Psych Chapter 12

Front 1

Concrete Operations

Back 1

The third stage in Piaget's theory in which children between 6 and 12 years of age develop logical thinking but still cannot think abstractly

Front 2

Reversibility

Back 2

The ability to reverse mental operations

Front 3

Classification

Back 3

The ability to organize objects into hierarchical conceptual categories

Front 4

Seriation

Back 4

The ability to put objects in order by height weight or some other quality

Front 5

Evaluation of Piaget's Stage of of Concrete Operations

Back 5

Kids seems to acquire skills earlier than he says if they are not to complex. Seems more of a gradual process rather than a sudden one

Front 6

Processing speed

Back 6

The efficiency with which one can perform cognitive tasks

Front 7

Automaticicty

Back 7

The process by which skills become so well practiced that you can do them without much conscious thought.

Front 8

Short-term memory

Back 8

Brief. temporary storage of information in memory

Front 9

Elaboration

Back 9

A memory strategy that involves creating extra connections, like images or sentences, which can tie information together.

Front 10

Fuzzy Trace Theory

Back 10

The theory that there are two memory systems: A systematic, controlled memory for exact details and an automatic, intuitive memory for the gist, or meaning of events.

Front 11

Cognitive flexibility

Back 11

The ability to switch focus as needed to complete a task

Front 12

Inhibitory control

Back 12

The ability to stop more automatic cognitive responses to do what is needed to carry out a task correctly.

Front 13

meta linguistic ability

Back 13

The ability to think about talk about language

Front 14

Phoenic (or basic skills) approach

Back 14

An approach to teaching reading that starts with basic elements like letters and phonemes and teaches children that phonemes can be combined into words before moving on a to reading as a whole

Front 15

WHole language instruction

Back 15

A way to teach reading that emphasizes understanding the meaning of words from the context in which they appear.

Front 16

Balanced reading approach

Back 16

An approach to teaching reading that combines elements of the whole language approach with elements of the phonics approach.

Front 17

Knowledge telling

Back 17

A style of writing (younger children) in which the writer proceeds with little or no evidence of planning or organization of ideas with the goal of telling as much as he knows about a topic.

Front 18

Knowledge transforming

Back 18

A style of writing in which the goal is to convey a deeper understanding of a subject by taking information and transforming it into ideas that can be shared with a reader.

Front 19

language disorder

Back 19

A disorder in which a child's understanding and use of language is significantly below his nonverbal intelligence

Front 20

Speech-sound disorder

Back 20

Dificulty producing or using sounds at an age-appropriate level

Front 21

Childhood-onset fluency disorder or stuttering

Back 21

Difficulty with fluency and time patterning of speech

Front 22

Social or pragmatic communication disorder

Back 22

Difficult with appropriate use of both verbal and nonverbal communication.

Front 23

Immersion programs

Back 23

Programs in which English language learners are taught academic subjects in English.

Front 24

English as a second language pull-out programs

Back 24

Programs in which students are taught English in a separate classroom.

Front 25

Transitional bilingual education programs

Back 25

Programs in which English language learners receive some instruction in their native language while they also receive concentrated instruction in learning English

Front 26

Development bilingual programs

Back 26

Programs in which English language learners receive instruction in core subjects in their native language until they have the language skills to be instructed in English

Front 27

Two-way immersion program

Back 27

Programs in which children who are native speakers of English and children who are not work together in a classroom where both English and the children's other native language are used

Front 28

Intelligence

Back 28

Those qualities that help us adapt successfully so that we achieve our goals in life.

Front 29

Fluid intelligence

Back 29

Intelligence that allows us to quickly and effectively solve novel problems for which we have little training.

Front 30

Crystallized intelligence

Back 30

What we already know and can draw on to solve problems

Front 31

Mental age

Back 31

The age level at which a child is perfomring on a test of mental ability

Front 32

Intelligence quotient

Back 32

Originally a measure of intelligence calculated based on the ratio of a child's mental age to chronological age, largely replaced now by the deviation IQ.

Front 33

Deviation IQ

Back 33

A measure of intelligence that is based on the individual's deviation from the norms for a given test.

Front 34

Cultural test bias hypothesis

Back 34

The belief that standardized intelligence tests systematically underestimate the intelligence of minority groups because of bias built into the test.

Front 35

Authentic assessment

Back 35

A testing procedure that focuses on the process used in solving complex, real-life problems rather than the product that results from the process.

Front 36

Theory of multiple intelligences

Back 36

Gardner's idea that there are a number of different types of intelligence that are all relatively independent of each other.

Front 37

Triarchic theory

Back 37

Sternberg's idea that intelligence represents a balance of analytical creative and practical abilities

Front 38

Analytical intelligence

Back 38

The type of intelligence that is the one closest to the g or general intelligence and the one prized highly in most school

Front 39

Creative intelligence

Back 39

The ability to generate ideas and to deal successful with novelty

Front 40

Divergent thinking

Back 40

The ability to find as many possible solutions to a problem as possible rather than the one correct solution

Front 41

Practical intelligence

Back 41

The ability to solve everyday problems by changing yourself or your behavior to fit the environment better, changing the environment m or moving to a different environment in which you can be more successful

Front 42

Adaptive functioning

Back 42

A person's ability to function interdependently

Front 43

gifted children

Back 43

CHildren and youth who exhibit high performance capability in intellectual, creative, and/or artistic areas possess an unusual leadership capacity; or excel in specific academic fields

Front 44

enrichment approach

Back 44

An educational approach for gifted children in which the curriculum is covered but in greater depth, breadth, or complexity than is done in a typical classroom

Front 45

Accelerated program

Back 45

A type of program that allows gifted students to move through the standard curriculum more quickly than is typical.

Front 46

Expectancy Effects

Back 46

The effect that the expectations of others can have on one's self-perception and behavior

Front 47

Self-fulfilling prophecy

Back 47

The process by which expectations or beliefs lead to behaviors that help ensure that you fulfill the initial prophecy or expectation

Front 48

Ability grouping

Back 48

An educational approach that places students of similar ability in learning groups so they can be taught at a level that is most appropriate for their level of understanding.

Front 49

Collaborative learning

Back 49

An educational strategy that allows groups of students who are at different ability levels to work together on a common goal, such as a project or an assignment,