final pt 1

Question 1

Conservation

Answer 1

• characteristics of objects remain the same even when their appearance changes
• ex: braking a cookie does not result in more cookies

Question 2

Seriation

Answer 2

• kids can order items along quantitative dimensions (height/weight)
• ex: give sticks of varying length and ask to put in order

Question 3

Class inclusion

Answer 3

• organizing objects into classes based on similarities/differences
• ex: are there more yellow flowers or flowers

Question 4

Transitivity

Answer 4

• ability to reason about relations b/w items
• greater than, less than
• if A > C and C > B, is A > B?

Question 5

Skills necessary for conservation

Answer 5

Identity: certain characteristics remain the same even if others change
Decentration: ability to focus on several aspects and relate them
Reversibility: reversing the process by which something was changed back the original conditions (9 + 4 = 13, 13 - 9 = 4)

Question 6

Some limitations of concrete operational thought

Answer 6

• work best with CONCRETE objects
• continuum - master these things gradually

Question 7

Achievements vs aptitude tests

Answer 7

ACH: measures what you’re learning in school (ACT, SAT)
APT: measures your potential to learn (IQ)

Question 8

WISC

Answer 8

• Wechsler Intelligence Scale for Children
• standardized test designed to measure cognitive abilities of kids

Question 9

learning disability

Answer 9

• neurological condition that affects ability to process information, despite average or above-average IQ (about 8% of US kids)

Question 10

IDEA

Answer 10

• fed law that regulates special education
• requires free + appropriate public education in least restrictive environment
• only separate when absolutely necessary

Question 11

What skills do gifted and talented children exhibit?

Answer 11

• gifted: exceptional intellectual strength (> 130 IQ)
• talented: outstanding performance in a specific field
• divergent thinking, creativity

Question 12

Gardner’s theory of multiple intelligences

Answer 12

• not just one general ability but a set of different kinds of abilities
• linguistic, logic-mathematical, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, intrapersonal
• not how smart you are, HOW you are smart

Question 13

Goleman’s theory of emotional intelligence

Answer 13

• emotional IQ (EQ): how we process/adapt to emotional information
• control impulses, self motivation, empathy in relationships
• social emotional learning (SEL) curriculum: teach conflict resolution, impulse control, social skills

Question 14

What is ‘grit’ – how does it contribute to children’s learning and future success?

Answer 14

• consistency of interests (keeping goals, focus) and perseverance of effort (achieving long term goals, finish what begin)
• helps kids stick with challenging tasks, build resilience, and develop a GROWTH MINDSET