Physical & Cognitive Development in Middle-Late Childhood Flashcards
learning disability
difficulty in learning involving understanding or using spoken or written language, that can appear as listening, thinking, reading, writing, spelling, or even math, that is not due to physical disabilities, mental retardation, or emotional disorders, or to environmental disadvantage
dyslexia
severe impairment in the ability to read and spell
dysgraphia
difficulty in handwriting
dyscalculia
developmental arithmetic disorder in the area of math computation
attention deficit hyperactivity disorder
disability in which children consistently show one or more of the following characteristics: inattention, hyperactivity, and impulsivity
emotional and behavioral disorders
serious, persistent problems that involve relationships, aggression, depression, and fears associated with personal or school matters, as well as other inappropriate socioemotional characteristics
autism spectrum disorders
a.k.a. pervasive developmental disorders, range from autistic disorder to Asperger syndrom, characterized by problems in social interaction, verbal and nonverbal communication, and repetitive behaviors
autistic disorder
severe developmental autism spectrum disorder that has its onset in the first three years of life and includes deficiencies in social relationships, abnormalities in communication, and restricted, repetitive, and stereotyped patterns of behavior
Asperger syndrome
mild autism spectrum disorder w/relatively good verbal language, milder nonverbal language problems, and restricted range of interests and relationships, but obsessive repetitive routines and preoccupations with a particular subject
IEP
Individualized Education Plan, written statement that spells out a program specifically tailored for the student with the disability
LRE
Least Restrictive Environment, setting that is as similar as possible for the one in which children who do not have a disability are educated
inclusion
educating a child with special education needs full-time in the regular classroom
concrete operational stage
Piaget, lasts from 7-11 years, can perform concrete operations (mental actions that are reversible) such as conservation and can reason logically as long as reasoning can be applied to specific or concrete examples, seriation
seriation
ability to order stimuli along a quantitative dimension
transitivity
ability to logically combine relations to understand certain conclusions
neo-Piagetians
argue that while Piaget got some things right, his theory needs considerable revision, including children’s use of strategies, processing speed, particular task involved, division of problems into smaller, more precise steps
long-term memory
relatively permanent type of memory that holds huge amounts of info for a long period of time
fuzzy trace theory
memory is best understood by considering two types of memory representations:
- verbatim memory trace
- gist
critical thinking
thinking reflectively and productively, evaluating evidence
mindfulness
being alert, mentally present, and cognitively flexible while going through life’s everyday activities and tasks
creative thinking
the ability to think in novel and unusual ways to come up with unique solutions to problems
convergent thinking
produces one correct answer, required on conventional intelligence tests
divergent thinking
produces many answers to the same question, creativity
metacognition
thinking about thinking, knowing about knowing
metamemory
knowledge about memory
brainstorming
technique in which people are encouraged to come up with creative ideas in a group, play off of each other’s ideas, and say practically whatever comes to mind that seems relevant to a particular issue
intelligence
ability to solve problems and to adapt and learn from experiences
individual differences
the stable, consistent ways in which people are different from each other, such as personality and intelligence
binet
French psychologist who developed IQ tests
mental age
individual’s level of mental development relative to others
IQ
intelligence quotient, person’s mental age divided by chronological age, multiplied by 100
normal distribution
symmetrical, majority of scores falling in middle of possible range and few scores appearing toward extremes
Wechsler scales
another intelligence test that provides not only overall IQ score but also composite indexes
triarchic theory of intelligence
Sternberg, intelligence comes in 3 forms:
- analytical-analyze, judge, evaluate, compare/contrast
- creative-create, design, invent, originate, imagine
- practical-use, apply, implement, put ideas into practice
Gardner’s 8 Frames of MInd
verbal, mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist
culture-fair tests
tests of intelligence that are intended to be free of cultural bias
mental retardation
condition of limited mental ability in which an individual has a low IQ, usually below 70 on a traditional intelligence test, and has difficulty adapting to everyday life
organic retardation
mental retardation that is caused by a genetic disorder or brain damage
cultural-familial retardation
retardation that is characterized by no evidence of organic brain damage, but the individual’s IQ is generally between 50 and 70
gifted
having above-average intelligence (IQ of 130 or higher) and/or superior talent for something
- precocity-begin to master an area earlier, effortlessly
- march to their own drummer
- passion to master
metalinguistic awareness
knowledge about language
whole-language approach
stresses that reading instruction should parallel children’s natural language learning
phonics approach
reading instruction should teach basic rules for translating written symbols into sounds
