Chapter 7; Physical and Cognitive Development in Middle and Late Childhood Flashcards
1
Q
middle and late childhood years are approximately […] years of age to […] or […] years of age
A
6
10
11
2
Q
during the middle and late childhood years, what of children’s bodies change and grow
A
- grow taller
- heavier
- stronger
- become more adept at using their physical skills
3
Q
Do disabilities emerge during middle and late childhood years
A
Yes.
may need special attention and intervention
4
Q
what happens to the children’s cognitive abilities during middle and late childhood
A
increase dramatically
5
Q
In middle and late childhood (6-10,11) the cognitive abilities that develop are that the command of grammar becomes […], they learn to […], and they may acquire a second […]
A
proficient
read
language
6
Q
what is the key aspect to making sure middle and late childhood is developed into a healthy lifestyle of healthy growth and development
A
regular exercise and good nutrition
7
Q
Continued […] and change in […] characterizes children’s bodies during middle and late childhood
A
growth
proportions
8
Q
what is the pace of growth during the period of middle and late childhood
A
slow, consistent growth
9
Q
what is the pace of growth during adolescence
A
sudden rapid growth spurt
10
Q
during the elementary school years how many inches does a child averagely grow a year
A
2 to 3 inches
11
Q
what is the average height for a boy at the age of 11
A
4 feet 9 inches tall
12
Q
what is the average height for a girl at the age of 11
A
4 feet 10 1/4 inches tall
13
Q
how many pounds a year do children gain during their middle and late childhood
A
5 to 7 pounds
14
Q
why do children gain 5 to 7 pounds a year
A
mainly due to increase in
skeletal
muscular systems
size of some body organs
15
Q
what is among the most pronounced physical changes in middle and late childhood
A
proportional changes
16
Q
what of children in middle and late childhood proportions decrease in relation to body height
A
head and waist circumference
17
Q
what is a less noticeable physical change during middle and late childhood
A
bones continue to ossify
means;
laying down new bone material by cells named osteoblasts
however;
still yield to pressure and pull more than do mature bones
18
Q
during middle and late childhood what of the child increases as another thing decreases
A
muscle mass + strength gradually increase
baby fat decreases
19
Q
because of their great number of […] cells, boys are usually […] than girls
A
muscle cells
stronger
20
Q
what happens to the total brain volume by the end of late childhood
A
stabilizes
21
Q
Where do significant changes occur in the brain
A
in various structures and regions of the brain
22
Q
as children develop, […] in some brain areas increase while it decreases in other areas
A
- activation
23
Q
what is the types of shift in activation that occurs as children continue to develop some brain areas
A
from diffuse, larger areas to more focal, smaller areas
24
Q
in the shift of activation that happens from some brain areas developing, it is characterized by?
A
synaptic pruning
meaning;
areas of the brain not being used lose synaptic connections and those areas being used show increased connections
25
from ages 7 to 30 what have researchers found less and more of in the prefrontal cortex
- less diffusion
- more focal activation
due to;
increased efficiency in cognitive performance especially in cognitive control
26
what area of the brain is said to orchestrate the functions of many other brain regions during development
prefrontal cortex
27
motor vehicle accidents are the most common cause of […] injury
Severe
28
what between brain regions increases as children develop
connectivity
29
what happens to children's motor skills during middle and late childhood
become much smoother and more coordinated than they were in early childhood
30
which gender outperforms the other in gross motor skills that involve large muscle activity
boys usually outperform girls
31
an increase of what in the central nervous system reflects improvement of fine motor skills during middle and late childhood
myelination
32
by the age of seven, children's hands have become...
steadier
33
at 8 to 10 years of age, they can use their [...] independently with more ease and precision
hands
34
at 10 to 12 years of age, children begin to show […] skills similar to the abilities of adults
manipulative
35
which gender outperforms the other when using fine motor skills
girls usually outperform boys
36
does increasing the children's exercise levels have negative or positive outcomes
positive
37
what are american children and adolescents not getting enough of
excersice
38
how many minutes of moderate to vigorous physical activity daily was associated with a lower incidence of obesity
55 minutes or more
39
what type of exercise benefits children's attention, memory, effortful, and goal-directed thinking and behavior, creativity, and academic success + lower incidence of obesity
aerobic
40
who plays an important role in determining children's exercise levels
parents and schools
41
growing up with parents who exercise regularly provides what type of models of exercise for children
positive
42
some of the ways children spend their time can have [....,...]
