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81
Q

when children with learning disabilities is intervened the focus is put on improving […] ability

A

Reading

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82
Q

what is attention deficit hyperactivity disorder (ADHD)

A

consistently show one or more of these characteristics over a period of time:
1. inattention
2. hyperactivity
3. impulsivity

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83
Q

children who are inattentive have difficulty focusing on any […] thing

A

One

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84
Q

children who are hyperactive show…

A

high levels of physical activity, seeming to be almost constantly in motion

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85
Q

children who are impulsive..

A

they do not do a good job of thinking before they act

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86
Q

what are the three diagnosis of ADHD

A
  1. ADHD with predominantly inattention
  2. ADHD with predominantly hyperactivity/impulsivity
  3. ADHD with both inattention and hyperactivity/impulsivity
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87
Q

what is the percentage of 4 to 17 year old children increasing with ADHD

A

9.5 to 11 percent

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88
Q

what is the percentage of US boys have been diagnosed with ADHD

A

13.2 %

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89
Q

what is the percentage of US girls that have been diagnosed with ADHD

A

5.6

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90
Q

how many times more is the ADHD disorder diagnosed in boys than in girls

A

four to nine time more often

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91
Q

what type of development is difficult for children who have ADHD

A

adjustment and optimal development

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92
Q

children who are diagnosed with ADHD have an increased…

A
  • lower academic achievement
  • problematic peer relations
  • school dropout
  • adolescent pregnancy
  • substance use problems
  • antisocial behavior
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93
Q

what areas was childhood ADHD associated in underachievement for in the long term

A

underachievement in math and reading

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94
Q

girls with ADHD have more problems with

A
  • friendship
  • peer interaction
  • social skills
  • peer victimization
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95
Q

what was ADHD in childhood linked to

A
  • failure to complete high school
  • other mental and substance use disorders
  • criminal activity
  • unemployment
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96
Q

at what ages were individuals with ADHD more likely to become parents at

A

12 to 16 years of age

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97
Q

since definitive causes of ADHD have not been found what are a number of causes have been proposed

A
  • inherit tendency to develop ADHD from parents
  • damage to brain during prenatal or postnatal development
  • cigarette and alcohol exposure
  • high level of maternal stress + depression during prenatal development
  • Low birth weight
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97
Q

Does cortical thickness in middle and late childhood increase or decrease

A

increases

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98
Q

peak thickness of the cerebral cortex occurred how much later in ADHD children than in children without ADHD

A

10.5 years than 7.5

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99
Q

where is the delay of the cerebral cortex more prominent

A

prefrontal regions of the brain
- important in attention and planning
brains frontal lobes;
likely due to delayed or decreased myelination

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100
Q

what are the prefrontal regions and frontal lobes areas linked to

A

executive function

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101
Q

what type of executive function tasks do ADHD children have difficulty doing

A
  • behavioral inhibition when necessary
  • use of working memory
  • effective planning
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102
Q

what deficits have researches found in children with ADHD

A

theory of mind in children

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103
Q

what medication is effective in improving the attention of many children with ADHD
(doesn’t improve their attention to the same level as in normal children)

A

Ritalin
Adderall (fewer side effects)

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104
Q

are stimulant medications long term

A

no, effective during short term but long term effectivity not clear

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105
Q

what combination improves the behavior of children with ADHD

A

Ritalin (medication) + behavior management

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106
Q

does the combination of Ritalin (medication) + behavior management always work

A

not in all cases

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107
Q

what are the three types of training exercises that might reduce ADHD symptoms

A
  • neurofeedback
  • mindfulness
  • physical exercise
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108
Q

what is neurofeedback, the training exercise that might reduce ADHD symptoms

A
  • trains individuals to become more aware of their psychological responses so they can attain better control over their brains prefrontal cortex, where executive control primarily occurs
    improve attention
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109
Q

what does mindfulness training, the training exercise that might reduce ADHD symptoms do ?

A

decrease ADHD symptoms in children, improve attention

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110
Q

what does physical exercise, the training exercise that might reduce ADHD symptoms do

A

effective in reducing cognitive symptoms of ADHD in individuals 3 to 25 years of age

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111
Q

what is a type of physical exercise, the training exercise that might reduce ADHD, are

A
  • short term aerobic
    • reduces inattention, hyperactivity, impulsivity
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112
Q

mindfulness is being […], mentally […], and cognitively […]

A

alert,
present,
flexible

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113
Q

are non drug therapies (neurofeedback, mindfulness training, exercise) as effective as stimulant drugs or benefit as add ons to stimulant drugs

A

not yet been determined

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113
Q

ciritical thinking is thinking […] and […], and evaluating […]

A

reflectively
reproductively
evidence

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114
Q

what is autism spectrum disorders (ASD) also called

A

also called pervasive developmental disorders

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115
Q

Autism spectrum disorders…

A

range from the more severe disorder called autistic disorder to milder disorder called Asperger syndrome

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116
Q

what are autism spectrum disorders characterized by

A
  • social interaction problems
  • verbal and nonverbal problems
  • repetitive behaviors
    side note;
  • may also show atypical responses to sensory experiences
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117
Q

at what ages can autism spectrum disorders be detected in children

A

young as 1 to 3 years of age

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118
Q

how many more times were autism spectrum disorders identified in boys than in girls

