Chapter 9 - Middle Childhood

Question 1

Difficulty in understanding or using spoken or written language or in doing mathematics.

Answer 1

Learning disability

Question 2

A category of learning disabilities involving a severe impairment in the ability to read and spell.

Answer 2

Dyslexia

Question 3

A learning disability that involves difficulty in handwriting.

Answer 3

Dysgraphia

Question 4

Also known as developmental arithmetic disorder; a learning disability that involves difficulty in math computation.

Answer 4

Dyscalculia

Question 5

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

Answer 5

Attention Deficit Hyperactivity Disorder

Question 6

Consist of serious, persistent problems that involve relationships, aggression, depression, and fears associated with personal or school matters, as well as other inappropriate socioemotional characteristics

Answer 6

Emotional and behavioral disorders

Question 7

pervasive developmental disorders, range from the severe disorder labeled autistic disorder to the milder disorder called Asperger syndrome.

Answer 7

Autism Spectrum Disorder

Question 8

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

Answer 8

Autistic disorder

Question 9

A relatively mild autism spectrum disorder in which the child has relatively good verbal language skills, milder nonverbal language problems, and a restricted range of interests and relationships.

Answer 9

Asperger disorder

Question 10

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

Answer 10

Individualized Educational Plan (IEP)

Question 11

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

Answer 11

Least restrictive environment (LRE)

Question 12

Describes educating a child with special educational needs full-time in the regular classroom

Answer 12

Inclusion

Question 13

In this stage, children can perform concrete operations, and they can reason logically as long as reasoning can be applied to specific or concrete examples.

Answer 13

The concrete operational stage

Question 14

Mental actions that are reversible

Answer 14

Operations

Question 15

Operations that are applied to real, concrete objects.

Answer 15

Concrete operations

Question 16

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

Answer 16

Seriation

Question 17

The ability to logically combine relations to understand certain conclusions.

Answer 17

Transivity

Question 18

Developmentalists who argue that Piaget got some things right but that his theory needs considerable revision.

Answer 18

Neo-Piagetians

Question 19

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

Answer 19

Long-term memory

Question 20

A kind of mental “workbench” where individuals manipulate and assemble information when they make decisions, solve problems, and comprehend written and spoken language.

Answer 20

Working memory

Question 21

Supervises and controls the flow of information.

Answer 21

Central executive

Question 22

An umbrella-like concept that encompasses a number of higher-level cognitive processes.

Answer 22

Executive function

Question 23

Involves memory of significant events and experiences in one’s life.

Answer 23

Autobiographical memory

Question 24

Consist of deliberate mental activities to improve the processing of information

Answer 24

Strategies

Question 25

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

Answer 25

Elaboration

Question 26

States that memory is best understood by considering two types of memory representations: (1) verbatim memory trace, and (2) gist.

Answer 26

Fuzzy trace theory

Question 27

Consists of the precise details of the information.

Answer 27

Verbatim memory trace

Question 28

Involves thinking reflectively and productively and evaluating evidence.

Answer 28

Critical thinking

Question 29

Being alert, mentally present, and cognitively flexible while going through life’s everyday activities and tasks—is an important aspect of thinking critically.

Answer 29

Mindfulness

Question 30

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

Answer 30

Creative thinking

Question 31

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

Answer 31

Convergent thinking

Question 32

Produces many different answers to the same question and characterizes creativity.

Answer 32

Divergent thinking

Question 33

Cognition about cognition, or knowing about knowing.

Answer 33

Metacognition

Question 34

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

Answer 34

Intellegence

Question 35

The stable, consistent ways in which people differ from each other.

Answer 35

Individual differences

Question 36

Devise a method of identifying children who were unable to learn in school

Answer 36

The Binet Tests

Question 37

An individual’s level of mental development relative to others.

Answer 37

Mental age

Question 38

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

Answer 38

Intelligence quotient

Question 39

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

Answer 39

Normal distribution

Question 40

Another set of widely used tests to assess students’ intelligence

Answer 40

The Wechsler Scale

Question 41

States that intelligence comes in three forms: (1) analytical intelligence, which refers to the ability to analyze, judge, evaluate, compare, and contrast; (2) creative intelligence, which consists of the ability to create, design, invent, originate, and imagine; and (3) practical intelligence, which involves the ability to use, apply, implement, and put ideas into practice.

Answer 41

Triarchic theory of intelligence

Question 42

The ability to think in words and use language to express meaning. Occupations: authors, journalists, speakers.

Answer 42

Verbal

Question 43

The ability to carry out mathematical operations. Occupations: scientists, engineers, accountants.

Answer 43

Mathematical

Question 44

The ability to think three-dimensionally. Occupations: architects, artists, sailors.

Answer 44

Spatial

Question 45

The ability to manipulate objects and be physically adept. Occupations: surgeons, craftspeople, dancers, athletes.

Answer 45

Bodily-kinesthetic

Question 46

A sensitivity to pitch, melody, rhythm, and tone. Occupations: composers and musicians.

Answer 46

Musical

Question 47

The ability to understand and interact effectively with others. Occupations: successful teachers, mental health professionals.

Answer 47

Interpersonal

Question 48

The ability to understand oneself. Occupations: theologians, psychologists.

Answer 48

Intrapersonal

Question 49

The ability to observe patterns in nature and understand natural and humanmade systems. Occupations: farmers, botanists, ecologists, landscapers.

Answer 49

Naturalist

Question 50

Tests of intelligence that are intended to be free of cultural bias.

Answer 50

Culture-fair tests

Question 51

The anxiety that one’s behavior might confirm a negative stereotype about one’s group.

Answer 51

Stereotype threat

Question 52

A condition of limited mental ability in which the individual (1) has a low IQ, usually below 70 on a traditional intelligence test; (2) has difficulty adapting to the demands of everyday life; and (3) first exhibits these characteristics by age 18 (Heward, Alber-Morgan, & Konrad, 2017).

Answer 52

Intellectual disability

Question 53

Describes a genetic disorder or a lower level of intellectual functioning caused by brain damage.

Answer 53

Organic intellectual disability

Question 54

A kind of intellectual disability when no evidence of organic brain damage can be found.

Answer 54

Cultural-familial intellectual disability

Question 55

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

Answer 55

Gifted

Question 56

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

Answer 56

Metalinguistic awareness

Question 57

Progress in understanding how to use language in culturally appropriate ways—a process

Answer 57

Pragmatics

Question 58

Stresses that reading instruction should parallel children’s natural language learning.

Answer 58

Whole-language approach

Question 59

Emphasizes that reading instruction should teach basic rules for translating written symbols into sounds.

Answer 59

Phonics approach