negative consequences
43
the total amount of time that children and adolescents spend in front of a television or computer screen daily places them at risk for
reduced activity and being overweight
44
what has excessive screen time been linked to
- lower levels of physical activity,
- increased rates of obesity
- worse sleep patterns
- lower brain and cognitive functioning
45
What has been found in children's of ages 8 to 12 who have large amounts of screen time be associated with
- lower connectivity between brain regions
- lower levels of language skills
- lower levels of cognitive control
46
time spent reading link to higher levels of functioning in which are
- connectivity between brain regions
- levels of language skills
- levels of cognitive control
47
during what times is disease and death less prevalent than during other periods in childhood and in adolescence
middle and late childhood
*still many children face health problems that threaten their development*
48
over the last three decades, has the percentage of U.S. children who are at risk for being overweight increased or decreased
increased dramatically
49
in 2013-2014 from what percentage did 2 to 5 year old's who are obese go from
12.1 to 9.4 percent
50
in 2013-2014from what percentage did 6 to 11 year olds of US children as obese go from
17.4 percent to unchanged from 2009-2010
51
in what country is more children becoming overweight in
Chinese with general and abdominal obesity
52
what contexts are related to being overweight
heredity and environmental
53
what are environmental factors that influence whether children become overweight
- availability of food (esp. high in fat content)
- energy saving devices
- declining context in which a child eats
- heavy screen time
54
what are heredity factors that influence whether children become overweight
scenario; overweight parents tend to have overweight children
(passed on)
55
what family pattern was linked to the highest rates of overweight/obesity in children
combination of irregular mealtimes + lot screen time for both parents
56
children who attended schools in states that had a strong policy emphasis on healthy foods and beverages were less likely to be
obese or overweight
57
what did parental weight change predict
children's weight change
58
what are risks of being overweight
- diabetes
- hypertension (high blood pressure)
- elevated blood cholesterol levels
59
what personal feelings has obesity been linked with in children
low self esteem
60
a combination of what is recommended to help children lose weight
- diet
- exercise
- behavior modification
61
what do intervention programs emphasize parents to do for weight reduction in overweight and obese children
- engage in healthier lifestyles
- offer their children healthier food choices
- persuade them to exercise more
62
child life specialists are among the health professional who strive to reduce [...] in children who have health issues
stress
63
McLepd says that [...] and [...] provides the foundation for her profession as a child life specialist
- human growth
- development
64
what is the percentage of all children in the united states that receive special education or related services in 2012-2013
12.9 percent
from 3 to 21 years of age
65
what is the order of percentage of all children in public schools with disabilities
1. learning disabilities 4.6%
2. speech or hearing impairments 2.7%
3. autism 1.0%
4. intellectual disabilities 0.9%
5. emotional disturbance 0.7%
66
what is the percentage of all children in public schools with learning disabilities
4.6
67
what is the percentage of all children in public schools with speech or hearing impairments
2.7
68
what is the percentage of all children in public schools with autism
1.0
69
what is the percentage of all children in public schools with intellectual disabilities
0.9
70
what is the percentage of all children in public schools with emotional disturbance
0.7
71
what is a learning disability
difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling
72
higher level of physical activity is linked to lower level of metabolic disease risk based on the following measures
- cholesterol
- waist circumference
- insulin levels
73
a learning disability also may involve difficulty in doing [...]
mathematics
74
what disabilities are needed to be classified as a learning disability
not primarily the result of visual, hearing, or motor disabilities; intellectual disability, emotional disorders,; or environmental, cultural, or economic disadvantage
75
about how many times are boys than girls to be classified as having a learning disability
three times as many
76
learning disabilities ;
[...] biological vulnerability among boys and [...] bias
1. greater
2. referral
77
approximately [...] percent of children with a [...] disability have a [...] problem
- 80
- learning
- reading
78
what is dyslexia
individuals who have a severe impairment in their ability to read and spell
79
what is dysgraphia
learning disability that involves difficulty in handwriting
-may write slowly
- writing products may be virtually illegible
- numerous spelling errors b/c inability to match up sounds and letters
80
what is dyscalculia
developmental arithmetic disorder
- learning disability that involves difficulty in math computation
81
when children with learning disabilities is intervened the focus is put on improving […] ability
Reading
82
what is attention deficit hyperactivity disorder (ADHD)
consistently show one or more of these characteristics over a period of time:
1. inattention
2. hyperactivity
3. impulsivity
83
children who are inattentive have difficulty focusing on any […] thing
One
84
children who are hyperactive show...
high levels of physical activity, seeming to be almost constantly in motion
85
children who are impulsive..
they do not do a good job of thinking before they act
86
what are the three diagnosis of ADHD
1. ADHD with predominantly inattention
2. ADHD with predominantly hyperactivity/impulsivity
3. ADHD with both inattention and hyperactivity/impulsivity
87
what is the percentage of 4 to 17 year old children increasing with ADHD
9.5 to 11 percent
88
what is the percentage of US boys have been diagnosed with ADHD
13.2 %
89
what is the percentage of US girls that have been diagnosed with ADHD
5.6
90
how many times more is the ADHD disorder diagnosed in boys than in girls
four to nine time more often
91
what type of development is difficult for children who have ADHD
adjustment and optimal development
92
children who are diagnosed with ADHD have an increased...
- lower academic achievement
- problematic peer relations
- school dropout
- adolescent pregnancy
- substance use problems
- antisocial behavior
93
what areas was childhood ADHD associated in underachievement for in the long term
underachievement in math and reading
94
girls with ADHD have more problems with
- friendship
- peer interaction
- social skills
- peer victimization
95
what was ADHD in childhood linked to
- failure to complete high school
- other mental and substance use disorders
- criminal activity
- unemployment
96
at what ages were individuals with ADHD more likely to become parents at
12 to 16 years of age
97
since definitive causes of ADHD have not been found what are a number of causes have been proposed
- inherit tendency to develop ADHD from parents
- damage to brain during prenatal or postnatal development
- cigarette and alcohol exposure
- high level of maternal stress + depression during prenatal development
- Low birth weight
97
Does cortical thickness in middle and late childhood increase or decrease
increases
98
peak thickness of the cerebral cortex occurred how much later in ADHD children than in children without ADHD
10.5 years than 7.5
99
where is the delay of the cerebral cortex more prominent
prefrontal regions of the brain
- important in attention and planning
brains frontal lobes;
likely due to delayed or decreased myelination
100
what are the prefrontal regions and frontal lobes areas linked to
executive function
101
what type of executive function tasks do ADHD children have difficulty doing
- behavioral inhibition when necessary
- use of working memory
- effective planning
102
what deficits have researches found in children with ADHD
theory of mind in children
103
what medication is effective in improving the attention of many children with ADHD
(doesn't improve their attention to the same level as in normal children)
Ritalin
Adderall (fewer side effects)
104
are stimulant medications long term
no, effective during short term but long term effectivity not clear
105
what combination improves the behavior of children with ADHD
Ritalin (medication) + behavior management
106
does the combination of Ritalin (medication) + behavior management always work
not in all cases
107
what are the three types of training exercises that might reduce ADHD symptoms
- neurofeedback
- mindfulness
- physical exercise
108
what is neurofeedback, the training exercise that might reduce ADHD symptoms
- trains individuals to become more aware of their psychological responses so they can attain better control over their brains prefrontal cortex, where executive control primarily occurs
*improve attention*
109
what does mindfulness training, the training exercise that might reduce ADHD symptoms do ?
