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Developmental Psychology > Chapter 9: Physical and Cognitive Development in Middle Childhood > Flashcards

Chapter 9: Physical and Cognitive Development in Middle Childhood Flashcards

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1
Q

What are the aspects of physical development in middle childhood. Select all that apply.

a. Height and weight
b. Memory and attention
c. Dental health
d. Nutrition and sleep
e. Brain development
f. Motor development and physical activity

A

a. Height and weight
c. Dental health
d. Nutrition and sleep
e. Brain development
f. Motor development and physical activity

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2
Q

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

a. Pretend play
b. Functional play
c. Organized play
d. Rough-and-tumble play

A

d. Rough-and-tumble play

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3
Q

Illnesses that last a short time.

a. Diabetes
b. Chronic medical comditions
c. Acute medical conditions
d. Asthma

A

c. Acute medical conditions

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4
Q

Illnesses or impairments that persist for at least 3 months.

a. Diabetes
b. Chronic medical comditions
c. Acute medical conditions
d. Asthma

A

b. Chronic medical conditions

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5
Q

A chronic respiratory disease characterized by sudden attacks of coughing, wheezing, and difficulty in breathing.

a. Diabetes
b. Chronic medical comditions
c. Acute medical conditions
d. Asthma

A

d. Asthma

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6
Q

(1) One of the most common diseases of childhood. It is characterized by high levels of glucose in the blood as a result of defective insulin action, or both. (2) Disease in which the body does not produce or properly use insulin, a hormone that converts sugar, starches, and other foods into energy needed for daily life.

a. Diabetes
b. Chronic medical comditions
c. Acute medical conditions
d. Asthma

A

a. Diabetes

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7
Q

Chrinically high blood pressure.

a. Poisoning
b. Hypertension
c. High blood
d. Asthma

A

b. Hypertension

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8
Q

Third stage of Piagetian cognitive development (approximately ages 7 to 12), during which children develop logical but not abstract thinking.

a. Concrete operations
b. Cognitive advances
c. Cognitive development
d. Categorization

A

a. Consrete operations

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9
Q

Keisha can use a map or model to help her search for a hidden object. She can find her way to and from school, estimate distances, and judge how long it will take her to get somewhere. Which ability advances in selected cognitive abilities during middle childhood is described in the situation.

a. Seriation
b. Inductive and deductive reasoning
c. Spatial thinking
d. Number and mathematics
e. Categorization
f. Conservation
g. Cause and effect

A

c. Spatial thinking

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10
Q

Douglas knows which physical attributes of objects on each side of a scale will affect the result (i.e., the number of objects matters but color does not). He does not know which spatial factors make a difference. Which ability advances in selected cognitive abilities during middle childhood is described in the situation.

a. Seriation
b. Inductive and deductive reasoning
c. Spatial thinking
d. Number and mathematics
e. Categorization
f. Conservation
g. Cause and effect

A

g. Cause and effect

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11
Q

Elena can sort objects into categories, such as shape, color, or both. She knows that a subclass (roses) has fewer members than the class of which it is a part (flower). Which ability advances in selected cognitive abilities during middle childhood is described in the situation.

a. Seriation
b. Inductive and deductive reasoning
c. Spatial thinking
d. Number and mathematics
e. Categorization
f. Conservation
g. Cause and effect

A

e. Categorization

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12
Q

Catherine can arrange a group of sticks in order from the shortest to the longest and can insert an intermediate-size stick into the proper place. She knows that if one stick is longer than a second stick and the second stick is longer than the third, then the first stick is longer than the third. Which ability advances in selected cognitive abilities during middle childhood is described in the situation.

a. Seriation
b. Inductive and deductive reasoning
c. Spatial thinking
d. Number and mathematics
e. Categorization
f. Conservation
g. Cause and effect

A

a. Seriation

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13
Q

Dominic can solve both indiuctive and deductive problems and knows that inductive conclusions (based on particular premises) are less certain than deductive conclusions (based on general premises). Which ability advances in selected cognitive abilities during middle childhood is described in the situation.

a. Seriation
b. Inductive and deductive reasoning
c. Spatial thinking
d. Number and mathematics
e. Categorization
f. Conservation
g. Cause and effect

