Module 05.02 Cognitive Development in Middle Childhood Flashcards
concrete operational stage
(7-12 y/o) third stage of Piaget’s theory on cognitive development during which children begin to understand basic cognitive principles and concepts such as cause and effect, relationships, size, and distance
the period of cognitive development between 7 and 12 years of age, which is characterized by the active, and appropriate, use of logic
decentering
the ability to take multiple aspects of a situation into account
metamemory
understanding of how memory works
an understanding about the processes that underlie memory, which emerges and improves during middle childhood
metalinguistic awareness
an awareness of one’s own use of language
awareness of the qualities of language, allowing individuals to think about and evaluate language
bilingualism
the use of more than one language
cultural assimilation model
the model in which the goal was to assimilate individual cultural identities into a unique, unified American culture
pluralistic society model
the concept that American society is made up of diverse, coequal cultural groups that should preserve their individual cultural features
bicultural identity
maintaining one’s original cultural identity while integrating oneself into the dominant culture
intelligence
the capacity to understand the world, think with rationality, and use resources effectively when faced with challenges (Pearson);
description of an individual’s ability to adapt to the world around them (openstax)
mental age
the typical intelligence level found for people at a given chronological age (P)
age at which a person is performing based on an intelligence test (OS)
chronological age
(or physical age)
the actual age of the child taking the intelligence test
IQ
a score that accounts for a student’s mental and chronological age (P);
score used to quantify human intelligence (OS)
Stanford-Binet intelligence scales, fifth edition
(SB5)
a test that consists of a series of items that vary according to the age of the person being tested
Weschler intelligence scale for children, fifth edition
(WISC-V)
a test for children that provides separate measures of verbal and performance (or nonverbal) skills, as well as a total score
Kaufman assessment battery for children, second edition
(KABC-II)
an intelligence test that measure children’s ability to integrate different stimuli simultaneously and to use sequential thinking
fluid intelligence
reflects the ability to solve and reason about novel problems (P)
ability to use logic and to solve problems in new ways (OS)
crystalized intelligence
the accumulation of information, skills, and strategies that people have learned through experience and that they can apply in problem-solving situations (P)
existing knowledge that individuals have developed during their life through education and experience (OS)
triarchic theory of intelligence
Sternberg’s theory that suggest that intelligence is made up of three major components: componential, experiential, and contextual (P)
theory of intelligence that proposes that there are three types of intelligence: analytical, creative and practical (OS)
least restrictive environment
the setting that is most similar to that of children without special needs (P)
principle that states that all children with a disability should receive general education in an environment that is as similar as possible to the one for children without disabilities (OS)
mainstreaming
an educational approach in which exceptional children are integrated to the extent possible in the traditional educational system and are provided with a broad range of educational alternatives (P)
mild intellectual disability
I.D. in which IQ scores fall in the range of 50 or 55-70
intellectual disability
a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills (P)
disability that consists of limits in intellectual functioning, often indicated by an IQ score less than 70 and challenges in adaptive functioning (OS)
moderate intellectual disability
I.D. in which IQ scores fall in the range of (35-40) or (50-55)
severe intellectual disability
I.D. in which IQ scores range from (20-25) to (35-40)
profound intellectual disability
I.D. in which IQ scores fall below 20-25
gifted and talented
children who show evidence of high performance capability in areas such as intellectual, creative, artistic, leadership capacity, or specific academic fields
acceleration
special programs that allow gifted students to move ahead at their own pace, even if this means skipping to higher grade levels
enrichment
an approach through which students are kept at grade level but are enrolled in special programs and given individual activities to allow greater depth of study on a give topic
giftedness
variation in intelligence marked by cognitive flexibility, cognitive performance, specific ability areas, and an IQ above 130, may be referred to by other names (O.S)
