Chapter 7- Physical & Cognitive Development In Middle And Late Childhood

Question 1

Learning disability

Answer 1

Describes a child who has difficulty understanding or using spoken or written language or doing mathematics. To be classified as a learning disability, the problem is not primarily the result of visual, hearing, or motor disabilities; intellectual disability; emotional disorders; or due to environmental, cultural, or economic disadvantage.
Ex: Dyslexia-severe impairment in an individuals ability to read and spell, Dysgraphia-difficulty in handwriting, Dyscalculia-involves difficulty in math computing.

Question 2

Attention deficit hyperactivity disorder (ADHD)

Answer 2

A disability in which children consistently show one or more of the following characteristics: (1) inattention, (2) hyperactivity, and (3) impulsivity.

Question 3

Autism spectrum disorders (ASD)

Answer 3

Also called pervasive developmental disorders, they range from the severe disorder labeled autistic disorder to the milder disorder called Asperger syndrome. These disorders are characterized by problems in social interaction, verbal and nonverbal communication, and repetitive behaviors.

Question 4

Individualized education plan (IEP)

Answer 4

A written statement that spells out a program tailored to a child with disability.

Question 5

Lease restrictive environment (LRE)

Answer 5

The concept that a child with a disability should be educated in a setting that is as similar as possible to the one in which children who do not have a disability are educated.

Question 6

Inclusion

Answer 6

Educating a child who requires special education full-time in the regular classroom.

Question 7

Seriation

Answer 7

The concrete operation that involves ordering stimuli along a quantitative dimension (such as length).

Question 8

Transivity

Answer 8

The ability to logically combine relations to understand certain conclusions.

Question 9

Neo-Piagetians

Answer 9

Developmentalists who have elaborated on Piaget’s theory, giving more emphasis to how children use attention, memory, and strategies to process information.

Question 10

Working memory

Answer 10

A mental “workbench” where individuals manipulate and assemble information when making decisions, solving problems, and comprehending written and spoken language.

Question 11

Long-term memory

Answer 11

A relatively permanent type of memory that holds huge amounts of information for a long period of time.

Question 12

Strategies

Answer 12

Deliberate mental activities designed to improve the processing of information.

Question 13

Elaboration

Answer 13

An important strategy that involves engaging in more extensive processing of information.

Question 14

Fuzzy trace theory

Answer 14

States that memory is best understood by considering two types of memory representations: (1) verbatim memory trace and (2) gist. In this theory, older children’s better memory is attributed to the fuzzy traces created by extracting the gist of information.

Question 15

Thinking

Answer 15

Manipulating and transforming information in memory.

Question 16

critical thinking

Answer 16

Thinking reflectively and productively as well as evaluating the evidence.

Question 17

Creative thinking

Answer 17

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

Question 18

Convergent thinking

Answer 18

The type of thinking that produces one correct answer and is typically assessed by standardized intelligence tests.

Question 19

Divergent thinking

Answer 19

Thinking that produces many answers to the same question and is characteristic of creativity.

Question 20

Metacognition

Answer 20

Cognition about cognition, or knowing about knowing.

Question 21

Intelligence

Answer 21

Problem-solving skills and the ability to learn from, and adapt to, the experiences of everyday life.

Question 22

Mental age (MA)

Answer 22

Binet’s measure of an individual’s level of mental development, compared with that of others.

Question 23

Intelligence quotient (IQ)

Answer 23

A person’s mental age divided by chronological age and multiplied by 100.

Question 24

Normal distribution

Answer 24

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.

Question 25

Trial chic theory of intelligence

Answer 25

Sternberg’s theory that intelligence consists of analytical intelligence, creative intelligence, and practical intelligence.

Question 26

Culture-fair test

Answer 26

Tests of intelligence that are designed to be free of cultural bias

Question 27

Intellectual disability

Answer 27

A condition of limited mental ability in which an individual has a low IQ, usually below 70 on a traditional test of intelligence, and has difficulty adapting to the demands of everyday life.

Question 28

Organic intellectual disability

Answer 28

Intellectual disability that involves some physical damage and is caused by a genetic disorder or brain damage.

Question 29

Cultural-familial intellectual disability

Answer 29

Intellectual disability in which there is no evidence of organic brain damage, but the individual’s IQ generally is between 50 and 70

Question 30

Gifted

Answer 30

Having above-average intelligence (an IQ of 130 or higher) and/or superior talent for something.

Question 31

Metalinguistic awareness

Answer 31

Refers to knowledge about language, such as knowing what a preposition is or being able to discuss the sounds of a language.

Question 32

Whole-language approach

Answer 32

An approach to reading instruction based on the idea that instruction should parallel children’s natural language learning. Reading materials should be whole and meaningful.

Question 33

Phonics approach

Answer 33

The idea that reading instruction should teach the basic rules for translating written symbols into sounds.