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Developmental Psychology > Chapter 9 - Middle Childhood > Flashcards

Chapter 9 - Middle Childhood Flashcards

1
Q

Difficulty in understanding or using spoken or written language or in doing mathematics.

A

Learning disability

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2
Q

A category of learning disabilities involving a severe impairment in the ability to read and spell.

A

Dyslexia

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3
Q

A learning disability that involves difficulty in handwriting.

A

Dysgraphia

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4
Q

Also known as developmental arithmetic disorder; a learning disability that involves difficulty in math computation.

A

Dyscalculia

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5
Q

A disability in which children consistently show one or more of the following characteristics: (1) inattention, (2) hyperactivity, and (3) impulsivity.

A

Attention Deficit Hyperactivity Disorder

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6
Q

Consist of serious, persistent problems that involve relationships, aggression, depression, and fears associated with personal or school matters, as well as other inappropriate socioemotional characteristics

A

Emotional and behavioral disorders

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7
Q

pervasive developmental disorders, range from the severe disorder labeled autistic disorder to the milder disorder called Asperger syndrome.

A

Autism Spectrum Disorder

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8
Q

A severe developmental autism spectrum disorder that has its onset during the first three years of life and includes deficiencies in social relationships, abnormalities in communication, and restricted, repetitive, and stereotyped patterns of behavior

A

Autistic disorder

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9
Q

A relatively mild autism spectrum disorder in which the child has relatively good verbal language skills, milder nonverbal language problems, and a restricted range of interests and relationships.

A

Asperger disorder

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10
Q

A written statement that spells out a program that is specifically tailored for the student with a disability.

A

Individualized Educational Plan (IEP)

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11
Q

A setting that is as similar as possible to the one in which children who do not have a disability are educated.

A

Least restrictive environment (LRE)

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12
Q

Describes educating a child with special educational needs full-time in the regular classroom

A

Inclusion

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13
Q

In this stage, children can perform concrete operations, and they can reason logically as long as reasoning can be applied to specific or concrete examples.

A

The concrete operational stage

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14
Q

Mental actions that are reversible

A

Operations

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15
Q

Operations that are applied to real, concrete objects.

A

Concrete operations

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16
Q

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

A

Seriation

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17
Q

The ability to logically combine relations to understand certain conclusions.

A

Transivity

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18
Q

Developmentalists who argue that Piaget got some things right but that his theory needs considerable revision.

A

Neo-Piagetians

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19
Q

A relatively permanent and unlimited type of memory, increases with age during middle and late childhood.

A

Long-term memory

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20
Q

A kind of mental “workbench” where individuals manipulate and assemble information when they make decisions, solve problems, and comprehend written and spoken language.

A

Working memory

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21
Q

Supervises and controls the flow of information.

A

Central executive

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22
Q

An umbrella-like concept that encompasses a number of higher-level cognitive processes.

A

Executive function

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23
Q

Involves memory of significant events and experiences in one’s life.

A

Autobiographical memory

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24
Q

Consist of deliberate mental activities to improve the processing of information

A

Strategies

25
Q

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

A

Elaboration

26
Q

States that memory is best understood by considering two types of memory representations: (1) verbatim memory trace, and (2) gist.

A

Fuzzy trace theory

27
Q

Consists of the precise details of the information.

A

Verbatim memory trace

28
Q

Involves thinking reflectively and productively and evaluating
evidence.

A

Critical thinking

29
Q

Being alert, mentally present, and cognitively flexible while going through life’s everyday activities and tasks—is an important aspect of thinking critically.

A

Mindfulness

30
Q

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

A

Creative thinking

31
Q

Produces one correct answer and characterizes the kind of thinking that is required on conventional tests of intelligence

A

Convergent thinking

32
Q

Produces many different answers to the same question and characterizes creativity.

A

Divergent thinking

33
Q

Cognition about cognition, or knowing about knowing.

A

Metacognition

34
Q

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

A

Intellegence

35
Q

The stable, consistent ways in which people differ from each other.

A

Individual differences

36
Q

Devise a method of identifying children who were unable to learn in school

A

The Binet Tests

37
Q

An individual’s level of mental development relative to others.

A

Mental age

38
Q

A person’s mental age divided by chronological age, multiplied
by 100.

A

Intelligence quotient

39
Q

A symmetrical distribution with most scores falling in the middle of the possible range of scores and a few scores
appearing toward the extremes of the range.

A

Normal distribution

40
Q

Another set of widely used tests to assess students’ intelligence

A

The Wechsler Scale

41
Q

States that intelligence comes in three forms: (1) analytical intelligence, which refers to the ability to analyze, judge, evaluate, compare, and contrast; (2) creative intelligence, which consists of the ability to create, design, invent, originate, and imagine; and (3) practical intelligence, which involves the ability to use, apply, implement, and put ideas into practice.

A

Triarchic theory of intelligence

42
Q

The ability to think in words and use language to express meaning. Occupations: authors, journalists, speakers.

A

Verbal

43
Q

The ability to carry out mathematical operations. Occupations: scientists, engineers, accountants.

A

Mathematical

44
Q

The ability to think three-dimensionally. Occupations: architects, artists, sailors.

A

Spatial

45
Q

The ability to manipulate objects and be physically adept. Occupations: surgeons, craftspeople, dancers, athletes.

A

Bodily-kinesthetic

46
Q

A sensitivity to pitch, melody, rhythm, and tone. Occupations: composers and musicians.

A

Musical

47
Q

The ability to understand and interact effectively with others. Occupations: successful teachers, mental health professionals.

A

Interpersonal

48
Q

The ability to understand oneself. Occupations: theologians, psychologists.

A

Intrapersonal

49
Q

The ability to observe patterns in nature and understand natural and humanmade systems. Occupations: farmers, botanists, ecologists, landscapers.

A

Naturalist

50
Q

Tests of intelligence that are intended to be free of cultural bias.

A

Culture-fair tests

51
Q

The anxiety that one’s behavior might confirm a negative stereotype about one’s group.

A

Stereotype threat

52
Q

A condition of limited mental ability in which the individual (1) has a low IQ, usually below 70 on a traditional intelligence test; (2) has difficulty adapting to the demands of everyday life; and (3) first exhibits these characteristics by age 18 (Heward, Alber-Morgan, & Konrad, 2017).

A

Intellectual disability

53
Q

Describes a genetic disorder or a lower level of intellectual functioning caused by brain damage.

A

Organic intellectual disability

54
Q

A kind of intellectual disability when no evidence of organic brain damage can be found.

A

Cultural-familial intellectual disability

55
Q

Have above-average intelligence (an IQ of 130 or higher) and/or superior talent for something.

A

Gifted

56
Q

Which is knowledge about language, such as understanding what a preposition is or being able to discuss the sounds of a language.

A

Metalinguistic awareness

57
Q

Progress in understanding how to use language in culturally appropriate ways—a process

A

Pragmatics

58
Q

Stresses that reading instruction should parallel children’s natural language learning.

A

Whole-language approach

59
Q

Emphasizes that reading instruction should teach basic rules for translating written symbols into sounds.

A

Phonics approach

Developmental Psychology (8 decks)

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