Chapter 7 – MIDDLE CHILDHOOD Body and Mind – Flashcards
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middle childhood (p. 233)
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The period between early childhood and early adolescence, approximately from ages 7 to 11.
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asthma (p. 234)
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A chronic disease of the respiratory system in which inflammation narrows the airways from the nose and mouth to the lungs, causing difficulty in breathing. Signs and symptoms include wheezing, shortness of breath, chest tightness, and coughing.
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body mass index (BMI) (p. 236)
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The ratio of weight to height, calculated by dividing a person's body weight in kilograms by the square of his or her height in meters.
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overweight (p. 236)
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In an adult, having a BMI of 25 to 29. In a child, having a BMI over the 85th percentile, according to the US. Centers for disease control 1980 standards for children of a given age.
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obesity (p. 236)
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n an adult, having a BMI of 30 or more. In a child, having a BMI above the 95th percentile, according to the U.S. Centers for Disease Control's 1980 standards for children of a given age.
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concrete operational thought (p. 239)
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Piaget's term for the ability to reason logically about direct experiences and perceptions.
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classification (p. 239)
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The logical principle that things can be organized into groups (or categories or classes) according to some characteristic they have in common.
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knowledge base (p. 242)
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A body of knowledge in a particulate area that makes it easier to master new information in that area.
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information-processing theory (p. 242)
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A perspective that compares human thinking processes, by analogy, to computer analysis of data, including sensory input, connections, stored memories, and output.
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selective attention (p. 243)
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The ability to concentrate on some stimuli while ignoring others.
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automatization (p. 243)
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A process in which repetition of a sequence of thoughts and actions makes the sequence routine, so that it no longer requires conscious thought.
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reaction time (p. 243)
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The time it takes to respond to a stimulus, either physically (with a reflexive movement such as an eye blink) or cognitively (with a thought).
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sensory memory (p. 244)
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The component of the information-processing system in which incoming stimulus information is stored for a split second to allow it to be processed. (Also called the sensory register.)
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working memory (p. 244)
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The component of the information-processing system in which current, conscious mental activity occurs. (Also called short-term memory.)
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long-term memory (p. 244)
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The component of the information-processing system in which virtually limitless amounts of information can be stored indefinitely.
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metacognition (p. 245)
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"Thinking about thinking"; the ability to evaluate a cognitive task in order to determine how best to accomplish it, and then to monitor and adjust one's performance on that task.
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metamemory (p. 245)
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The ability to understand how memory works in order to use it well. Metamemory is an essential element of metacognition.
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hidden curriculum (p. 248)
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The unofficial, unstated, or implicit rules and priorities that influence the academic curriculum and every other aspect of learning in school.
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English-language learners (ELLs) (p. 250)
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A child who is learning English as a second language.
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phonics approach (p. 253)
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Teaching reading by first teaching the sounds of each letter and of various letter combinations.
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whole-language approach (p. 254)
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Teaching reading by encouraging early use of all language skills—talking and listening, reading and writing.
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aptitude (p. 257)
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The potential to master a specific skill or to learn a certain body of knowledge.
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IQ test (p. 257)
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A test designed to measure intellectual aptitude, or ability to learn in school. Originally, intelligence was defined as mental age divided by chronological age, times 100—hence the term intelligence quotient, or IQ.
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achievement test (p. 257)
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A measure of mastery or proficiency in reading, mathematics, writing, science, or some other subject.
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Wechsler Intelligence Scale for Children (p. 258)
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An IQ test designed for school-age children. The test assesses potential in many areas, including vocabulary, general knowledge, memory, and spatial comprehension.
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Flynn effect (p. 258)
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The rise in average IQ scores that has occurred over the decades in many nations.
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mental retardation (p. 258)
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Literally, slow, or late, thinking. In practice, people are considered mentally retarded if they score below 70 on an IQ test and if they are markedly behind their peers in the ability to meet the basic requirements of daily life.
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No Child Left Behind (NCLB) Act (p. 260)
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A U.S. law enacted in 2001 that was intended to increase accountability in education by requiring states to qualify for federal educational funding by administering standardized tests to measure school achievement.
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National Assessment of Educational Progress (NAEP) (p. 260)
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An ongoing and nationally representative measure of U.S. children's achievement in reading, mathematics, and other subjects over time; nicknamed "the nation's report card."
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Progress in International Reading Literacy Study (PIRLS) (p. 261)
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Inaugurated in 2001, a planned five-year cycle of international trend studies in the reading ability of fourth-graders.
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Trends in Math and Science Study (TIMSS) (p. 261)
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An international assessment of the math and science skills of fourth- and eighth-graders. Although the TIMSS is very useful, different countries' scores are not always comparable because sample selection, test administration, and content validity are hard to keep uniform.
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children with special needs (p. 262)
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Children who, because of a physical or mental disability, require extra help in order to learn.
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developmental psychopathology (p. 262)
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The field that uses insights into typical development to understand and remediate developmental disorders, and vice versa.
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Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) (p. 263)
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The American Psychiatric Association's official guide to the diagnosis (not treatment) of mental disorders. (IV-TR means "fourth edition, text revision." The fifth edition is scheduled to be published in 2011.)
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attention-deficit
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hyperactivity disorder (ADHD) (p. 263)/A condition in which a person is inattentive, impulsive, and overactive and thus has great difficulty concentrating for more than a few moments.
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comorbidity (p. 263)
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The presence of two or more unrelated disease conditions at the same time in the same person.
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learning disability (p. 265)
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A marked delay in a particular area of learning that is not caused by an apparent physical disability, by mental retardation, or by an unusually stressful home environment.
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dyslexia (p. 265)
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Unusual difficulty with reading; thought to be the result of some neurological underdevelopment.
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autistic spectrum disorder (p. 265)
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Any of several disorders characterized by impaired communication, inadequate social skills, and unusual patterns of play.
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autism (p. 266)
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A developmental disorder marked by an inability to relate to other people normally, extreme self-absorption, and an inability to acquire normal speech.
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Asperger syndrome (p. 266)
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An autistic spectrum disorder characterized by extreme attention to details and deficient social understanding.