A

five

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119
Q

what have recent estimates of autism spectrum disorders indicated

A

dramatically increasing in occurrence or are increasingly being detected

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120
Q

autism is usually identified during [..] or […] childhood rather than during […]

A
  1. middle
  2. late
  3. infancy
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121
Q

a minority of parents reported the their Childs autism spectrum disorder was identified how many years of age

A

prior 3 years

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122
Q

how many years of age were one third to one half of the ADHD cases identified

A

after 6 years of age

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123
Q

what is autistic disorder

A

severe developmental autism spectrum disorder
has its onset during the first three years of life
includes deficiencies in social relationships; abnormalities in communication; and restricted, repetitive, and stereotyped patterns of behavior

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124
Q

what is Asperger syndrome

A
  • relatively mild
  • child has relatively good verbal language skills, milder nonverbal language problems,
    -restricted range of interest and relationships
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125
Q

children with Asperger syndrome often engage in

A
  • obsessive repetitive routines
  • preoccupation with a particular subject
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126
Q

[true/false] children with autism don’t have deficits in cognitive processing of information

A

false, they do have deficits

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127
Q

what was the executive function most strongly associated with autism spectrum disorders by knowing it’s a lower level of

A

lower level of working memory

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128
Q

is intellectual disability present in all children with autism

A

no, others show average or above-average intelligence

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129
Q

do children with ADHD disorders show atypical responses to sensory experiences

A

yes

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130
Q

what is the correct consensus about autism

A

is brain dysfunction characterized by abnormalities in brain structure and neurotransmitters
+ lack of connectivity between brain regions + genetic factors (no evidence about family socialization causing autism )

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131
Q

what do children with autism benefit from learning at school

A
  • well structured classroom
  • individualized teaching
  • small group instruction
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132
Q

until what year did most public schools either refuse enrollment to children with disabilities or inadequately served them

A

1970s

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133
Q

in 1975 what law was put into place the Education for All Handicapped Children Act

A

Public Law 94-142;
required that all students with disabilities be given a free, appropriate public education

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134
Q

what was the law Education for All Handicapped Children Act renamed to in 1990

A

recasted as the Individuals with Disabilities Education Act (IDEA)

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135
Q

when was IDEA (Individuals with Disabilities Education Act) amended

A

1997
reauthorized in 2004
renamed the Individuals with Disabilities Education Improvement Act

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136
Q

what is the purpose of IDEA

A

to spell out broad mandates for providing educational services to children with disabilities of all kinds

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137
Q

what are IDEA services

A
  • evaluation and eligibility determination
  • appropriate education
  • individualized education plan (IEP)
  • education in the least restrictive environment (LRE)
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138
Q

what is individualized education plan (IEP)

A

written statement that spells out a program that is specifically tailored for a student with a disability

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139
Q

what is least restrictive environment (LRE)

A

a setting that is as similar as possible to the one in which children who do not have a disability are educated

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140
Q

inclusion describes educating a child with special educational needs full-time in the […] classroom

A

Regular

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141
Q

in 2014, what percentage of US students with a disability spent in the general classroom

A

+ 80 percent
1990 - only 33 %

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142
Q

what does James Kauffman and his colleagues advocate for when regarding special need children getting services

A

a more individualized approach that does not necessarily involve full inclusion but allows options such as special education outside the regular classroom with train professionals and adapted curriculum

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143
Q

what does James Kauffman believe about students with disabilities

A

they are different from typical students

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144
Q

at what period of expansive imagination are children more ready to learn than in other periods

A

end of early childhood

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145
Q

according to Piaget (1952) the preschool child’s thought is […]

A

pre operational

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146
Q

according to Piaget the children can form…

A

stable concepts, begin to reason, thinking is flawed by egocentrism and magical belief systems

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147
Q

what may Piaget have underestimated of preschool children

A

the cognitive skills

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148
Q

what have researchers argued about Piagets cognitive developmental theory regarding his underestimation of preschool children

A

under the right conditions , young children may display abilities that are characteristic of Piaget’s next stage of cognitive development, the stage of concrete operational thought

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149
Q

what age does Piagets stage called the concrete operational stage last

A

approximately 7 to 11 years of age

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150
Q

what can children do in the concrete operational stage

A

perform concrete operations
reason logically as long as reasoning can be applied to specific or concrete examples

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151
Q

what are operations

A

mental actions that are reversible

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152
Q

what are concrete operations applied to in real life

A

operations that are applied to real, concrete objects

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153
Q

what do conservation tasks described in the chapter on physical and cognitive development in early childhood indicate

A

whether children are capable of concrete operations

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154
Q

How many characteristics do concrete operations allow the child to consider

A

several rather than focus on a single property of an object

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155
Q

the concrete operational child coordinates information about …

A

both dimensions

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156
Q

what other abilities are characteristic of children who have reached the concrete operational stage

A
  • ability to classify or divide things into different sets or subsets and to consider their interrelationships
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157
Q

seriation under the context of children who have reached the concrete operational stage are also capable of having the ability to order stimuli along a quantitative dimension (such as length)

A

Yes

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158
Q

transitivity is the ability to logically combine relations to understand certain conclusions

A

Yes

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159
Q

according to Piaget, various aspects of a stage should emerge at the […]

A

same time

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160
Q

when evaluating Piagets concrete operation state, do concrete operational abilities appear in synchrony

A

some concrete operational abilities do not appear in synchrony

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161
Q

working memory is a passive storehouse to keep information until moved to [long or short] term memory