decrease ADHD symptoms in children, improve attention
110
what does physical exercise, the training exercise that might reduce ADHD symptoms do
effective in reducing cognitive symptoms of ADHD in individuals 3 to 25 years of age
111
what is a type of physical exercise, the training exercise that might reduce ADHD, are
- short term aerobic
- reduces inattention, hyperactivity, impulsivity
112
mindfulness is being […], mentally […], and cognitively […]
alert,
present,
flexible
113
are non drug therapies (neurofeedback, mindfulness training, exercise) as effective as stimulant drugs or benefit as add ons to stimulant drugs
not yet been determined
113
ciritical thinking is thinking […] and […], and evaluating […]
reflectively
reproductively
evidence
114
what is autism spectrum disorders (ASD) also called
also called pervasive developmental disorders
115
Autism spectrum disorders...
range from the more severe disorder called autistic disorder to milder disorder called Asperger syndrome
116
what are autism spectrum disorders characterized by
- social interaction problems
- verbal and nonverbal problems
- repetitive behaviors
side note;
- may also show atypical responses to sensory experiences
117
at what ages can autism spectrum disorders be detected in children
young as 1 to 3 years of age
118
how many more times were autism spectrum disorders identified in boys than in girls
five
119
what have recent estimates of autism spectrum disorders indicated
dramatically increasing in occurrence or are increasingly being detected
120
autism is usually identified during [..] or [...] childhood rather than during [...]
1. middle
2. late
3. infancy
121
a minority of parents reported the their Childs autism spectrum disorder was identified how many years of age
prior 3 years
122
how many years of age were one third to one half of the ADHD cases identified
after 6 years of age
123
what is autistic disorder
severe developmental autism spectrum disorder
has its onset during the first three years of life
includes deficiencies in social relationships; abnormalities in communication; and restricted, repetitive, and stereotyped patterns of behavior
124
what is Asperger syndrome
- relatively mild
- child has relatively good verbal language skills, milder nonverbal language problems,
-restricted range of interest and relationships
125
children with Asperger syndrome often engage in
- obsessive repetitive routines
- preoccupation with a particular subject
126
[true/false] children with autism don't have deficits in cognitive processing of information
false, they do have deficits
127
what was the executive function most strongly associated with autism spectrum disorders by knowing it’s a lower level of
lower level of working memory
128
is intellectual disability present in all children with autism
no, others show average or above-average intelligence
129
do children with ADHD disorders show atypical responses to sensory experiences
yes
130
what is the correct consensus about autism
is brain dysfunction characterized by abnormalities in brain structure and neurotransmitters
+ lack of connectivity between brain regions + genetic factors (no evidence about family socialization causing autism )
131
what do children with autism benefit from learning at school
- well structured classroom
- individualized teaching
- small group instruction
132
until what year did most public schools either refuse enrollment to children with disabilities or inadequately served them
1970s
133
in 1975 what law was put into place the Education for All Handicapped Children Act
Public Law 94-142;
required that all students with disabilities be given a free, appropriate public education
134
what was the law Education for All Handicapped Children Act renamed to in 1990
recasted as the Individuals with Disabilities Education Act (IDEA)
135
when was IDEA (Individuals with Disabilities Education Act) amended
1997
reauthorized in 2004
renamed the Individuals with Disabilities Education Improvement Act
136
what is the purpose of IDEA
to spell out broad mandates for providing educational services to children with disabilities of all kinds
137
what are IDEA services
- evaluation and eligibility determination
- appropriate education
- individualized education plan (IEP)
- education in the least restrictive environment (LRE)
138
what is individualized education plan (IEP)
written statement that spells out a program that is specifically tailored for a student with a disability
139
what is least restrictive environment (LRE)
a setting that is as similar as possible to the one in which children who do not have a disability are educated
140
inclusion describes educating a child with special educational needs full-time in the […] classroom
Regular
141
in 2014, what percentage of US students with a disability spent in the general classroom
+ 80 percent
1990 - only 33 %
142
what does James Kauffman and his colleagues advocate for when regarding special need children getting services
a more individualized approach that does not necessarily involve full inclusion but allows options such as special education outside the regular classroom with train professionals and adapted curriculum
143
what does James Kauffman believe about students with disabilities
they are different from typical students
144
at what period of expansive imagination are children more ready to learn than in other periods
end of early childhood
145
according to Piaget (1952) the preschool child's thought is [...]
pre operational
146
according to Piaget the children can form...
stable concepts, begin to reason, thinking is flawed by egocentrism and magical belief systems
147
what may Piaget have underestimated of preschool children
the cognitive skills
148
what have researchers argued about Piagets cognitive developmental theory regarding his underestimation of preschool children
under the right conditions , young children may display abilities that are characteristic of Piaget's next stage of cognitive development, the stage of concrete operational thought
149
what age does Piagets stage called the concrete operational stage last
approximately 7 to 11 years of age
150
what can children do in the concrete operational stage
perform concrete operations
reason logically as long as reasoning can be applied to specific or concrete examples
151
what are operations
mental actions that are reversible
152
what are concrete operations applied to in real life
operations that are applied to real, concrete objects
153
what do conservation tasks described in the chapter on physical and cognitive development in early childhood indicate
whether children are capable of concrete operations
154
How many characteristics do concrete operations allow the child to consider
several rather than focus on a single property of an object
155
the concrete operational child coordinates information about ...
