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Developmental Psychology > PART 9. PHYSICAL & COGNITIVE DEVLOPMENT IN MIDDLE CHILDHOOD > Flashcards

PART 9. PHYSICAL & COGNITIVE DEVLOPMENT IN MIDDLE CHILDHOOD Flashcards

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1
Q

True or False. Growth in middle childhood slows down.

A

True

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2
Q

True or False. Both grey and white matter increases in middle childhood.

A

False. Only WHITE MATTER increases; grey matter decrases.

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3
Q

True or False. Rough-and-tumble play are participated by boys more than girls.

A

True

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4
Q

This is a vigorous play like wrestling, hitting, and chasing.

A

Rough-and-tumble play

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5
Q

This is a descriptive and evaluative belief about one’s body.

A

body image

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6
Q

Negative thoughts about one’s body.

A

body dissatisfaction

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7
Q

These are illnesses that lasts for a short period of time.

A

acute medical conditions

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8
Q

These are illnesses that persist for at least 3 months.

A

chronic medical conditions

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9
Q

A chronic respiratory disease which results to difficulty in breathing and sudden attacks of coughing and wheezing.

A

Asthma

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10
Q

A common disease in childhood indicated by high levels of glucose because of a defective production of insulin.

A

Diabetes

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11
Q

Piaget’s 3rd stage wherein kids reason logically but not abstractly.

A

concrete operational stage (7 to 12)

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12
Q

Advances in Selected Cognitive Abilities in Middle Childhood

A
  1. Spatial thinking
  2. Cause and effect
  3. Categorization
  4. Seriation and transitive inference
  5. Inductive and deductive reasoning
  6. Conservation
  7. Number and mathematics
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13
Q

Ability to arrange items in order according to a characteristic.

A

Seriation

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14
Q

Understanding of relationships between two objects by comparing them to another object.

A

transitive inference

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15
Q

Understanding of relationship between a whole and its parts.

A

class inclusion

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16
Q

Piaget’s 3 Stages of Moral Development

A
  1. rigid obedience to authority (2 to 7)
  2. increasing flexibility (7 to 11)
  3. ideal of equity (11 or 12)
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17
Q

Ability to deliberately direct attention and shut out distractions.

A

Selective attention

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18
Q

Voluntary suppression of unwanted response.

A

Inhibitory control

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19
Q

Understanding of the memory process.

A

Metamemory

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20
Q

A strategy used to aid the memory.

A

Mnemonic device

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21
Q

A mnemonic strategy that uses something outside the person.

A

External memory aids

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22
Q

A mnemonic strategy used to keep an item in the working memory through repetition.

A

Rehearsal

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23
Q

A mnemonic strategy of categorizing information.

A

Organization

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24
Q

A mnemonic strategy of making mental associations of information.

A

Elaboration

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25
Q

A intelligence scale that assesses children’s verbal and performance scores as well as combined scores.

A

Wechsler Intelligence Scale for Children (WISC-IV)

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26
Q

A group intelligence test for kindergarten to grade 12.

A

Otis-Lennon School Ability Test (OLSAT 8)

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27
Q

Intelligence test that aims to have no culturally linked content.

A

culture-free test

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28
Q

Intelligence test that contains questions associated with common experiences, in an attempt to avoid culture bias.

A

culture-fair test

29
Q

It proposes that a person has several distinct forms of intelligence.

A

Gardener’s Theory of Multiple Intelligence

30
Q

It proposes describes the 3 elements of intelligence.

A

Sternberg’s Theory of Intelligence

31
Q

Multiple Intelligence

A
  1. linguistic
  2. logical-mathematical
  3. spatial
  4. musical
  5. bodily-kinesthetic
  6. interpersonal
  7. intrapersonal
  8. naturalist
32
Q

3 elements of intelligence

A
  1. componential element (analytic aspect)
  2. experiential element (creative aspect)
  3. contextual element (practical aspect)
33
Q

It is an assessment that evaluates intelligence through verbal, quantitative, and figurative tests.

A

Sternberg Triarchic Abilities Test (STAT)

34
Q

This is the information that is not formally taught or expressed but is necessary to get ahead.

A

tacit knowledge

35
Q

Nontraditional intelligence test created for a fair assessments of minority kids and those with disabilities.

A

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

36
Q

This test is based on Vygotsky’s theory that emphasizes potential instead of past learning.

A

dynamic tests

37
Q

The social context of language; the way we converse.

A

pragmatics

38
Q

An approach in teaching English by using English only instructions.

A

English-immersion approach

39
Q

Is a system of teaching English by using the native language of the child as instruction but later switches to English.

A

bilingual education

40
Q

A person who is fluent in 2 languages.

A

bilingual

41
Q

A second-language learning wherein English and non-English speakers speak to each other and learn in their own and each other’s languages.

A

two-way (dual language) learning

42
Q

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

A

decoding

43
Q

Is the method in teaching how to read by emphasis on decoding of unfamiliar words.

A

phonetic (code-emphasis) approach

44
Q

Is the method in teaching how to read by emphasis on visual retrieval and use of contextual clues.

A

whole-language approach

45
Q

True or False. Bilingual is more successful than English-immersion approach.

A

True

46
Q

True or False. Bilingual is more successful than two-way (dual language) learning.

A

False. Two-way (dual language) learning is more successful than bilingual education.

47
Q

True or False. Phonetic approach in teaching reading is more supported by research than whole-language approach.

A

True

48
Q

True or False. Experts suggest to use a blend of the best features of phonetic (code-emphasis) approach and whole-language approach.

A

True

49
Q

The process of retrieving the sound of a printed word by seeing the word as a whole.

A

visually based retrieval

50
Q

Thinking about thinking

A

Metacognition

51
Q

Family and community resources on which a person can draw.

A

social capital

52
Q

The cognitive disability or significantly subnormal cognitive functioning.

A

intellectual disability

53
Q

A disorder that interfere with specific aspects of learning and school achievement.

A

learning disability

54
Q

A syndrome marked by persistent inattention, impulsivity, and inappropriate overactivity.

A

attention-deficit/hyperactivity syndrome (ADHD)

55
Q

It is a developmental disorder in which reading achievement is substantially lower than predicted by IQ or age.

A

dyslexia

56
Q

Ability to see situations in a new, different perspective.

A

creativity

57
Q

Produces a variety of fresh, diverse, possibilities.

A

divergent thinking

58
Q

Aimed at finding one right answer to a problem.

A

convergent thinking

59
Q

This deepens the student’s knowledge and skills through extra activities.

A

Enrichment programs

60
Q

This speeds up a child’s education.

A

Acceleration programs

61
Q

This is a form of intelligence that is the using and understanding of words and nuances of meaning.

A

linguistic intelligence

62
Q

It is a form of intelligence which is the ability to manipulate numbers and solve logical problems.

A

logical-mathematical intelligence

63
Q

A form of intelligence in which one can find his/her way around an environment and judge relationships between objects in space.

A

spatial intelligence

64
Q

This is the form of intelligence that perceives and create patterns of pitch and rhythm.

A

musical intelligence

65
Q

Pertains to the form of intelligence which uses precise movements.

A

bodily-kinesthetic intelligence

66
Q

Refers to the form of intelligence that enables one to understand and communicate with others.

A

interpersonal intelligence

67
Q

A form of intelligence that allows a person to understand oneself.

A

intrapersonal intelligence

68
Q

It is the form of intelligence that distinguishes species and their characteristics.

A

naturalist intelligence

Developmental Psychology (15 decks)

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