A

Long

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162
Q

what exerted a stronger influence on children’s development than Piaget reasoned

A

education and culture

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163
Q

what can some pre operational children be trained to do at a concrete operational stage

A

to reason

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164
Q

what is related to the age at which children acquire conservation skills

A

how much practice their culture provides in these skills

165
Q

what do Neo-Piagetians argue about piagets theory’s

A

that Piaget got some things right but that his theory needs considerable revision

166
Q

what do Neo-Piagetians give more emphasis to, that children use

A

how children use;
- attention
- memory
- strategies to process information

167
Q

what do Neo-Piagetians believe is a more accurate portrayal of children’s thinking

A
  • requires attention to children’s strategies
  • speed at which children process information
  • particular task involved
  • the division of problems into smaller, more precise steps
168
Q

during middle and late childhood what do most children dramatically improve their ability to sustain and control

A

attention

169
Q

what other changes in information processing during middle and late childhood involve

A
  • memory
  • thinking
  • metacognition
170
Q

what happens to short term memory during early childhood and after the age of 7

A
  • increase considerably
  • does not show as much increase after age of 7
171
Q

British cognitive psychologist Alan Baddeley defines working memory as kind of mental “[…]” where individuals manipulate and assemble information when they make […], solve […], and comprehend written and spoken […]

A

Workbench
Decision
Problems
Language

172
Q

working memory is described as being more active and powerful in modifying information than short term memory

A

true

173
Q

what is the pace of developing working memory

A

slowly

174
Q

working memory involves bringing information to mind and mentally […] with or […] it

A

Working
Updating

175
Q

by 8 years of age how much can children hold in memory

A

half the items that adults can remember

176
Q

How many aspects is working memory linked to of children development

A

many aspects

177
Q

children who have better working memory are more advanced in […] comprehension, […] skills, […] solving, and […] than their counterparts with less effective working memory

A
  • language
  • math
  • problem
  • reasoning
178
Q

what was children’s verbal working memory linked to

A

acquisition of the following skills in both first- and second-language learners: morphology, syntax, and grammer

179
Q

what is long term memory

A

relatively permanent and unlimited type of memory, increases with age during middle and late childhood

180
Q

what does improvement in memory reflect in a child about their knowledge and strategies

A

increased knowledge and their increased use of strategies

181
Q

why is it important not to view memory in terms of how children add something to it

A

rather underscore how children actively construct their memory

182
Q

when individuals have expertise about a particular subject their memory also tends to be ….

A

good regarding material related to that subject

183
Q

experts who have acquired extensive knowledge about a particular content area;

A

this knowledge influences what they notice and how they organize, represent, and interpret information

184
Q

strategies consists of deliberate mental activites to improve the […] of information

A

Processing
require effort and work

185
Q

what does long term memory depend on to remember information

A

learning activities individuals engage in when learning and remembering information

186
Q

what is the effective strategy of ‘guide children to elaborate about the information they are to remember’ to use in helping children improve their memory skills

A

to elaborate to make the information more meaningful

187
Q

what does elaboration mean

A

involves more extensive processing of the information, such as thinking of examples or relating the information to one’s own life

188
Q

what is the effective strategy of ‘encourage children to engage in mental imagery’

A

help even young school children to remember visuals
works better for older children than for younger children

189
Q

what is the effective strategy of ‘motivate children to remember material by understanding it rather than by memorizing it;

A

remember information better over the long term if they understand the information rather than just rehearse and memorize it

190
Q

what is the effective strategy of ‘repeat and vary instructional information and link it to other information early and often’

A

improve children’s consolidation and reconsolidating of the information they are learning
- varying themes of a lesson increases number of associations, linking information expand the network of associations

191
Q

what is the effective strategy of ‘embed memory-relevant language when instructing children’

A

teachers using mnemonic devices and metacognitive questions that encourage children to think about their thinking can improve student performance

192
Q

Charles Brainerd and Valerie Reyna argue that fuzzy traces account for much of improvement in […]

A

memory

193
Q

what is Charles Brainerd and Valerie Reyna’s fuzzy trace theory state

A

memory is best understood by considering two types of memory representations
1. verbatim memory trace
2. gist

194
Q

verbatim memory trace consists of […] details of information

A

precise

195
Q

gist refers to the […] idea of the information

A

central

196
Q

are fuzzy traces or verbatim traces more enduring and less likely to be forgotten

A

fuzzy traces than verbatim

197
Q

when gist is used, what is built up

A

fuzzy traces

198
Q

at what point during school years do the children begin to use gist more which contributes to the improved memory and reasoning of older children

A

early elementary school years

199
Q

what does thinking mean

A

involves manipulating and transforming information in memory

200
Q

what are two important aspects of thinking

A

able to think critically and creatively

201
Q

critical thinking involves […], […] and […] evidence

A

reflectively
productively
evaluating

202
Q

what do Jacqueline and Martin Brooks lament about schools and critical thinking

A

that few schools really teach students to think critically and develop a deep understanding of concepts

203
Q

what do Robert roeser and his colleagues emphasize about mindfulness

A

important mental process that children can engage In to improve a number of cognitive and socioemotional skills, such as executive function, focused attention , emotion regulation, feelings, and environment