A

b. Inductive and deductive reasoning

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14
Q

Sol, at age 7, knows that if a clay ball is rolled into a sausage, it still contains the same amount of clay (conservation of substance). At age 9, he knows that the ball and the sausage weigh the same. Not until early adolescence will he understand that the object will displace the same amount of liquid if dropped in water. Which ability advances in selected cognitive abilities during middle childhood is described in the situation.

a. Seriation
b. Inductive and deductive reasoning
c. Spatial thinking
d. Number and mathematics
e. Categorization
f. Conservation
g. Cause and effect

A

f. Conservation

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15
Q

Kevin can count in his head, can add by counting up from the smaller number, and can do simple story problems. Which ability advances in selected cognitive abilities during middle childhood is described in the situation.

a. Seriation
b. Inductive and deductive reasoning
c. Spatial thinking
d. Number and mathematics
e. Categorization
f. Conservation
g. Cause and effect

A

d. Number and mathematics

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16
Q

Ability to order items along a dimension.

a. Categorization
b. Transitive inference
c. Seriation
d. Class inclusion

A

c. Sariation

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17
Q

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

a. Categorization
b. Transitive inference
c. Seriation
d. Class inclusion

A

b. Transitive inference

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18
Q

Understanding of the relationship between a whole and its parts.

a. Categorization
b. Transitive inference
c. Seriation
d. Class inclusion

A

d. Class inclusion

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19
Q

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

a. Deductive reasoning
b. Inductive reasoning

A

b. Inductive reasoning

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20
Q

Type of logical reasoning that moves from general premise about a class to a conclusion about a particular member or members of the class.

a. Deductive reasoning
b. Inductive reasoning

A

a. Deductive reasoning

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21
Q

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

a. Deductive reasoning
b. Inductive reasoning
c. Executive function
d. Horizontal décalage

A

d. Horizontal décalage

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22
Q

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

a. Deductive reasoning
b. Inductive reasoning
c. Executive function
d. Horizontal décalage

A

c. Executive function

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23
Q

Strategy to aid memory.

a. Organization
b. Mnemonic device
c. Rehearsal
d. Elaboration
e. External memory aid

A

b. Mnemonic device

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24
Q

Mnemonic strategies using something outside the person.

a. Organization
b. Mnemonic device
c. Rehearsal
d. Elaboration
e. External memory aid

A

e. External memory aid

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25
Q

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

a. Organization
b. Mnemonic device
c. Rehearsal
d. Elaboration
e. External memory aid

A

c. Rehearsal

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26
Q

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

a. Organization
b. Mnemonic device
c. Rehearsal
d. Elaboration
e. External memory aid

A

a. Organization

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27
Q

Mnemonic strategy of making mental association involving items to be remembered.

a. Organization
b. Mnemonic device
c. Rehearsal
d. Elaboration
e. External memory aid

A

d. Elaboration

28
Q

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

a. Stanford-Binet Intelligence Scales
b. Dynamic Tests
c. Otis-lennon School Ability Test (OLSAT8)
d. Kaufman Assessment Battery for Children (K-ABC-II)
e. Wechsler Preschool and Primary Scale of Intelligence, Revised (WPPSI-IV)

A

e. Wechsler Preschool and Primary Scale of Intelligence, Revised (WPPSI-IV)

29
Q

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

a. Stanford-Binet Intelligence Scales
b. Dynamic Tests
c. Otis-lennon School Ability Test (OLSAT8)
d. Kaufman Assessment Battery for Children (K-ABC-II)
e. Wechsler Preschool and Primary Scale of Intelligence, Revised (WPPSI-IV)

A

a. Stanford-Binet Intelligence Scales

30
Q

Group intelligence test for kindergarten through 12th grade.

a. Stanford-Binet Intelligence Scales
b. Dynamic Tests
c. Otis-lennon School Ability Test (OLSAT8)
d. Kaufman Assessment Battery for Children (K-ABC-II)
e. Wechsler Preschool and Primary Scale of Intelligence, Revised (WPPSI-IV)

A

c. Otis-Lennon School Ability Test (OLSAT8)

31
Q

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

a. Stanford-Binet Intelligence Scales
b. Dynamic Tests
c. Otis-lennon School Ability Test (OLSAT8)
d. Kaufman Assessment Battery for Children (K-ABC-II)
e. Wechsler Preschool and Primary Scale of Intelligence, Revised (WPPSI-IV)