both dimensions
156
what other abilities are characteristic of children who have reached the concrete operational stage
- ability to classify or divide things into different sets or subsets and to consider their interrelationships
157
seriation under the context of children who have reached the concrete operational stage are also capable of having the ability to order stimuli along a quantitative dimension (such as length)
Yes
158
transitivity is the ability to logically combine relations to understand certain conclusions
Yes
159
according to Piaget, various aspects of a stage should emerge at the [...]
same time
160
when evaluating Piagets concrete operation state, do concrete operational abilities appear in synchrony
some concrete operational abilities do not appear in synchrony
161
working memory is a passive storehouse to keep information until moved to [long or short] term memory
Long
162
what exerted a stronger influence on children's development than Piaget reasoned
education and culture
163
what can some pre operational children be trained to do at a concrete operational stage
to reason
164
what is related to the age at which children acquire conservation skills
how much practice their culture provides in these skills
165
what do Neo-Piagetians argue about piagets theory’s
that Piaget got some things right but that his theory needs considerable revision
166
what do Neo-Piagetians give more emphasis to, that children use
how children use;
- attention
- memory
- strategies to process information
167
what do Neo-Piagetians believe is a more accurate portrayal of children's thinking
- requires attention to children's strategies
- speed at which children process information
- particular task involved
- the division of problems into smaller, more precise steps
168
during middle and late childhood what do most children dramatically improve their ability to sustain and control
attention
169
what other changes in information processing during middle and late childhood involve
- memory
- thinking
- metacognition
170
what happens to short term memory during early childhood and after the age of 7
- increase considerably
- does not show as much increase after age of 7
171
British cognitive psychologist Alan Baddeley defines working memory as kind of mental "[…]" where individuals manipulate and assemble information when they make […], solve […], and comprehend written and spoken […]
Workbench
Decision
Problems
Language
172
working memory is described as being more active and powerful in modifying information than short term memory
true
173
what is the pace of developing working memory
slowly
174
working memory involves bringing information to mind and mentally […] with or […] it
Working
Updating
175
by 8 years of age how much can children hold in memory
half the items that adults can remember
176
How many aspects is working memory linked to of children development
many aspects
177
children who have better working memory are more advanced in [...] comprehension, [...] skills, [...] solving, and [...] than their counterparts with less effective working memory
- language
- math
- problem
- reasoning
178
what was children's verbal working memory linked to
acquisition of the following skills in both first- and second-language learners: morphology, syntax, and grammer
179
what is long term memory
relatively permanent and unlimited type of memory, increases with age during middle and late childhood
180
what does improvement in memory reflect in a child about their knowledge and strategies
increased knowledge and their increased use of strategies
181
why is it important not to view memory in terms of how children add something to it
rather underscore how children actively construct their memory
182
when individuals have expertise about a particular subject their memory also tends to be ....
good regarding material related to that subject
183
experts who have acquired extensive knowledge about a particular content area;
this knowledge influences what they notice and how they organize, represent, and interpret information
184
strategies consists of deliberate mental activites to improve the […] of information
Processing
*require effort and work*
185
what does long term memory depend on to remember information
learning activities individuals engage in when learning and remembering information
186
what is the effective strategy of 'guide children to elaborate about the information they are to remember' to use in helping children improve their memory skills
to elaborate to make the information more meaningful
187
what does elaboration mean
involves more extensive processing of the information, such as thinking of examples or relating the information to one's own life
188
what is the effective strategy of 'encourage children to engage in mental imagery'
help even young school children to remember visuals
*works better for older children than for younger children*
189
what is the effective strategy of 'motivate children to remember material by understanding it rather than by memorizing it;
remember information better over the long term if they understand the information rather than just rehearse and memorize it
190
what is the effective strategy of 'repeat and vary instructional information and link it to other information early and often'
improve children's consolidation and reconsolidating of the information they are learning
- varying themes of a lesson increases number of associations, linking information expand the network of associations
191
what is the effective strategy of 'embed memory-relevant language when instructing children'
teachers using mnemonic devices and metacognitive questions that encourage children to think about their thinking can improve student performance
192
Charles Brainerd and Valerie Reyna argue that fuzzy traces account for much of improvement in […]
memory
193
what is Charles Brainerd and Valerie Reyna's fuzzy trace theory state
memory is best understood by considering two types of memory representations
1. verbatim memory trace
2. gist
194
verbatim memory trace consists of […] details of information
precise
195
gist refers to the […] idea of the information
central
196
are fuzzy traces or verbatim traces more enduring and less likely to be forgotten
fuzzy traces than verbatim
197
when gist is used, what is built up
fuzzy traces
198
at what point during school years do the children begin to use gist more which contributes to the improved memory and reasoning of older children
early elementary school years
199
what does thinking mean
involves manipulating and transforming information in memory
200
what are two important aspects of thinking
able to think critically and creatively
201
critical thinking involves […], […] and […] evidence
reflectively
productively
evaluating
202
what do Jacqueline and Martin Brooks lament about schools and critical thinking
that few schools really teach students to think critically and develop a deep understanding of concepts
203
what do Robert roeser and his colleagues emphasize about mindfulness
important mental process that children can engage In to improve a number of cognitive and socioemotional skills, such as executive function, focused attention , emotion regulation, feelings, and environment
204
what does mindfulness involve paying careful attention to
thoughts, feelings, and enviornment
205
mindfulness has been found to improve children's
- attention
- self regulation
- achievement
- coping strategies in stressful situations
206
what activities been grouped under the topic of contemplative science
- yoga
- meditation
- tai chi
207
contemplative science is the cross disciplinary term that involves the study of how various types of […] and […] training might enhance children's development
Mental
Physical
208
cognitively competent children not only think critically, but also...