204
Q

what does mindfulness involve paying careful attention to

A

thoughts, feelings, and enviornment

205
Q

mindfulness has been found to improve children’s

A
  • attention
  • self regulation
  • achievement
  • coping strategies in stressful situations
206
Q

what activities been grouped under the topic of contemplative science

A
  • yoga
  • meditation
  • tai chi
207
Q

contemplative science is the cross disciplinary term that involves the study of how various types of […] and […] training might enhance children’s development

A

Mental
Physical

208
Q

cognitively competent children not only think critically, but also…

A

creatively

209
Q

what does creative thinking mean

A

ability to think in novel and unusual ways and to come up with unique solutions to problems

210
Q

are intelligence and creativity the same thing

A

no

211
Q

who recognized the difference between convergent thinking and divergent thinking

A

J. P. Guilford (1967)

212
Q

what does convergent thinking produce

A

one correct answer and characterizes the kind of thinking that is required on conventional tests of intelligence

213
Q

divergent thinking means producing many […] answers to the same question and characterizes creativity

A

different

214
Q

what is important to recognize when it comes to creative thinking

A

recognize that children will show more creativity in some domains than otehrs

215
Q

what is an important goal when it comes to creative thinking

A

help children learn to think creatively

216
Q

what is a special concern today in the US about the creative thinking of children

A

appears to be declining

217
Q

what is among the likely causes of the decline of creative thinking of US children

A
  • time spent watching TV
  • playing video games instead of engaging in creative activities
  • lack of emphasis on creative thing skills in schools
218
Q

creative thinking has been having an increasing […] in some countries schools, e.g. […]

A

emphasis
China

219
Q

metacognition is cognition about cognition, or knowing about knowing

A

Yes

220
Q

metamemory is knowledge about […]

A

Memory

221
Q

what have many metacognitive studies focus on

A

metamemory

222
Q

what executive functions is metacognition conceptualized of

A

several dimensions of executive function such as;
- planning
- self regulation

223
Q

by what age do young children have some general knowledge about memory

A

by 5 or 6 years of age

224
Q

in what ways is young children’s meta memory limited

A

they don’t understand that related items are easier to remember than unrelated ones that remembering the gist of a story is easier than remembering information verbatim

225
Q

by the fifth grade what do children understand about gist regarding metacognition

A

gist recall is easier than verbatim recall

226
Q

young children only have limited knowledge about their own memory because they have an […] opinion of their memory abilities (overestimate themselves)

A

Inflated
side note; as they move through elementary school years, give more realistic evaluations of their memory skills

227
Q

in addition to meta memory, metacognition includes knowledge about

A

memory strategies

228
Q

in Michael Pressley’s view the key to education is

A

helping students learn a rich repertoire of strategies that produce solutions to problems

229
Q

what do good thinkers routinely use

A

strategies and effective planning to solve problems
+ when and where to use strategies (monitoring the learning situation)

230
Q

brain storming…

A

individuals come up with creative ideas in a group and play off each others ideas

231
Q

what is working memory, critical thinking, creative thinking, and metacognition conisdered

A
  • under the umbrella of executive function
  • linked to development of the brains prefrontal cortex
232
Q

what do Adele Diamond and Kathleen Lee (2011) highlight as the most important 4 to 11 year old children’s cognitive development and school success , dimensions of executive function

A
  • self control/inhibition
  • working memory
  • flexibility
233
Q

what does Adele Diamond and Kathleen Lee define ‘self control/inhibition’ as an important dimension of executive function

A

children need to develop self control that will allow them to concentrate and persist on learning tasks, to inhibit their tendencies to repeat incorrect responses, and to resist the impulse to do something that they later would regret

234
Q

why is executive functioning important

A

dimensions of executive function are the most important for cognitive development and school success
- self control/inhibition
- working memory
- flexibility

235
Q

what does Adele Diamond and Kathleen Lee define ‘working memory’ as an important dimensions of executive function

A

children need an effective working memory to mentally work with the masses of information they will encounter as they go through school and beyond

236
Q

what does Adele Diamond and Kathleen Lee define ‘flexibility’ as an important dimensions of executive function

A

children need to be flexible in their thinking so as to consider different strategies and perspectives

237
Q

executive function is a better predictor of school readiness than …

A

general IQ

238
Q

what diverse activities have been found to increase children’s executive function

A
  • computerized training that uses games to improve working memory
  • aerobic exercise
  • mindfulness
  • scaffolding of self regulation
  • some types of school curricula (e.g. Montessori curriculum)
239
Q

what does intelligence mean

A

ability to solve problems and to adapt and learn from experiences

240
Q

what is individual differences

A

are the stable, consistent ways in which people differ from each eachother

241
Q

the domain of intelligence is where the most attention has been directed at

A

individual differences

242
Q

in 1904 what did the French Ministry of Education ask psychologist Alfred Binet to devise a method for

A

identifying children who were unable to learn in school

243
Q

what is the name of the test that Afred Binet devised to identify children who were unable to benefit from regular classes

A

1905 scale
- 30 questions

244
Q

what is (MA) mental age according to Binet

A

individuals level of mental development relative to others

245
Q

what did William Stern create a few years later from Binet (1912)

A

concept of intelligence quotient (IQ)

246
Q

How is (IQ) intelligence quotient determined

A

a person’s mental age divided by chronological age (CA) and multiplied by 100
- IQ = MA/CA x 100

247
Q

what are the Stanford Binet tests

A

the Binet test being revised many times to incorporate advances in the understanding of intelligence and intelligence tests
- revisions done in Stanford University