A

Kaufman Assessment Battery for Children (K-ABC-II)

32
Q

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

a. Stanford-Binet Intelligence Scales
b. Dynamic Tests
c. Otis-lennon School Ability Test (OLSAT8)
d. Kaufman Assessment Battery for Children (K-ABC-II)
e. Wechsler Preschool and Primary Scale of Intelligence, Revised (WPPSI-IV)

A

b. Dynamic tests

33
Q

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

a. Theory of multiple intelligences
b. Culture-free tests
c. Culture-fair tests

A

a. Theory of multiple intelligences

34
Q

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

a. Theory of multiple intelligences
b. Culture-free tests
c. Culture-fair tests

A

b. Culture-free tests

35
Q

Intelligence tests that deal with experiences common to various cultures, in an attempt to avoid cultural bias.

a. Theory of multiple intelligences
b. Culture-free tests
c. Culture-fair tests

A

c. Culture-fair test

36
Q

Which intelligence defines as “ability to use and understand words and nuances of meaning” in the eight intelligences according to Gardner.

a. Musical
b. Logical-mathematical
c. Interpersonal
d. Naturalist
e. Intrapersonal
f. Spatial
g. Linguistic
h. Bodily-kinesthetic

A

g. Linguistic

37
Q

Which intelligence defines as “ability to manipulate numbers and solve logical problems” in the eight intelligences according to Gardner.

a. Musical
b. Logical-mathematical
c. Interpersonal
d. Naturalist
e. Intrapersonal
f. Spatial
g. Linguistic
h. Bodily-kinesthetic

A

b. Logical-mathematical

38
Q

Which intelligence defines as “ability to find one’s way around in an environment and judge relationships between objects in space” in the eight intelligences according to Gardner.

a. Musical
b. Logical-mathematical
c. Interpersonal
d. Naturalist
e. Intrapersonal
f. Spatial
g. Linguistic
h. Bodily-kinesthetic

A

f. Spatial

39
Q

Which intelligence defines as “ability to perceive and create patterns of pitch and rhythm” in the eight intelligences according to Gardner.

a. Musical
b. Logical-mathematical
c. Interpersonal
d. Naturalist
e. Intrapersonal
f. Spatial
g. Linguistic
h. Bodily-kinesthetic

A

a. Musical

40
Q

Which intelligence defines as “ability to move with precision” in the eight intelligences according to Gardner.

a. Musical
b. Logical-mathematical
c. Interpersonal
d. Naturalist
e. Intrapersonal
f. Spatial
g. Linguistic
h. Bodily-kinesthetic

A

h. Bodily-kinesthetic

41
Q

Which intelligence defines as “ability to understand and communicate with others” in the eight intelligences according to Gardner.

a. Musical
b. Logical-mathematical
c. Interpersonal
d. Naturalist
e. Intrapersonal
f. Spatial
g. Linguistic
h. Bodily-kinesthetic

A

c. Interpersonal

42
Q

Which intelligence defines as “ability to understand the self” in the eight intelligences according to Gardner.

a. Musical
b. Logical-mathematical
c. Interpersonal
d. Naturalist
e. Intrapersonal
f. Spatial
g. Linguistic
h. Bodily-kinesthetic

A

e. Intrapersonal

43
Q

Which intelligence defines as “ability to distimguish species and their characteristics” in the eight intelligences according to Gardner.

a. Musical
b. Logical-mathematical
c. Interpersonal
d. Naturalist
e. Intrapersonal
f. Spatial
g. Linguistic
h. Bodily-kinesthetic

A

d. Naturalist

44
Q

It is the 9th and newest addition to the types of intelligence that refers to the deep sensitivity and people’s ability to handle deep questions such as the meaning of existence, it’s one of the most complex of the nine types of intelligence listed in Gardner’s research.

a. Street smart
b. Existential
c. Cotextual
d. Tacit

A

b. Existential

45
Q

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

a. Triarchic theory of intelligence
b. Componential element
c. Experiential element
d. Contextual element
e. Tacit knowledge

A

a. Triarchic theory of intelligence

46
Q

Sternberg’s term for the analytic aspect of intelligence.

