Edfd 121 Study Guide And Answers

Has low intelligence

Has strong leadership skills

Has little respect for authority figures

Might benefit from special educational services for the gifted

Bodily-kinesthetic

Linguistic

Naturalist

Spatial

They can bring about dramatic improvements in students' IQs in a year or two if they provide a stimulating classroom environment.

Regardless of cultural background, students with high intelligence will do well in school.

Most students are likely to be "intelligent" in one way or another.

Students who are fluent in two or three languages will be more intelligent than students who are fluent in just one.

Intelligent behavior is a function of how well people draw on prior experiences and cognitively process information in order to adapt to a new situation.

Intelligence is due to heredity, environment, and a complex interaction between the two; ultimately, researchers can never disentangle the effects of these factors.

Intelligent behavior evolves in three stages: concrete thought, abstract thought, and automatization

To be truly intelligent, one must show competence in creativity and social skills as well as in traditional academic tasks.

Assess youngsters' ability to solve abstract problems

Measure people's innate ability to adapt to a complex environment

Identify children who may require special services or interventions

Predict how well youngsters are likely to perform in various professional careers

How many friends do you have?

What does the word candid mean?

In what way are a tree and a flower alike?

What does the expression Leave no stone unturned mean?

"Children initially use language primarily in their interactions with other people, but increasingly they also use it to help them think more effectively."

"From a very early age, children are motivated to learn how to speak, because speech enables them to interact with other people and, ultimately, to get what they want."

Although children can learn the specific vocabulary and syntax of their native language only by hearing the people around them speak it, they seem to have some built-in knowledge of the form that any language should take."

"To foster children's language development, parents and other adults praise them first for making speech like sounds ('Da-da'), later for saying recognizable words ('More!'), and still later for forming understandable sentences ('Can I have candy?')."

"Children initially use language primarily in their interactions with other people, but increasingly they also use it to help them think more effectively."

"From a very early age, children are motivated to learn how to speak, because speech enables them to interact with other people and, ultimately, to get what they want."

"Although children can learn the specific vocabulary and syntax of their native language only by hearing the people around them speak it, they seem to have some built-in knowledge of the form that any language should take."

"To foster children's language development, parents and other adults praise them first for making speechlike sounds ('Da-da'), later for saying recognizable words ('More!'), and still later for forming understandable sentences ('Can I have candy?')."

A built-in mechanism that makes language learning especially easy for human beings

A culture-specific symbolic system that encompasses all the syntactic rules of a particular language

A particular area of the human cortex that seems to "hold" all of the words that a child learns

A hand held computer that enables people who speak very different languages to communicate easily with one another

Producing adult like speech is virtually impossible before age 7.

Children cannot be effective communicators until they learn the sociolinguistic conventions of their culture.

Children acquire complex language abilities only after they automatize many of the simpler aspects of language.

Over time, children's knowledge of vocabulary expands considerably, enabling them to express themselves with increasing precision.

Is slower than what you would expect for a 2-year-old

Is about average for what you would expect for a 2-year-old

Is slighter faster than what you would expect for a 2-year-old

Indicates exceptionally high intelligence

Encouraging underextension in the preschool years

Teaching children the meanings of words related to topics they are studying

Allowing children to make up their own meanings for words to encourage invention and creativity

Allowing children to use words incorrectly in the early elementary grades to promote linguistic self-efficacy

Asking the speaker a lot of questions

Remembering what the speaker says

Sitting quietly and looking at the speaker

Being able to tell somebody else what the speaker has said

"Eeeeeeeeee."

"Buh-buh-buh-buh."

"Allgone milk."

Roscoe often talks to himself as he plays by himself in the sandbox.

Develop greater awareness of syllables than they would otherwise

Usually learn to read on their own before they reach school age

Develop more advanced visual-spatial skills

Learn to read more easily once they begin school

Ability to handle book correctly

Willingness to share books with peers

Frequency of looking at books independently

Degree of attentiveness as an adult reads a storybook

A child's ability to hear the individual sounds within a spoken word

A child's ability to distinguish between words that sound similar but have different meanings

A child's knowledge that people who speak different dialects may pronounce the same word differently

A child's ability to describe what letters typically represent different sounds in words and to apply them in sounding out written words

Irregular verb forms

Letter-sound relationships

The left-to-right progression of words in print

Common English idioms and expressions (e.g., "neat as a pin")

Unusual difficulty hearing individual sounds in spoken words

Grammatically incorrect speech (e.g., "Shegoed to the store")

A tendency to read words backwards (e.g., readingball as "lab")

Mispronunciations of everyday words (e.g., pronouncingschool as "schtool")

Illustrate abstract procedures with concrete objects

Encourage children to do problems entirely in their heads whenever possible

Encourage children to use their fingers if they find that their fingers help them.