creatively
209
what does creative thinking mean
ability to think in novel and unusual ways and to come up with unique solutions to problems
210
are intelligence and creativity the same thing
no
211
who recognized the difference between convergent thinking and divergent thinking
J. P. Guilford (1967)
212
what does convergent thinking produce
one correct answer and characterizes the kind of thinking that is required on conventional tests of intelligence
213
divergent thinking means producing many […] answers to the same question and characterizes creativity
different
214
what is important to recognize when it comes to creative thinking
recognize that children will show more creativity in some domains than otehrs
215
what is an important goal when it comes to creative thinking
help children learn to think creatively
216
what is a special concern today in the US about the creative thinking of children
appears to be declining
217
what is among the likely causes of the decline of creative thinking of US children
- time spent watching TV
- playing video games instead of engaging in creative activities
- lack of emphasis on creative thing skills in schools
218
creative thinking has been having an increasing [...] in some countries schools, e.g. [...]
emphasis
China
219
metacognition is cognition about cognition, or knowing about knowing
Yes
220
metamemory is knowledge about […]
Memory
221
what have many metacognitive studies focus on
metamemory
222
what executive functions is metacognition conceptualized of
several dimensions of executive function such as;
- planning
- self regulation
223
by what age do young children have some general knowledge about memory
by 5 or 6 years of age
224
in what ways is young children's meta memory limited
they don't understand that related items are easier to remember than unrelated ones that remembering the gist of a story is easier than remembering information verbatim
225
by the fifth grade what do children understand about gist regarding metacognition
gist recall is easier than verbatim recall
226
young children only have limited knowledge about their own memory because they have an […] opinion of their memory abilities (overestimate themselves)
Inflated
side note; as they move through elementary school years, give more realistic evaluations of their memory skills
227
in addition to meta memory, metacognition includes knowledge about
memory strategies
228
in Michael Pressley's view the key to education is
helping students learn a rich repertoire of strategies that produce solutions to problems
229
what do good thinkers routinely use
strategies and effective planning to solve problems
+ when and where to use strategies (monitoring the learning situation)
230
brain storming...
individuals come up with creative ideas in a group and play off each others ideas
231
what is working memory, critical thinking, creative thinking, and metacognition conisdered
- under the umbrella of executive function
- linked to development of the brains prefrontal cortex
232
what do Adele Diamond and Kathleen Lee (2011) highlight as the most important 4 to 11 year old children's cognitive development and school success , dimensions of executive function
- self control/inhibition
- working memory
- flexibility
233
what does Adele Diamond and Kathleen Lee define 'self control/inhibition' as an important dimension of executive function
children need to develop self control that will allow them to concentrate and persist on learning tasks, to inhibit their tendencies to repeat incorrect responses, and to resist the impulse to do something that they later would regret
234
why is executive functioning important
dimensions of executive function are the most important for cognitive development and school success
- self control/inhibition
- working memory
- flexibility
235
what does Adele Diamond and Kathleen Lee define 'working memory' as an important dimensions of executive function
children need an effective working memory to mentally work with the masses of information they will encounter as they go through school and beyond
236
what does Adele Diamond and Kathleen Lee define 'flexibility' as an important dimensions of executive function
children need to be flexible in their thinking so as to consider different strategies and perspectives
237
executive function is a better predictor of school readiness than ...
general IQ
238
what diverse activities have been found to increase children's executive function
- computerized training that uses games to improve working memory
- aerobic exercise
- mindfulness
- scaffolding of self regulation
- some types of school curricula (e.g. Montessori curriculum)
239
what does intelligence mean
ability to solve problems and to adapt and learn from experiences
240
what is individual differences
are the stable, consistent ways in which people differ from each eachother
241
the domain of intelligence is where the most attention has been directed at
individual differences
242
in 1904 what did the French Ministry of Education ask psychologist Alfred Binet to devise a method for
identifying children who were unable to learn in school
243
what is the name of the test that Afred Binet devised to identify children who were unable to benefit from regular classes
1905 scale
- 30 questions
244
what is (MA) mental age according to Binet
individuals level of mental development relative to others
245
what did William Stern create a few years later from Binet (1912)
concept of intelligence quotient (IQ)
246
How is (IQ) intelligence quotient determined
a person's mental age divided by chronological age (CA) and multiplied by 100
- IQ = MA/CA x 100
247
what are the Stanford Binet tests
the Binet test being revised many times to incorporate advances in the understanding of intelligence and intelligence tests
- revisions done in Stanford University
248
what was the 2004 Stanford Binet 5 used to revise
analyze an individuals response in five content areas
- fluid reasoning,
- knowledge
- quantize reasoning
- visual spatial reasoning
- working memory
general composite score is obtained
249
what is normal distribution
a symmetrical distribution with most scores falling in the middle of the possible range of scores and few scores appearing toward the extremes of the range
250
the results of the Stanford Binet approximates a [...] […] from preschool children to late adulthood on a graph
normal distribution
251
what is the Wechsler Scale
another test widely used to assess students' intelligence
252
who developed the Wechsler Scale
psychologist David Wechsler
253
the Wechsler Preschool and Primary Scale of intelligence-Fourth Edition (WPPSI-IV) tests children from […] years to […] years of age
2.5
7.25
254
the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) is for children and adolescents […] to […] years of age
6
16
255
what is the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)
for adults
256
what does the WISC-V provide scores in
- overall IQ score
yields five composite scores in;
- Verbal Comprehension
- Working Memory
- Processing Speed
- Fluid Reasoning
- Visual Spatial
257
what does the WISC-V allow the examiner to quickly see
whether the individual is strong or weak in different areas of intelligence
258
how many verbal and nonverbal sub scales does the Wechsler include
16
259
what did the Robert J Sternberg develop
the triarchic theory of intelligence
260
what are Robert J Sternbergs three forms for intelligence
states that intelligence comes in three forms
1. analytical intelligence
2. creative intelligence
3. practical intelligence
261
what is Robert J's Sternberg's 'analytical intelligence' from his three forms of intelligence
