Chapter 12: Cognitive Development In Middle And Late Childhood

Question 0

Transitivity

Answer 0

The ability to logically combine relations to understand certain conclusions

Question 1

Seriation

Answer 1

The concrete operation that involves ordering stimuli along a quantitative dimension (such as length)

Question 2

Neo-piagetians

Answer 2

Developmentalists who have elaborated on Piaget’s theory, giving more emphasis to information processing, strategies, and precise cognitive steps

Question 3

Long term memory

Answer 3

A relatively permanent type of memory that holds huge amounts of information for a long period of time

Question 4

Elaboration

Answer 4

An important strategy that involves engaging in more extensive processing of information

Question 5

Fuzzy trace theory

Answer 5

A theory stating that memory is best understood by considering two types of memory representations: 1-verbatim memory trace and 2-gist. In this theory, older children’s better memory is attributed to the fuzzy traces created by extracting the gist of information

Question 6

Critical thinking

Answer 6

The ability to think reflectively and productively, as well as to evaluate the evidence

Question 7

Mindfulness

Answer 7

Being alert, mentally present, and cognitively flexible while going though life’s everyday activities and tasks

Question 8

Creative thinking

Answer 8

The ability to think in novel and unusual ways and to come up with unique solutions to problems

Question 9

Convergent thinking

Answer 9

Thinking that process one correct answer and is characteristic of the kind of thinking tested by standardized intelligence tests

Question 10

Divergent thinking

Answer 10

Thinking that produces many different answers to the same question and is characteristic of creativity

Question 11

Metacognition

Answer 11

Cognition about cognition, knowing about knowing

Question 12

Intelligence

Answer 12

Problem solving skills and the ability to learn from and adapt to the experiences of everyday life

Question 13

Individual differences

Answer 13

The stable, consistent ways in which people are different from each other

Question 14

Mental age (MA)

Answer 14

Binet’s measure of an individual’s level of mental development, compared with that of others

Question 15

Intelligence quotient (IQ)

Answer 15

A persons mental age divided by chronological age, multiplied by 100

Question 16

Heritability

Answer 16

The fraction of variance in a population that is attributed to genetics and is computed using correlational techniques

Question 17

Culture-fair tests

Answer 17

Tests of intelligence that are designed to be free of cultural bias

Question 18

Mental retardation

Answer 18

A condition of limited mental ability in which an individual has a low iq, usually below 70 on a traditional test of intelligence, and has difficulty adapting to everyday life

Question 19

Organic retardation

Answer 19

Mental retardation that involves some physical damage and is caused by a genetic disorder or brain damage

Question 20

Cultural-familial retardation

Answer 20

Retardation that is characterized by no evidence of organic brain damage, but the individuals iq generally is between 50 and 70

Question 21

Gifted

Answer 21

Having above average intelligence (an iq of 130 or higher) and/or superior talent for something

Question 22

Metalinguistic awareness

Answer 22

Refers to knowledge about language, such as knowing what a preposition is or the ability to discuss the sounds of a language

Question 23

Whole language approach

Answer 23

An approach to reading instruction based on the idea that instruction should parallel children’s natural language learning. Reading materials should be whole and meaningful

Question 24

Phonics approach

Answer 24

The idea that reading instruction should teach basic rules for translating written symbols into sounds

Question 25

Mastery motivation

Answer 25

An orientation in which one is task orientated; instead of focusing on ones ability, the person is concerned with learning strategies and the achievement process

Question 26

Helpless orientation

Answer 26

An orientation in which one seems trapped by the experience of difficulty and attributes ones difficulty to a lack of ability

Question 27

Performance orientation

Answer 27

An orientation in which one focuses on achievement outcomes; winning is what matters most, and happiness is thought to result from winning

Question 28

Mindset

Answer 28

The cognitive view, either fixed or growth, that individuals develop for themselves

Question 29

Self-efficacy

Answer 29

The belief that one can master a situation and produce favorable outcomes