Chapter 9

Question 1

Obesity

Answer 1

A greater-than-20-percent increase over healthy weight, based on body mass index (BMI) - a ratio of weight to height associated with body fat. A BMI above the 85th percentile for a child’s age and sex is considered over-weight, a BMI above the 95th percentile obese.

Question 2

Flexibility

Answer 2

Compared with preschoolers, school-age children are physically more pliable and elastic, a difference evident as they swing, bats, kick balls, jump over hurdles, and execute tumbling routines.

Question 3

Balance

Answer 3

Improved balance supports many athletic skills including running, hopping skipping, throwing, kicking, and the rapid changes of direction required in many teams sports.

Question 4

Agility

Answer 4

Quicker and more accurate movements are evident in the fancy footwork of dance and cheerleading and in the forward, backward, and sideways motions used to dodge opponents in tag and soccer.

Question 5

Force

Answer 5

Older youngsters can throw and kick a ball harder and propel themselves farther off the ground when running and jumping than they could at earlier ages.

Question 6

Rough-and-Tumble Play

Answer 6

This friendly chasing and play-fighting

Question 7

Dominance Hierarchy

Answer 7

A stable ordering of group members that predicts who will win when conflict arises

Question 8

Concrete Operational Stage

Answer 8

Piaget
7-11
Compared with early childhood, thought is more logical, flexible, and organized

Question 9

Reversibility

Answer 9

The capacity to think through a series of steps and then mentally reverse direction, returning to the starting point.

Question 10

Seriation

Answer 10

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

Question 11

Transitive Inference

Answer 11

The concrete operational child can also seriate mentally

Question 12

Cognitive Maps

Answer 12

Their mental representations of spaces such as a classroom, school, or neighborhood.

Question 13

Attention-Deficit Hyperactivity Disorder (ADHD)

Answer 13

Which involves inattention, impulsivity, and excessive motor activity resulting in academic and social problems.

Question 14

Rehearsal

Answer 14

Repeating the information to herself

Question 15

Organization

Answer 15

Grouping related items together

Question 16

Elaboration

Answer 16

Creating a relationship, or shared meaning, between two or more pieces of information that do not belong to the same category

Question 17

Semantic Memory

Answer 17

During middle childhood, children’s general knowledge base

Question 18

Societal Modernization

Answer 18

Indicated by the presence of books, writing tablets, electricity, radio, TV, and other economically advantageous resource in homes

Question 19

Theory of Mind

Answer 19

Or set of ideas about mental activities

Question 20

Metacognitiion

Answer 20

The awareness of thought

Question 21

Second-Order False Belief

Answer 21

Enables children to pinpoint the reasons that another person arrived at a certain belief

Question 22

Recursive Thought

Answer 22

To reason simultaneously about what two or more people are thinking, a form of perspective taking

Question 23

Cognitive Self-Regulation

Answer 23

The process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts

Question 24

Academic Self-Efficacy

Answer 24

Confidence in their own ability

Question 25

Phonological Awareness

Answer 25

Facilitates the transition from emergent literacy to conventional reading

Question 26

Whole-Language Approach

Answer 26

Argued that from the beginning, children should be exposed to text in its complete form - stories, poems, letters, posters, and lists

Question 27

Phonics Approach

Answer 27

Believing that children should first be coached on phonics, the basic rules for translating written symbols into sounds. Only after mastering these skills should they get complex reading material.

Question 28

Factor Analysis

Answer 28

Identifies the various abilities that intelligence tests measure

Question 29

Triarchic Theory of Successful Intelligence

Answer 29

Identifies three broad, interacting intelligences:

1. ) Analytical Intelligence: information-processing skills
2. ) Creative Intelligence: the capacity to solve novel problems
3. ) Practical Intelligence: application of intellectual skills in everyday situations

Question 30

Theory of Multiple Intelligences

Answer 30

Defines intelligence in terms of distinct sets of processing operations that permit individuals to engage in a wide range of culturally valued activities. Dismissing the idea of general intelligence, Gardner proposes at least eight independent intelligences.

Question 31

Flynn Effect

Answer 31

IQs have increased steadily from one generation to the next

Question 32

Stereotype Threat

Answer 32

The fear of being judged on the basis of a negative stereotype can trigger anxiety that interferes with performance.

Question 33

Dynamic Assessment

Answer 33

An innovation consistent with Vygotsky’s zone of proximal development, the adult introduces purposeful teaching into the testing situation to find out what the child can attain with social support

Question 34

Traditional Classroom

Answer 34

The teacher is the sole authority for knowledge, rules, and decision making. Students are relatively passive - listening, responding when called on, and completing teacher-assigned tasks. Their progress is evaluated by how well they keep pace with a uniform set of standards for their grade.

Question 35

Constructivist Classroom

Answer 35

In contrast, encourages students to construct their own knowledge. Although constructivist approaches vary, many are grounded in Piaget’s theory, which views children as active agents who reflect on and coordinate their own thoughts rather than absorbing those of others.

Question 36

Social-Constructivist Classroom

Answer 36

Children participate in a wide range of challenging activities with teachers and peers, with whom they jointly construct understanding. As children acquire knowledge and strategies through working together, they become competent, contributing members of their classroom community and advance in cognitive and social development

Question 37

Cooperative Learning

Answer 37

In which small groups of classmates work toward common goals - by considering one another’s ideas, appropriately challenging one another, providing sufficient explanations to correct misunderstandings, and resolving differences of opinion on the basis of reasons and evidence

Question 38

Educational Self-Fulfilling Prophecies

Answer 38

Children may adopt teacher’s positive or negative views and start to live up to them

Question 39

Inclusive Classrooms

Answer 39

Students with learning difficulties learn alongside typical students in the regular educational setting for all or part of the school day - a practice designed to prepare them for participation in society and to combat prejudices against individuals with disabilities

Question 40

Learning Disabilities

Answer 40

Students have great difficulty with one or more aspect of learning, usually reading. As a result, their achievement is considerably behind what would be expected on the basis of their IQ

Question 41

Gifted Children

Answer 41

Those displaying exceptional intellectual strengths

Question 42

Creativity

Answer 42

The ability to produce work that is original yet appropriate - something others have not thought of that is useful in some way

Question 43

Divergent Thinking

Answer 43

The generation of multiple and unusual possibilities when faced with a task or problem.

Question 44

Convergent Thinking

Answer 44

Involved arriving at a single correct answer and is emphasized on intelligence tests

Question 45

Talent

Answer 45

Outstanding performance in a specific field