refers to ability to
- **analyze**
- judge
- evaluate
- **compare**
- **contrast**
262
what is Robert J's Sternberg's 'creative intelligence' from his three forms of intelligence
consists of ability
- create
- design
- **invent**
- **originate**
- **imagine**
263
What is Robert J's Sternberg's 'practical intelligence' from his three forms of intelligence
ability to
- use
- apply
-**implement **
- **put ideas into practice**
264
what does Sternberg stress about a teachers too often desire to increate student's knowledge
surpasses the development of creative thinking
265
students with [... , ...] ability tend to be favored in conventional schooling
high analytical
266
creatively intelligent and practically intelligent students may not do too good in
conventional schooling
do well outside of classrooms walls
267
what are Howard Gardners eight types of intelligence, or "frames of minds"
- verbal
- mathematical
- spatial
- bodily kinesthetic
- musical
- interpersonal
- intrapersonal
- naturalist
everyone has to varying degrees
268
what is Howard's Gardners representation of 'verbal' in his eight frames of mind
the ability to think in words and use language to express meaning
269
what are 'verbal' occupations in Howards Gardners eight frames of mind
authors,
journalists,
speakers
270
what is Howards Gardners representation of 'mathematical' in his eight frame of mind
the ability to carry out mathematical operations
271
what are 'mathematical' occupations in Howards Gardners eight frames of mind
scientists
engineers
accountants
272
what is Howard Gardners representation of 'spatial' in his eight frame of mind
the ability to think three-dimensionally
273
what are 'spatial' occupations in Howards Gardners eight frames of mind
architects
artists
sailors
274
what is Howard Gardners representation of 'Bodily Kinesthetic' in his eight frames of mind
the ability to manipulate objects and be physically adept
275
what is 'bodily kinesthetic' occupations in Howards Gardners eight frames of mind
surgeons
craftspeople
dancers
athletes
276
what is Howard Gardners representation of 'musical' in his eight frames of Mind
a sensitivity to
- pitch
- melody
- rhythm
- tone
277
what are 'musical' occupations in Howards Gardners eight frames of mind
composers
musicians
sensitive listeners
278
what is Howard Gardners representation of 'interpersonal' in his eight frames of mind
the ability to understand and interact effectively with others
279
what is 'interpersonal' occupations in Howards Gardners eight frames of mind
successful teachers,
mental health professionals
280
what is Howards Gardners representation of 'intrapersonal' in his eight frames of mind
the ability to understand oneself
281
what are 'intrapersonal' occupations in Howards Gardners eight frames of mind
theologians
psychologists
282
what is Howards Gardners representation of 'naturalist' in his eight frames of mind
the ability to observe patterns in nature and understand natural and human-made systems
283
what are 'naturalist' occupations in Howards Gardners eight frames of mind
Farmers, botanists, ecologists, landscapers
284
what are 'naturalist' occupations in Howards Gardners eight frames of mind
farmers
botanists
ecological
landscapers
285
according to Gardner what intelligence does everyone have of his eight frames of mind
all of them to varying degrees
286
what have Sternberg and Gardner's approaches had to offer
- stimulate teachers to think more broadly about what makes up children's competencies
- motivated educators to develop programs
287
what have Sternberg and Gardner's approaches contributed interest in
assessing intelligence and classroom learning in innovative ways,
such as by evaluating student portfolios
288
have psychologists doubted the multiple-intelligence approach
yes, it persists and many endorse the general intelligence approach
289
what has Nathan Brody (2007) observed of people who excel at one type of intellectual task...
are likely to excel in others
290
individuals who do well at memorizing lists of digits are also likely to be good at solving [...] problems and [...] layout problems
verbal
spatial
291
what do advocates of the concept of general intelligence points its accuracy to
predicting school and job success
292
what is linked to children's general intelligence
self control
293
what does Sternberg accept from the argument between supporting general intelligence and multiple intelligence view
there is general intelligence for the kinds of analytical tasks that traditional IQ tests asses but thinks that the range of tasks those tests measure is far too narrow
294
(T/F) what is viewed as intelligent in one culture may not be though of as intelligent in another)
true
295
what's wrong with the idea of genetics influencing intelligence
some argue that heredity plays a strong role in intelligence, difficult to prove because teasing apart the influences of heredity and environment t is virtually impossible
**genetic studies show environment to be a fairly weak influence on intelligence**
296
how many genes may affect intelligence
1,000 each possibly having a small influence on an individuals intelligence
*scientists agree that there is a strong genetic component to intelligence*
297
what was the difference in average correlation of intelligence between identical and fraternal twins
0.15
; suggest relatively low correlation between genetics and intelligence
298
what do most researchers agree about genetics and environment interaction
it influences intelligence
299
does being adopted from lower SES to middle SES homes influence intelligence
yes it has an environmental role that reflects in the 12 to 18 point increase
300
environmental influences on intelligence also involve ...
schooling
301
when children are deprived of formal education for an extended period it results in
lower intelligence
302
what has an increase in education around the world increased
world wide increase in intelligence
303
what is Flynn effect
the worldwide increase in intelligence test score that has occurred over a short time frame. named after the Australian researcher who discovered it, James Flynn
304
what do low income parents have difficulty providing regarding education
intellectually stimulating environment for their children
305
how can parents make a difference in a child's intellectual development
- be more sensitive caregivers
- be better teachers
- access to support services such as quality child care programs
306
maternal scaffolding and positive home stimulation improves your children's [...] functioning
intellectual
307
the efforts to counteract a deprived early environments effect on intelligence emphasize […] rather than remediation
preventation
308
there is a consensus among psychologists that both ... influence intelligence
heredity and environment
309
what does the consensus of heredity and environment influence intelligence reflect
the nature-nurture issue
310
what has happened to the gap between African Americans and whites on standardized intelligence tests happen
as they gain social, economic, and educational opportunities it has begun to narrow
311
what are average scores
the average scoring in intelligence tests
312
what has the underrepresentation of African Americans in STEM subject and careers link to
practitioners expectations that they have less innate talent than non-latino whites
313
what is the potential influence on intelligence test performance referred to as stereotype threat
the anxiety that one's behavior might confirm a negative stereotype about one's group, such as an ethnic group
314
- African American students do more poorly on standardized tests if they perceive?