248
Q

what was the 2004 Stanford Binet 5 used to revise

A

analyze an individuals response in five content areas
- fluid reasoning,
- knowledge
- quantize reasoning
- visual spatial reasoning
- working memory
general composite score is obtained

249
Q

what is normal distribution

A

a symmetrical distribution with most scores falling in the middle of the possible range of scores and few scores appearing toward the extremes of the range

250
Q

the results of the Stanford Binet approximates a […] […] from preschool children to late adulthood on a graph

A

normal distribution

251
Q

what is the Wechsler Scale

A

another test widely used to assess students’ intelligence

252
Q

who developed the Wechsler Scale

A

psychologist David Wechsler

253
Q

the Wechsler Preschool and Primary Scale of intelligence-Fourth Edition (WPPSI-IV) tests children from […] years to […] years of age

A

2.5
7.25

254
Q

the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) is for children and adolescents […] to […] years of age

A

6
16

255
Q

what is the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)

A

for adults

256
Q

what does the WISC-V provide scores in

A
  • overall IQ score
    yields five composite scores in;
  • Verbal Comprehension
  • Working Memory
  • Processing Speed
  • Fluid Reasoning
  • Visual Spatial
257
Q

what does the WISC-V allow the examiner to quickly see

A

whether the individual is strong or weak in different areas of intelligence

258
Q

how many verbal and nonverbal sub scales does the Wechsler include

A

16

259
Q

what did the Robert J Sternberg develop

A

the triarchic theory of intelligence

260
Q

what are Robert J Sternbergs three forms for intelligence

A

states that intelligence comes in three forms
1. analytical intelligence
2. creative intelligence
3. practical intelligence

261
Q

what is Robert J’s Sternberg’s ‘analytical intelligence’ from his three forms of intelligence

A

refers to ability to
- analyze
- judge
- evaluate
- compare
- contrast

262
Q

what is Robert J’s Sternberg’s ‘creative intelligence’ from his three forms of intelligence

A

consists of ability
- create
- design
- invent
- originate
- imagine

263
Q

What is Robert J’s Sternberg’s ‘practical intelligence’ from his three forms of intelligence

A

ability to
- use
- apply
-**implement **
- put ideas into practice

264
Q

what does Sternberg stress about a teachers too often desire to increate student’s knowledge

A

surpasses the development of creative thinking

265
Q

students with [… , …] ability tend to be favored in conventional schooling

A

high analytical

266
Q

creatively intelligent and practically intelligent students may not do too good in

A

conventional schooling
do well outside of classrooms walls

267
Q

what are Howard Gardners eight types of intelligence, or “frames of minds”

A
  • verbal
  • mathematical
  • spatial
  • bodily kinesthetic
  • musical
  • interpersonal
  • intrapersonal
  • naturalist
    everyone has to varying degrees
268
Q

what is Howard’s Gardners representation of ‘verbal’ in his eight frames of mind

A

the ability to think in words and use language to express meaning

269
Q

what are ‘verbal’ occupations in Howards Gardners eight frames of mind

A

authors,
journalists,
speakers

270
Q

what is Howards Gardners representation of ‘mathematical’ in his eight frame of mind

A

the ability to carry out mathematical operations

271
Q

what are ‘mathematical’ occupations in Howards Gardners eight frames of mind

A

scientists
engineers
accountants

272
Q

what is Howard Gardners representation of ‘spatial’ in his eight frame of mind

A

the ability to think three-dimensionally

273
Q

what are ‘spatial’ occupations in Howards Gardners eight frames of mind

A

architects
artists
sailors

274
Q

what is Howard Gardners representation of ‘Bodily Kinesthetic’ in his eight frames of mind

A

the ability to manipulate objects and be physically adept

275
Q

what is ‘bodily kinesthetic’ occupations in Howards Gardners eight frames of mind

A

surgeons
craftspeople
dancers
athletes

276
Q

what is Howard Gardners representation of ‘musical’ in his eight frames of Mind

A

a sensitivity to
- pitch
- melody
- rhythm
- tone

277
Q

what are ‘musical’ occupations in Howards Gardners eight frames of mind

A

composers
musicians
sensitive listeners

278
Q

what is Howard Gardners representation of ‘interpersonal’ in his eight frames of mind

A

the ability to understand and interact effectively with others

279
Q

what is ‘interpersonal’ occupations in Howards Gardners eight frames of mind

A

successful teachers,
mental health professionals

280
Q

what is Howards Gardners representation of ‘intrapersonal’ in his eight frames of mind

A

the ability to understand oneself

281
Q

what are ‘intrapersonal’ occupations in Howards Gardners eight frames of mind

A

theologians
psychologists

282
Q

what is Howards Gardners representation of ‘naturalist’ in his eight frames of mind

A

the ability to observe patterns in nature and understand natural and human-made systems

283
Q

what are ‘naturalist’ occupations in Howards Gardners eight frames of mind

A

Farmers, botanists, ecologists, landscapers

284
Q

what are ‘naturalist’ occupations in Howards Gardners eight frames of mind

A

farmers
botanists
ecological
landscapers

285
Q

according to Gardner what intelligence does everyone have of his eight frames of mind

A

all of them to varying degrees

286
Q

what have Sternberg and Gardner’s approaches had to offer

A
  • stimulate teachers to think more broadly about what makes up children’s competencies
  • motivated educators to develop programs
287
Q

what have Sternberg and Gardner’s approaches contributed interest in

A

assessing intelligence and classroom learning in innovative ways,
such as by evaluating student portfolios

