Chapter 9

Question 1

Rough-and-tumble play

Answer 1

Vigorous play involving wrestling, hitting, and chasing, often accompanied by laughing and screaming

Question 2

Acute medical conditions

Answer 2

Illnesses that last a short time

Question 3

Chronic medical conditions

Answer 3

Illnesses or impairments that persist for at least 3 months

Question 4

Diabetes

Answer 4

1- one of the most common diseases of childhood, high levels of glucose as result of defective insulin production
2-Disease in which the body doesn’t produce or properly use insulin

Question 5

Hypertension

Answer 5

Chronically high blood pressure

Question 6

Concrete operations

Answer 6

Third stage of Piagetian cognitive development, during which children develop logical but not abstract thinking

Question 7

Spatial relationships

Answer 7

Interpret a map, estimate time from one place to another, and remember routes and landmarks

Question 8

Causality

Answer 8

Make judgements about cause and effect

Question 9

Categorization

Answer 9

Arranging objects in a certain way

Question 10

Seriation

Answer 10

Ability to order items along a dimension

Question 11

Transitive inference

Answer 11

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

Question 12

Class inclusion

Answer 12

Understanding of the relationship between a whole and its parts

Question 13

Inductive reasoning

Answer 13

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

Question 14

Deductive reasoning

Answer 14

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

Question 15

Conservation

Answer 15

Abstract concepts (tall and thin glass holds same as short and fat)

Question 16

Horizontal décalage

Answer 16

Inability to transfer learning about one type of problem to other types of problems sharing the same conceptual underpinnings

Question 17

Executive function

Answer 17

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

Question 18

Mnemonic device

Answer 18

Strategy to aid memory

Question 19

External memory aids

Answer 19

Mnemonic strategies using something outside the person

Question 20

Rehersal

Answer 20

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

Question 21

Organization

Answer 21

1. Piaget’s term for the creation or categories or systems of knowledge
2. Mnemonic strategy of categorizing material to be remembered

Question 22

Elaboration

Answer 22

Mnemonic strategy of making mental associations involving items to be remembered

Question 23

Metamemory

Answer 23

Understanding of processes of memory

Question 24

WPPSI-IV

Answer 24

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

Question 25

Stanford-Binet Intelligence Scales

Answer 25

Individual intelligence tests for ages 2 and up used to measure fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory

Question 26

OLSAT 8

Answer 26

Group intelligence test for K-12

Question 27

K-ABC-II

Answer 27

Nontraditional individual intelligence test designed to provide fair assessments of minority children and children with disabilities

Question 28

Dynamic tests

Answer 28

Tests based on Vygotsky's theory that emphasize potential rather than past learning

Question 29

Theory of multiple intelligences

Answer 29

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

Question 30

Culture-free tests

Answer 30

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

Question 31

Culture-fair tests

Answer 31

Intelligence test that deal with experiences common to various cultures, in attempt to avoid cultural bias

Question 32

Triarchic theory of intelligence

Answer 32

Sternberg's theory describing three elements of intelligence: componential, experiential, and contextual

Question 33

Componential element

Answer 33

Analytic aspect of intelligence

Question 34

Experiential element

Answer 34

Insightful or creative aspect of intelligence

Question 35

Contextual element

Answer 35

Practical aspect of intelligence

Question 36

Tacit knowledge

Answer 36

Information that is not formally taught but is necessary to get ahead

Question 37

Pragmatics

Answer 37

1. Practical knowledge needed to use language for communicative purposes 2. Social context of language

Question 38

English-immersion approach

Answer 38

Approach to teaching English as a second language in which instruction is presented only in English

Question 39

Bilingual education

Answer 39

System of teaching non-English-speaking children in their native language while they learn English and later switching to all-English instruction

Question 40

Two-way learning

Answer 40

Approach to second-language education in which English speakers and non-English-speakers learn together in their own and each other's languages

Question 41

Decoding

Answer 41

Phonetic analysis by which a printed word is converted to spoken form before retrieval from long-term memory

Question 42

Phonetic approach

Answer 42

Approach to teaching reading that emphasizes decoding of unfamiliar words

Question 43

Whole-language approach

Answer 43

Approach to teaching reading that emphasizes visual retrieval and use of contextual clues

Question 44

Visually based retrieval

Answer 44

Process of retrieving the sound of a printed word when seeing the word as a whole

Question 45

Intellectual disability

Answer 45

Significantly subnormal cognitive functioning

Question 46

Learning disabilities

Answer 46

Disorders that interfere with specific aspects of learning and school achievement

Question 47

Dyslexia

Answer 47

Developmental disorder in which reading achievement is substantially lower than predicted by IQ or age

Question 48

ADHD

Answer 48

Syndrome characterized by persistent inattention and distractibility, impulsivity, low tolerance for frustration, and inappropriate overactivity

Question 49

Enrichment programs

Answer 49

Programs for educating the gifted that broaden and deepen knowledge and skills through extra activities, projects, field trips, or mentoring

Question 50

Acceleration programs

Answer 50

Programs for educating the gifted that move them through the curriculum at an unusually rapid pace

Question 51

Creativity

Answer 51

Ability to see situations in a new way, to produce innovations, or to discern previously unidentified problems and find novel solutions

Question 52

Convergent thinking

Answer 52

Thinking aimed at finding the one right answer to a problem

Question 53

Divergent thinking

Answer 53

Thinking that produces a variety of fresh, diverse possibilities