a. Triarchic theory of intelligence
b. Componential element
c. Experiential element
d. Contextual element
e. Tacit knowledge

A

b. Componential element

47
Q

Sternberg’s term for the insightful or creative aspect of intelligence.

a. Triarchic theory of intelligence
b. Componential element
c. Experiential element
d. Contextual element
e. Tacit knowledge

A

c. Experiential element

48
Q

Sternberg’s term for the practical aspect of intelligence.

a. Triarchic theory of intelligence
b. Componential element
c. Experiential element
d. Contextual element
e. Tacit knowledge

A

d. Contextual element

49
Q

Sternberg’s term for information that is not formally taught but is necessary to get ahead.

a. Triarchic theory of intelligence
b. Componential element
c. Experiential element
d. Contextual element
e. Tacit knowledge

A

e. Tacit knowledge

50
Q

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

a. Bilingual
b. Two-way (dual-language) learning
c. Bilingual education
d. English-immersion approach

A

d. English-immersion approach

51
Q

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

a. Bilingual
b. Two-way (dual-language) learning
c. Bilingual education
d. English-immersion approach

A

c. Bilingual education

52
Q

Fluent in two languages.

a. Bilingual
b. Two-way (dual-language) learning
c. Bilingual education
d. English-immersion approach

A

a. Bilingual

53
Q

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

a. Bilingual
b. Two-way (dual-language) learning
c. Bilingual education
d. English-immersion approach

A

b. Two-way (dual-language) learning

54
Q

Process of phonetic analysis by which a printed word is converted to spoken form before retrieval from long-term memory.

a. Decoding
b. Phonetic (code-emphasis) approach
c. Whole-language approach
d. Visually based retrieval

A

a. Decoding

55
Q

Approach to teaching reading that emphasizes decoding of unfamiliar words.

a. Decoding
b. Phonetic (code-emphasis) approach
c. Whole-language approach
d. Visually based retrieval

A

b. Phonetic (code-emphasis) approach

56
Q

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

a. Decoding
b. Phonetic (code-emphasis) approach
c. Whole-language approach
d. Visually based retrieval

A

c. Whole0language approach

57
Q

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

a. Decoding
b. Phonetic (code-emphasis) approach
c. Whole-language approach
d. Visually based retrieval

A

d. Visually based retrieval

58
Q

Significantly subnormal cognitive functioning. Also referred to as cognitive disability.

a. Attention-deficit/hyperactivity disorder (ADHD)
b. Intellectual disability
c. Dyslexia
d. Learning disabilities (LDs)

A

b. Intellectual disability

59
Q

Disorders that interfere with specific aspects or learning and special achievement.

a. Attention-deficit/hyperactivity disorder (ADHD)
b. Intellectual disability
c. Dyslexia
d. Learning disabilities (LDs)

A

d. Learning disabilities (LDs)

60
Q

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

a. Attention-deficit/hyperactivity disorder (ADHD)
b. Intellectual disability
c. Dyslexia
d. Learning disabilities (LDs)

A

c. Dyslexia

61
Q

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

a. Attention-deficit/hyperactivity disorder (ADHD)
b. Intellectual disability
c. Dyslexia
d. Learning disabilities (LDs)

A

a. Attention-deficit/hyperactivity disorder (ADHD)

62
Q

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

a. Enrichment programs
b. Acceleration programs
c. Creativity
d. Convergent thinking
e. Divergent thinking

A

a. Enrichment programs

63
Q

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

a. Enrichment programs
b. Acceleration programs
c. Creativity
d. Convergent thinking
e. Divergent thinking

A

b. Acceleration programs

64
Q

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

a. Enrichment programs
b. Acceleration programs
c. Creativity
d. Convergent thinking
e. Divergent thinking

A

c. Creativity

65
Q

Thinking aimed at finding the one right answer to a problem.

a. Enrichment programs
b. Acceleration programs
c. Creativity
d. Convergent thinking
e. Divergent thinking

A

d. Convergent thinking

66
Q

Thinking that produces a variety of fresh, diverse possibilities.

a. Enrichment programs
b. Acceleration programs
c. Creativity
d. Convergent thinking
e. Divergent thinking

A

e. Divergent thinking

Developmental Psychology (12 decks)

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