288
Q

have psychologists doubted the multiple-intelligence approach

A

yes, it persists and many endorse the general intelligence approach

289
Q

what has Nathan Brody (2007) observed of people who excel at one type of intellectual task…

A

are likely to excel in others

290
Q

individuals who do well at memorizing lists of digits are also likely to be good at solving […] problems and […] layout problems

A

verbal
spatial

291
Q

what do advocates of the concept of general intelligence points its accuracy to

A

predicting school and job success

292
Q

what is linked to children’s general intelligence

A

self control

293
Q

what does Sternberg accept from the argument between supporting general intelligence and multiple intelligence view

A

there is general intelligence for the kinds of analytical tasks that traditional IQ tests asses but thinks that the range of tasks those tests measure is far too narrow

294
Q

(T/F) what is viewed as intelligent in one culture may not be though of as intelligent in another)

A

true

295
Q

what’s wrong with the idea of genetics influencing intelligence

A

some argue that heredity plays a strong role in intelligence, difficult to prove because teasing apart the influences of heredity and environment t is virtually impossible
genetic studies show environment to be a fairly weak influence on intelligence

296
Q

how many genes may affect intelligence

A

1,000 each possibly having a small influence on an individuals intelligence
scientists agree that there is a strong genetic component to intelligence

297
Q

what was the difference in average correlation of intelligence between identical and fraternal twins

A

0.15
; suggest relatively low correlation between genetics and intelligence

298
Q

what do most researchers agree about genetics and environment interaction

A

it influences intelligence

299
Q

does being adopted from lower SES to middle SES homes influence intelligence

A

yes it has an environmental role that reflects in the 12 to 18 point increase

300
Q

environmental influences on intelligence also involve …

A

schooling

301
Q

when children are deprived of formal education for an extended period it results in

A

lower intelligence

302
Q

what has an increase in education around the world increased

A

world wide increase in intelligence

303
Q

what is Flynn effect

A

the worldwide increase in intelligence test score that has occurred over a short time frame. named after the Australian researcher who discovered it, James Flynn

304
Q

what do low income parents have difficulty providing regarding education

A

intellectually stimulating environment for their children

305
Q

how can parents make a difference in a child’s intellectual development

A
  • be more sensitive caregivers
  • be better teachers
  • access to support services such as quality child care programs
306
Q

maternal scaffolding and positive home stimulation improves your children’s […] functioning

A

intellectual

307
Q

the efforts to counteract a deprived early environments effect on intelligence emphasize […] rather than remediation

A

preventation

308
Q

there is a consensus among psychologists that both … influence intelligence

A

heredity and environment

309
Q

what does the consensus of heredity and environment influence intelligence reflect

A

the nature-nurture issue

310
Q

what has happened to the gap between African Americans and whites on standardized intelligence tests happen

A

as they gain social, economic, and educational opportunities it has begun to narrow

311
Q

what are average scores

A

the average scoring in intelligence tests

312
Q

what has the underrepresentation of African Americans in STEM subject and careers link to

A

practitioners expectations that they have less innate talent than non-latino whites

313
Q

what is the potential influence on intelligence test performance referred to as stereotype threat

A

the anxiety that one’s behavior might confirm a negative stereotype about one’s group, such as an ethnic group

314
Q
  • African American students do more poorly on standardized tests if they perceive?
  • what do they do if they think the test doesn’t count?
A
  • they are being evaluated
  • perform as well as white students
315
Q

what are culture-fair tests

A

tests of intelligence that are intended to be free of cultural bias

316
Q

what are the two types of culture-fair test that have been devised

A
  • items that are familiar to children from all socioeconomic and ethnic backgrounds, items that at least are familiar to the children taking the test
  • has no verbal questions
317
Q

why is it so hard to create culture fair tests

A

most tests tend to reflect what the dominant culture thinks is important

318
Q

what does Robert Sternberg conclude about culture-fair tests

A

there are no culture-fair tests, only culture-reduced tests

319
Q

An intellectual disability is a condition of limited mental ability in which an individual has a low IQ, usually below […] on a traditional intelligence test, and has […] adapting to the demands of everyday life.

A

70
Difficulty

320
Q

nature refers to

A

heredity

321
Q

nurture is referred to

A

environment

322
Q

even though psychologists agree that intelligence is the product of both

A

nature and nurture;
still disagreement about how strongly each influences intelligence

323
Q

how many Americans fit the definition of intellectual disability

A

about 5 million

324
Q

the percentage of individuals with an intellectual disability that fall into the mild intellectual disability category (IQ of 55 to 70)

A

89 percent

325
Q

most of the people with IQs of 55 to 70 are able to …

A
  • live independently as adults
  • work at a variety of jobs
326
Q

the percentage of individuals classified as having a moderate intellectual disability which is an IQ of […] to […] is about […]%

A

40
54
6

327
Q

most of the people with IQs of 55 to 70 are able to ..

