cognitive development mc

Question 1

Seration

Answer 1

concorete operation, ability to order and arrange things based on size, weight, volume, etc

Question 2

Classification

Answer 2

concrete operations, arrange objects based on class and subclass

Question 3

Identity

Answer 3

understanding that objects have qualities that don’t change if objects are altered

Question 4

transivitity

Answer 4

understand how objects are related to one another

Question 5

conservation

Answer 5

understanding that changing one quality doesn’t change quantity, centrate: concentrate on one dimension

Question 6

reversibility

Answer 6

things that are altered can go back to its original state, need in order to conserve

Question 7

decentration

Answer 7

perceive different aspects of a situation, need in order to conserve

Question 8

general intelligence theory

Answer 8

g, hose specialized in one area can do well in another area, by charles spearman

Question 9

triarchic intelligence theory

Answer 9

analytical: traditional, academic, problem solving, verbal comprehension, vocabulary, and spatial abilities

creative: creating new ideas,

practical: skills at handling every day tasks, use common sense

created by robert sternberg

Question 10

multiple intelligences theory

Answer 10

can be high in more than one

Linguistic: The ability to speak and write well
Logical-mathematical: The ability to use logic and mathematical skills to solve problems
Spatial: The ability to think and reason about objects in three dimensions
Musical: The ability to perform and enjoy music
Kinesthetic (body): The ability to move the body in sports, dance, or other physical activities
Interpersonal: The ability to understand and interact effectively with others
Intrapersonal: The ability to have insight into the self
Naturalistic: The ability to recognize, identify, and understand animals, plants, and other living things
Existential: The ability to understand and have concern from life’s larger questions,
the meaning of life, and other spiritual matters

created by howard gardner

Question 11

Carol Dweck theory of intelligence

Answer 11

fixed mindset: intelligence is biological and unchanging

growth mindset: intelligence is based on hard work and can improve

Question 12

working memory

Answer 12

improves due to increased processing speed and ability to inhibit irrelevent info, increased myelination and synaptic pruning in the cortex

Question 13

memory strategies

Answer 13

rehearsing information you wish to recall, visualizing and organizing information, creating rhymes, inventing acronyms
by age ten many children were using two or more memory strategies to help them recall information.

Question 14

attention

Answer 14

improves as children inhibit irrelevant info, a sharp improvement in selective attention from age six into adolescence,

Question 15

dimensional change card task

Answer 15

A younger child who is asked to sort objects into piles based on type of object, car
versus animal, or color of object, red versus blue, would likely have no trouble doing so. But if you ask them to switch from sorting based on type to now having them sort based on color, they would struggle because this requires them to suppress the prior sorting rule.
An older child has less difficulty making the switch, meaning there is greater flexibility in their intentional
skills.

Question 16

major branches of linguistics

Answer 16

phonetics, phonology, morphology, syntax, semantics, and pragmatics.

Question 17

phonetics

Answer 17

the study of individual speech sounds

Question 18

phonology

Answer 18

the study of phonemes, which are the speech sounds of an individual language.

Question 19

Morphology

Answer 19

the study of words and other meaningful units of language like suffixes and
prefixes

morphemes: words with meaning

Question 20

syntax

Answer 20

set of rules of a language by which we construct sentences.

Question 21

Semantics

Answer 21

is about the meaning of sentences

Question 22

Pragmatics

Answer 22

even broader field that studies how the context of a sentence contributes to
meaning.

Question 23

Simultaneous bilingualism

Answer 23

learning two different languages at the same time

phonological: children retain the ability to hear phonological contrasts for both language
lexicon: bilingual kids violate the mutual exclusivity assumption (object has two names instead of one because of the names in the two languages), bilingual kids have smaller vocabulary but its spread out with the two languages
grammar: bilingual kids lack behind monolingual kids in grammatical development, rules to communicate

Question 24

sequential bilingualism

Answer 24

learning one language after being fluent in the first language

acquisition takes years and is difficult and can make errors
factors include phonological memory, personality, motivation, age

Question 25

bilingualism

Answer 25

knowing two languages, more than 47 million people speak a language other than English at home, and about 10 million of these people are children or youth in public schools (United States Department of
Commerce, 2003). The large majority of bilingual students (75%) are Hispanic, but the rest represent more than a hundred different language groups from around the world

Question 26

A phonics-based approach

Answer 26

bottom-up processing, teaches reading by making sure children can understand letter-sound correspondences (how letters sound), automatically recognize familiar words, and decode unfamiliar words. This ability to break the code of reading allows children to read words they have never heard spoken before.

Question 27

The whole-language approach

Answer 27

top-down processing, attempts to teach reading as naturally as possible. As the
sounds of words don’t have meaning, the focus is on reading words and sentences in context (such as real books), rather than learning the sounds and phonemes that make up words.