- what do they do if they think the test doesn't count?
- they are being evaluated
- perform as well as white students
315
what are culture-fair tests
tests of intelligence that are intended to be free of cultural bias
316
what are the two types of culture-fair test that have been devised
- items that are familiar to children from all socioeconomic and ethnic backgrounds, items that at least are familiar to the children taking the test
- has no verbal questions
317
why is it so hard to create culture fair tests
most tests tend to reflect what the dominant culture thinks is important
318
what does Robert Sternberg conclude about culture-fair tests
there are no culture-fair tests, only culture-reduced tests
319
An intellectual disability is a condition of limited mental ability in which an individual has a low IQ, usually below […] on a traditional intelligence test, and has […] adapting to the demands of everyday life.
70
Difficulty
320
nature refers to
heredity
321
nurture is referred to
environment
322
even though psychologists agree that intelligence is the product of both
nature and nurture;
still disagreement about how strongly each influences intelligence
323
how many Americans fit the definition of intellectual disability
about 5 million
324
the percentage of individuals with an intellectual disability that fall into the mild intellectual disability category (IQ of 55 to 70)
89 percent
325
most of the people with IQs of 55 to 70 are able to ...
- live independently as adults
- work at a variety of jobs
326
the percentage of individuals classified as having a moderate intellectual disability which is an IQ of […] to […] is about […]%
40
54
6
327
most of the people with IQs of 55 to 70 are able to ..
- attain a second grade level of skills and may be able to support themselves as adults
- may be able to support themselves as adults through some types
328
the percentage of individuals classified as being in the severe category for disability is between an IQ of […] to […] is an […]%
25
39
3.5 percent
329
most of the people with an IQ with 25 to 39 able to
- learn to talk and accomplish very simple tasks
- require extensive supervision
330
what is the percentage of individuals with IQs below 25
1 percent
331
most of the people with below 25 IQ
-fall into the profoundly disabled classification
- need constant supervision
332
intellectual disability can have an [...] cause, or it can be [...] and [...] in origin
- organic
- social
- cultural
333
organic intellectual disability is an intellectual disability that is caused by a […] disorder or by brain […]; the word organic refers to the tissues or organs of the body, indicating physical damage
genetic
damage
334
what is the IQ of most people who suffer from organic intellectual disability
between 0 and 50
- Down syndrome have an average IQ of approximately 50
335
down syndrome is caused by
an extra copy of chromosome 21
336
cultural-familial intellectual/retardation disability is a mental […] in which no evidence of organic brain damage can be found; individual's IQs generally range from […] to [..]
deficit
50
70
337
people who are gifted have […]-[…] intelligence (an IQ of [...] or higher) or […] talent for something, or both
above average
130
superior
338
children who are talented in the visual and performing arts (arts, drama, dance, music), atheletics, or other special aptitudes tend to be ...
overlooked
339
when it comes for the gifted, most school systems select children who have ...
intellectual superiority and academic aptitude
340
there is an increasing call to further expand the criteria for giftedness to include such factors as [...] and [...]
- creativity
- commitment
341
what are the estimates of the approximate percentage of US students that are classified as gifted
6 to 10 percent
342
what nationalities are underrespresented in gifted programs
- African American
- Latino
- Native American Children
343
why do much of the underrepresentation involve lower test scores compared to nonlatino white and asian American children
- test bias
- fewer opportunities to develop language skills such as vocabulary and comprehension
344
[T/F] there is no relation between giftedness and mental disorder
True
345
the idea that gifted children are maladjusted is a ...
myth
346
studies support the conclusion that gifted people tend to be more [...] than others, have fewer emotional problems than [...], and [...] up in a positive family climate
- mature
- average
- grow
347
parents and teachers who identified elementary school children who are not gifted as having more ...
emotional and behavioral risks than children who are gifted
348
what type of problems did children who are gifted ar more likely to be
internalized problems such as;
- anxiety
- depression
than externalized problems such as;
- acting out
- high levels of aggression
349
what is Ellen Winner (1996) three criteria that characterize gifted children, in art, music, or academic domains
1. precocity
2. marching to a different drummer
3. a passion to master
4. information-processing skills
350
'precocity' by Ellen Winner three criteria that characterize gifted children is that gifted children are […], begin to master an area […] than their peers, learning in their domain is more […] for them than for ordinary children, and most instances are precocious b/c they have an inborn […] ability in a particular domain or domains
precocious
earlier
Effortless
High
351
'marching to a different drummer' by Ellen Winners three criteria that characterize gifted children refer to - gifted children learn in a qualitatively different way from ordinary children, need minimal […], or scaffolding, from adults to learn, resist any kind of explicit […], and often make discoveries on their […] and solve problems in unique ways
Different
Help
Instruction
Own
352
what does 'a passion to master' by Ellen Winners three criteria that characterize gifted children refer to - gifted children are driven to […] the domain in which they have high ability, display an intense, obsessive […] and an ability to focus, motivate themselves, and do not need to be "[…]" by their parents
Understand
Interest
Pushed
353
what is 'information-processing skills' by Ellen Winners three criteria that characterize gifted children refer to
- researchers have found that children who are gifted learn at a faster pace, process information more rapidly, are better at reasoning, use superior strategies, and monitor their understanding better than their non gifted counterparts
354
is giftedness a product of heredity or environment
likely both
355
deliberate practice is an important characteristic of individuals who become [...] in a particular domain
experts
356
individuals who are highly gifted are typically not gifted in [...] domains
many
357
research on giftedness is
increasingly focused on domain-specific developmental paths
358
when do the domain(s) in which individuals are gifted usually emerg
during the childhood years
359
Bill Gates (1998) the founder of Microsoft and one of the worlds richest people commented that when you are good at something, you may have to resist the urge to think that you will be good at […]
Everything
360
Ellen Winner said that children who are gifted too often are socially […] and under […] in the classroom
isolated