Encourage children to invent some of their own strategies for solving problems.

Usually by kindergarten or first grade

About second grade

About fifth grade

About ninth grade

A series of stages, each of which has a unique developmental task to be addressed

A process of becoming increasingly self-confident through the years as one's competence improves

A series of stages in which people develop increasingly more sophisticated social skills

A progression of increasingly abstract understandings of social situations

Control their bodily functions so they don't feel guilty about having "accidents"

Take initiative in feeding and dressing themselves

Plan and carry out some of their own activities

Persevere at difficult tasks

Wanting to form a close and intimate relationship with another human being

Trying to decide who they really are and what role they will play in adult society

Needing to gain the recognition of parents and teachers through their academic activities and achievements

Finding a way to wiggle out of doing difficult tasks

An enduring emotional bond between an infant and a caregiver

A mother's innate tendency to protect her young offspring

A predisposition by infants to behave in certain ways and not in others

An affectionate relationship between marital partners, thought by ethological theorists to be important for young children's emotional well-being

Pride

Interest

Distress

Contentment

Being able to "step into someone else's shoes"

Understanding what another person must be thinking

Feeling sorry for someone who faces exceptional life challenges

Experiencing the same feelings as someone in unfortunate circumstances

On average, male infants are more emotionally volatile than female infants almost from birth.

After age 2, girls are more likely to show anger than boys

As early as age 4, more boys than girls show signs of serious depression.

In the elementary school years, many boys begin to hide their true feelings.

Is engaging in self-socialization

Is engaging in self-handicapping

Has fallen victim to the imaginary-audience phenomenon

Has poorly developed social information processing skills

The self-concepts of their parents

Their inherited temperaments

How other people treat them

Their athletic ability

Be satisfied with low levels of performance

Hold themselves to unrealistically high standards for performance

Evaluate their own performance in terms of how it compares with that of their peers

Evaluate their own performance in terms of how much improvement it shows over time

Personal fable

Imaginary audience

An autobiographical self

Recognition of oneself in the mirror

In adolescence, girls rate their physical appearance more positively than boys do.

On average, girls have a better overall sense of self-worth than boys

Boys are more likely than girls to overrate their abilities.

Boys are more likely than girls to see themselves as being good readers.

Talk about the advantages of having high self-esteem

Encourage children to think more positively about themselves

Hold high yet achievable expectations for children's performance

Hold expectations for performance that they know children can achieve with little or no effort

Early childhood

Middle childhood

Early adolescence

Late adolescence

Annette loves to play the viola and so practices for at least an hour every day.

Bob works hard in his classes because his parents have promised to buy him a car if he gets at least a 3.5 grade-point-average this year.

Cassie does her math homework faithfully every night because she likes her teacher and wants to please him.

Dennis takes physics because he wants to become an engineer and make a lot of money.

Satisfy biologically built-in needs

Become especially effective after puberty

Work only with students in the lower elementary grades

Are effective only when presented before the desired response

Primary reinforcers

Situational interests

Vicarious reinforcers

Secondary reinforcers

Anticipating future reinforcement

Receiving reinforcement after behaving inappropriately

Watching someone else receive reinforcement for a behavior

Remembering reinforcement that one has previously received

Intrinsic appeal; future usefulness

Personal interest; situational interest

Self-efficacy; sense of self-determination

Internalized motivation; personal interest

Children with a mastery orientation expect that they will have to work extremely hard to master new tasks. Children with learned helplessness usually overestimate their abilities.

Children with a mastery orientation set easily attainable goals and become frustrated when they don't attain those goals effortlessly. Children with learned helplessness set goals that are almost impossible to attain.

Children with a mastery orientation attribute their successes to external, uncontrollable factors. Children with an attitude of learned helplessness attribute failures to internal, controllable factors.

Children with a mastery orientation set high goals and seek challenges. Children with learned helplessness underestimate their ability and set low goals.

"I have to work harder than my friends to learn to spell."

"I can learn how to spell words correctly without even trying."

"No matter how much I study words, I can't remember how to spell them."

"I would learn to spell eventually, but it's not worth the time it would take to do so."

Has a poor sense of self-worth

Has developed a sense of right and wrong

Will show a temporary increase in aggressive behavior

Will become socially withdrawn unless an adult intervenes

In infancy (before age 2)

Somewhere around a child's second birthday

After age 21/2 at the earliest

At around age 2 if children have one or more older siblings; otherwise, at around age 3

Prosocial and aggressive behaviors are primarily determined by genetic heritage

Prosocial and aggressive behaviors are primarily determined by environmental influences.

Prosocial and aggressive behaviors are influenced by both genetic heritage and environmental influences.

Prosocial behaviors spring from environmental influences while aggressive behaviors are largely genetic in origin.