A
  • attain a second grade level of skills and may be able to support themselves as adults
  • may be able to support themselves as adults through some types
328
Q

the percentage of individuals classified as being in the severe category for disability is between an IQ of […] to […] is an […]%

A

25
39
3.5 percent

329
Q

most of the people with an IQ with 25 to 39 able to

A
  • learn to talk and accomplish very simple tasks
  • require extensive supervision
330
Q

what is the percentage of individuals with IQs below 25

A

1 percent

331
Q

most of the people with below 25 IQ

A

-fall into the profoundly disabled classification
- need constant supervision

332
Q

intellectual disability can have an […] cause, or it can be […] and […] in origin

A
  • organic
  • social
  • cultural
333
Q

organic intellectual disability is an intellectual disability that is caused by a […] disorder or by brain […]; the word organic refers to the tissues or organs of the body, indicating physical damage

A

genetic

damage

334
Q

what is the IQ of most people who suffer from organic intellectual disability

A

between 0 and 50
- Down syndrome have an average IQ of approximately 50

335
Q

down syndrome is caused by

A

an extra copy of chromosome 21

336
Q

cultural-familial intellectual/retardation disability is a mental […] in which no evidence of organic brain damage can be found; individual’s IQs generally range from […] to [..]

A

deficit
50
70

337
Q

people who are gifted have […]-[…] intelligence (an IQ of […] or higher) or […] talent for something, or both

A

above average
130
superior

338
Q

children who are talented in the visual and performing arts (arts, drama, dance, music), atheletics, or other special aptitudes tend to be …

A

overlooked

339
Q

when it comes for the gifted, most school systems select children who have …

A

intellectual superiority and academic aptitude

340
Q

there is an increasing call to further expand the criteria for giftedness to include such factors as […] and […]

A
  • creativity
  • commitment
341
Q

what are the estimates of the approximate percentage of US students that are classified as gifted

A

6 to 10 percent

342
Q

what nationalities are underrespresented in gifted programs

A
  • African American
  • Latino
  • Native American Children
343
Q

why do much of the underrepresentation involve lower test scores compared to nonlatino white and asian American children

A
  • test bias
  • fewer opportunities to develop language skills such as vocabulary and comprehension
344
Q

[T/F] there is no relation between giftedness and mental disorder

A

True

345
Q

the idea that gifted children are maladjusted is a …

A

myth

346
Q

studies support the conclusion that gifted people tend to be more […] than others, have fewer emotional problems than […], and […] up in a positive family climate

A
  • mature
  • average
  • grow
347
Q

parents and teachers who identified elementary school children who are not gifted as having more …

A

emotional and behavioral risks than children who are gifted

348
Q

what type of problems did children who are gifted ar more likely to be

A

internalized problems such as;
- anxiety
- depression
than externalized problems such as;
- acting out
- high levels of aggression

349
Q

what is Ellen Winner (1996) three criteria that characterize gifted children, in art, music, or academic domains

A
  1. precocity
  2. marching to a different drummer
  3. a passion to master
  4. information-processing skills
350
Q

‘precocity’ by Ellen Winner three criteria that characterize gifted children is that gifted children are […], begin to master an area […] than their peers, learning in their domain is more […] for them than for ordinary children, and most instances are precocious b/c they have an inborn […] ability in a particular domain or domains

A

precocious
earlier
Effortless
High

351
Q

‘marching to a different drummer’ by Ellen Winners three criteria that characterize gifted children refer to - gifted children learn in a qualitatively different way from ordinary children, need minimal […], or scaffolding, from adults to learn, resist any kind of explicit […], and often make discoveries on their […] and solve problems in unique ways

A

Different
Help
Instruction
Own

352
Q

what does ‘a passion to master’ by Ellen Winners three criteria that characterize gifted children refer to - gifted children are driven to […] the domain in which they have high ability, display an intense, obsessive […] and an ability to focus, motivate themselves, and do not need to be “[…]” by their parents

A

Understand
Interest
Pushed

353
Q

what is ‘information-processing skills’ by Ellen Winners three criteria that characterize gifted children refer to

A
  • researchers have found that children who are gifted learn at a faster pace, process information more rapidly, are better at reasoning, use superior strategies, and monitor their understanding better than their non gifted counterparts
354
Q

is giftedness a product of heredity or environment

A

likely both

355
Q

deliberate practice is an important characteristic of individuals who become […] in a particular domain

A

experts

356
Q

individuals who are highly gifted are typically not gifted in […] domains

A

many

357
Q

research on giftedness is

A

increasingly focused on domain-specific developmental paths

358
Q

when do the domain(s) in which individuals are gifted usually emerg

A

during the childhood years

359
Q

Bill Gates (1998) the founder of Microsoft and one of the worlds richest people commented that when you are good at something, you may have to resist the urge to think that you will be good at […]

A

Everything

360
Q

Ellen Winner said that children who are gifted too often are socially […] and under […] in the classroom

A

isolated
challenged
“nerd or “geeks”

361
Q

many eminent adults reported that school was a […] experience for them, bored and sometimes knew more than their teachers

A

negative

362
Q

Ellen Winner argues that American students benefit more from their education when standards are […] for all children

A

raised

363
Q

what did Ellen Winner recommend about under challenged students when it comes to schooling

A
  • allowed to attend advanced classes in their domain of exceptional ability
364
Q

do children gain new skills as they enter school that make it possible for them to learn to read and write

A

Yes

365
Q

what is alphabetic principle; that children learn when they enter school

A

the letters of the alphabet represent sounds of language

366
Q

when do changes occur in the way children’s mental vocabulary is organized/categorized

A

during middle and late childhood

367
Q

how does the process of categorizing become easier for children

A

as increase their vocabulary

368
Q

what is the average increase in children’s vocabulary (make similar advances in grammar)