challenged
"nerd or "geeks"
361
many eminent adults reported that school was a […] experience for them, bored and sometimes knew more than their teachers
negative
362
Ellen Winner argues that American students benefit more from their education when standards are […] for all children
raised
363
what did Ellen Winner recommend about under challenged students when it comes to schooling
- allowed to attend advanced classes in their domain of exceptional ability
364
do children gain new skills as they enter school that make it possible for them to learn to read and write
Yes
365
what is alphabetic principle; that children learn when they enter school
the letters of the alphabet represent sounds of language
366
when do changes occur in the way children's mental vocabulary is organized/categorized
during middle and late childhood
367
how does the process of categorizing become easier for children
as increase their vocabulary
368
what is the average increase in children's vocabulary (make similar advances in grammar)
of about 14,000 words at age 6 to an average of about 40,000 words by age 11
369
what improves during the elementary school years
- logical reaosning
- analytical skills
- helps understand such contractions as the appropriate use of comparatives and subjectives
+ increasingly able to understand and use complex grammar
370
metalinguistic awareness is knowledge about […] , such as knowing what a preposition is or being able to discuss the sounds of a language
Language
371
what is metalinguistic awareness accompanied to
vocabulary and grammar
372
what does metalinguistic awareness allow children to do
- think about their language
- understand what words are
- and even define them
373
pragmatics refer to children making progress in understanding how to use […] in culturally appropriate ways
Language
374
by the time children enter adolescence, most children know. the rules for the use of ...
language in everyday contexts
(appropriate and inappropriate)
375
before learning to read, children learn to use language to..
- talk abut things that are not present
- learn what a word is
- learn how to recognize sounds and talk about them
376
children who begin elementary with a [...] vocabulary have an advantage when it comes to learning to read
robust
377
vocabulary development plays an important role in [...] comprehension
reading
378
what is the debate when it comes to teaching children to be taught to read
whole language approach
vs
phonics approach
379
the whole-lanaguge approach stresses that reading instruction should parallel children's […] language learning
Natural
380
the phonics approach empathizes that reading instruction should teach basic rules for translating […] symbols into […]
Rules
Written
Sounds
381
what reading approach do researchers suggest most benefit
- both
increasing number support direct instruction in phonic is a key aspect of learning to read
382
Does becoming a good reader includes learning how to read fluently
fluently
383
many beginning or poor reader do not
recognize words automatically
384
why do many beginning or poor readers not recognize words automatically
processing capacity is consumed by the demands of word recognition , so have less comprehension of groupings of words as phrases or sentences
385
what does the metacognitive strategy say about learning how to read
- learning to monitor ones reading proress
- getting the gist of what is being read
- summarizing
386
is it true that if individuals do not learn a second language prior to puberty they would never reach native language learner's proficiency in the second language
false
387
there are [...] periods for learning a second langauge
sensitive
likely cary across different areas of language systems
388
late language learners , such as adolescents and adults, may learn new vocabulary more easily than
new sounds or new grammar
389
does the children's ability to pronounce words with a native-like accent in a second language typical increase or decrease with age
decrease
- sharp drop after age of about 10 to 12
390
do adults tend to learn a second language faster or slower than children
faster
-level of second langue mastery is not as high as children's
391
how do children and adults learn a second language differently somewhat
children;
- less sensitive to feedback,
- less likely to use explicit strategies
- more likely o learn a second language from large amounts of input
392
students in the United States are far [...] their counterparts in many developed countries in learning a [..., ...]
- behind
- second language
393
forms are Russia schools who have […] grades
10
394
when do Russian children start school
age 7
- begin learning English in the third form
- most by age 40 are able to speak at least some English
395
which country is the only technologically advanced western nation that does not have a national foreign language requirement at the high school level, even for students in rigorous academic programs
the united states
396
what is bilingualism
the ability to speak two languages
positive effect on children's cognitive development
397
how do children who are fluent in two languages perform better than their single language counterparts on tests
- control of attention
- concept formation
- analytical reasoning
- cognitive flexibility
- cognitive complexity
398
bilingual children are better at what types of tasks
theory of mind
399
what are bilingual children more conscious of
- structure of spoken and written language
- better at noticing errors of grammar and meaning,
- skills that benefit their reading ability
400
what did a study of 6 to 10 year olds find about their early bilingual exposure being a key factor in when outperforming monolingual children on...
phonological awareness and word learning
401
bilingualism is linked to positive outcomes for both children's..
langauge and cognitive development
402
is teaching infants and young children two languages simultaneously have benefits
yes, and a few drawbacks
403
what does subractive bilingualism mean
being monolingual in native language, then learn English bilingual, only to end up as monolingual in English
404
what is a current controversy related to bilingualism involving millions of US children
who come from homes in which English is not the primary langauge
405
what does ELL stand for
English language learners
406
what have ELL been taught
1. instruction in English only
2. dual language approach that involves instruction in their home language and English
407
children who come from [...] socioeconomic backgrounds have more [...] than those from [...] socioeconomic backgrounds
lower
difficulty
higher
408
if a dual language strategy is used
takes approx 3-5 to develop speaking proficiency
7 years for reading proficiency
409
what do experts such as Kenji Hakuta support
combined home language and English approach because
1. children have difficulty learning a subject when it is taught in a language they do not understand
2. when both languages are integrated in the more actively
410
Does the US department of education include students with a learning disability and students with ADHD in the category of learning disabilities
Yes
411
have most large scale studies found academic achievement of ELL in dual language or English only programs
dual language programs
