Child Psych Chapter 11 And 12

Front 1

Asthma:

Back 1

A chronic condition characterized by periodic attacks of wheezing, coughing, and shortness of breath

Front 2

Childhood depression

Back 2

is usually characterized by the expression of exaggerated fears, clinginess, or avoidance of everyday activities.

Front 3

Fine Motor Skills

Back 3

Advances in fine motor skills 
Effect of increased levels of myelin in brain

Front 4

The goals of participation in sports and other physical activities should be to:

Back 4

1) maintain physical fitness
2) learn physical skills
3) become comfortable with one’s body
4) have fun

Front 5

Visual impairment:

Back 5

Difficulties in seeing that may include blindness or partial sightedness

Front 6

Auditory impairment:

Back 6

A special need that involves the loss of hearing or some aspect of hearing

Front 7

Speech impairment:

Back 7

Speech that deviates so much from the speech of others that it calls attention to itself, interferes with communication, or produces maladjustment in the speaker

Front 8

Stuttering:

Back 8

Substantial disruption in the rhythm and fluency of speech; the most common speech impairment

Front 9

Learning disabilities:

Back 9

Difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities

Front 10

Attention deficit hyperactivity disorder (ADHD):

Back 10

A learning disability marked by inattention, impulsiveness, a low tolerance for frustration, and a great deal of inappropriate activity

Front 11

From Piaget’s perspective, the preschooler thinks

Back 11

preoperationally

Thinking is largely egocentric and children lack the ability to use operations

Front 12

Operations:

Back 12

organized, formal, logical mental processes

Front 13

Concrete operational stage:

Back 13

The period of cognitive development between 7 and 12 years of age, characterized by the active and appropriate use of logic

Front 14

Decentering:

Back 14

The ability to take multiple aspects of a situation into account

Front 15

Piaget in Perspective: Piaget Was Right; Piaget Was Wrong

Back 15

quite successful in describing cognitive development
underestimated children’s capabilities 
underestimated age at which cognitive abilities emerge

Front 16

Information-processing Approaches

Back 16

Increased sophistication in information handling and processing 
Increased data processing as memory size increases

Front 17

Memory:

Back 17

The process by which information is initially recorded, stored, and retrieved

Front 18

Through Blank, child initially records information in form usable to memory

Back 18

encoding

Front 19

Proper functioning of memory requires blank of stored memory materials

Back 19

retrieval

Front 20

Short-term memory blank improves significantly

Back 20

capacity

Front 21

Metamemory:

Back 21

An understanding about the processes that underlie memory that emerges and improves during middle childhood

Front 22

School-age children’s understanding of memory becomes more sophisticated as they grow older and increasingly engage in blank.

Back 22

control strategies

Front 23

Similarly, children in middle childhood increasingly use blank.

Back 23

mnemonics

Front 24

Vygotsky’s Approach

Back 24

supports practice of children actively participating in their educational experiences
provides foundation for several current and noteworthy educational innovations 
uses reciprocal teaching to teach reading comprehension strategies

Front 25

Metalinguistic awareness:

Back 25

An understanding of one’s own use of language

Front 26

Bilingualism:

Back 26

The ability to speak two languages

Front 27

Multicultural education:

Back 27

Education in which the goal is to help students from minority cultures develop competence in the culture of the majority group while maintaining positive group identities that build on their original cultures
Cultural assimilation model
Pluralistic society model
Bicultural identity

Front 28

Teacher expectancy effect:

Back 28

The phenomenon whereby an educator’s expectations for a given child actually bring about the expected behavior

Front 29

Emotional intelligence:

Back 29

The set of skills that underlie the accurate assessment, evaluation, expression, and regulation of emotions
Goleman argues that emotional literacy should be a standard part of the school curriculum.

Front 30

Homeschooling:

Back 30

A major educational phenomenon in which students are taught, by their parents, in their own homes.

Front 31

Intelligence:

Back 31

The capacity to understand the world, think rationally, and use resources effectively when faced with challenges

Front 32

Binet’s pioneering efforts in intelligence testing left several important legacies.
Mental age:
Chronological (physical) age:
Intelligence quotient (IQ):

Back 32

The typical intelligence level found for people of a given chronological age
A person’s age according to the calendar
A score that expresses the ratio between a person’s mental and chronological ages

Front 33

Stanford–Binet Intelligence Scale, Fifth Edition (SB5):

Back 33

A test that consists of a series of items that vary according to the age of the person being tested.

Front 34

Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)

Back 34

A test for children that provides separate measures of verbal and performance (nonverbal) skills, as well as a total score.

Front 35

Kaufman Assessment Battery for Children, Second Edition (KABC-II)

Back 35

An intelligence test that measures children’s ability to integrate different stimuli simultaneously and step-by-step thinking

Front 36

Fluid intelligence:

Back 36

Intelligence that reflects information processing capabilities, reasoning, and memory

Front 37

Crystallized intelligence:

Back 37

The accumulation of information, skills, and strategies that people have learned through experience and that they can apply in problem-solving situations

Front 38

Triarchic theory of intelligence:

Back 38

The belief that intelligence consists of three aspects of information processing: the componential element, the experiential element, and the contextual element

Front 39

Herrnstein and Murray
Counter Argument
Today

Back 39

Average 15-point IQ difference between Whites and African Americans is due primarily to heredity rather than to environment
Most experts in area of IQ were not convinced by The Bell Curve contention
IQ is viewed as product of complex nature and nurture interaction

Front 40

Mental retardation (intellectual disability):

Back 40

A significantly subaverage level of intellectual functioning that occurs with related limitations in two or more skill areas

Front 41

Gifted and talented:

Back 41

Showing evidence of high performance capability in intellectual, creative, or artistic areas, in leadership capacity, or in specific academic fields

Front 42

Acceleration:

Back 42

The provision of special programs that allow gifted students to move ahead at their own pace, even if this means skipping to higher grade levels

Front 43

Enrichment Approach:

Back 43

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 given topic