A

of about 14,000 words at age 6 to an average of about 40,000 words by age 11

369
Q

what improves during the elementary school years

A
  • logical reaosning
  • analytical skills
  • helps understand such contractions as the appropriate use of comparatives and subjectives
    + increasingly able to understand and use complex grammar
370
Q

metalinguistic awareness is knowledge about […] , such as knowing what a preposition is or being able to discuss the sounds of a language

A

Language

371
Q

what is metalinguistic awareness accompanied to

A

vocabulary and grammar

372
Q

what does metalinguistic awareness allow children to do

A
  • think about their language
  • understand what words are
  • and even define them
373
Q

pragmatics refer to children making progress in understanding how to use […] in culturally appropriate ways

A

Language

374
Q

by the time children enter adolescence, most children know. the rules for the use of …

A

language in everyday contexts
(appropriate and inappropriate)

375
Q

before learning to read, children learn to use language to..

A
  • talk abut things that are not present
  • learn what a word is
  • learn how to recognize sounds and talk about them
376
Q

children who begin elementary with a […] vocabulary have an advantage when it comes to learning to read

A

robust

377
Q

vocabulary development plays an important role in […] comprehension

A

reading

378
Q

what is the debate when it comes to teaching children to be taught to read

A

whole language approach
vs
phonics approach

379
Q

the whole-lanaguge approach stresses that reading instruction should parallel children’s […] language learning

A

Natural

380
Q

the phonics approach empathizes that reading instruction should teach basic rules for translating […] symbols into […]

A

Rules
Written
Sounds

381
Q

what reading approach do researchers suggest most benefit

A
  • both

increasing number support direct instruction in phonic is a key aspect of learning to read

382
Q

Does becoming a good reader includes learning how to read fluently

A

fluently

383
Q

many beginning or poor reader do not

A

recognize words automatically

384
Q

why do many beginning or poor readers not recognize words automatically

A

processing capacity is consumed by the demands of word recognition , so have less comprehension of groupings of words as phrases or sentences

385
Q

what does the metacognitive strategy say about learning how to read

A
  • learning to monitor ones reading proress
  • getting the gist of what is being read
  • summarizing
386
Q

is it true that if individuals do not learn a second language prior to puberty they would never reach native language learner’s proficiency in the second language

A

false

387
Q

there are […] periods for learning a second langauge

A

sensitive
likely cary across different areas of language systems

388
Q

late language learners , such as adolescents and adults, may learn new vocabulary more easily than

A

new sounds or new grammar

389
Q

does the children’s ability to pronounce words with a native-like accent in a second language typical increase or decrease with age

A

decrease
- sharp drop after age of about 10 to 12

390
Q

do adults tend to learn a second language faster or slower than children

A

faster
-level of second langue mastery is not as high as children’s

391
Q

how do children and adults learn a second language differently somewhat

A

children;
- less sensitive to feedback,
- less likely to use explicit strategies
- more likely o learn a second language from large amounts of input

392
Q

students in the United States are far […] their counterparts in many developed countries in learning a […, …]

A
  • behind
  • second language
393
Q

forms are Russia schools who have […] grades

A

10

394
Q

when do Russian children start school

A

age 7
- begin learning English in the third form
- most by age 40 are able to speak at least some English

395
Q

which country is the only technologically advanced western nation that does not have a national foreign language requirement at the high school level, even for students in rigorous academic programs

A

the united states

396
Q

what is bilingualism

A

the ability to speak two languages
positive effect on children’s cognitive development

397
Q

how do children who are fluent in two languages perform better than their single language counterparts on tests

A
  • control of attention
  • concept formation
  • analytical reasoning
  • cognitive flexibility
  • cognitive complexity
398
Q

bilingual children are better at what types of tasks

A

theory of mind

399
Q

what are bilingual children more conscious of

A
  • structure of spoken and written language
  • better at noticing errors of grammar and meaning,
  • skills that benefit their reading ability
400
Q

what did a study of 6 to 10 year olds find about their early bilingual exposure being a key factor in when outperforming monolingual children on…

A

phonological awareness and word learning

401
Q

bilingualism is linked to positive outcomes for both children’s..

A

langauge and cognitive development

402
Q

is teaching infants and young children two languages simultaneously have benefits

A

yes, and a few drawbacks

403
Q

what does subractive bilingualism mean

A

being monolingual in native language, then learn English bilingual, only to end up as monolingual in English

404
Q

what is a current controversy related to bilingualism involving millions of US children

A

who come from homes in which English is not the primary langauge

405
Q

what does ELL stand for

A

English language learners

406
Q

what have ELL been taught

A
  1. instruction in English only
  2. dual language approach that involves instruction in their home language and English
407
Q

children who come from […] socioeconomic backgrounds have more […] than those from […] socioeconomic backgrounds

A

lower
difficulty
higher

408
Q

if a dual language strategy is used

A

takes approx 3-5 to develop speaking proficiency
7 years for reading proficiency

409
Q

what do experts such as Kenji Hakuta support

A

combined home language and English approach because
1. children have difficulty learning a subject when it is taught in a language they do not understand
2. when both languages are integrated in the more actively

410
Q

Does the US department of education include students with a learning disability and students with ADHD in the category of learning disabilities

A

Yes

411
Q

have most large scale studies found academic achievement of ELL in dual language or English only programs

A

dual language programs

Lifespan Development (18 decks)

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