Key Terms

1.0 Images of Lifespan Development: Training Children for the Olympics in China

2.0 Physical Development in Middle and Late Childhood

middle and late childhood

active versus passive activities

myelination

exercise

sports

stress

stressors

cognitive appraisal

primary appraisal

harm

threat

challenge

secondary appraisal

frustration

life events

daily hassles

acculturation

acculturative stress

buffer

handicapped children

Public Law 94-142

mainstreaming

learning disabilities

attention-deficit hyperactivity disorder

amphetamine

3.0 Cognitive Development in Middle and Late Childhood

concrete operational thought

operations

reversible mental action

logical reasoning

classification skills

Neo-Piagetians

long-term memory

control processes or strategies

rehearsal

organization

imagery

keyword method

schema

script

metacognitive knowledge

cognitive monitoring

reciprocal teaching

critical thinking

intelligence

individual differences in intelligence

general versus specific ability

mental age (MA)

intelligence quotient (IQ)

normal distribution

Stanford-Binet test

Wechsler Scales (WAIS, WISC, WPPSI)

triarchic theory of intelligence

componential intelligence

experiential intelligence

contextual intelligence

component

Gardner’s seven types of intelligence

culturally biased test

culture-fair test

mental retardation

organic retardation

cultural familial retardation

gifted child

convergent thinking

divergent thinking

creativity

vocabulary

grammar

ABC method

whole-word method

phonics method

bilingual education

achievement motivation (need for achievement)

intrinsic motivation

extrinsic motivation

helpless orientation

mastery orientation

Essay and Critical Thinking Questions

Comprehension mid Application Essay Questions

We recommend that you follow either our guidelines for "Answering Essay and Critical Thinking Questions," or those provided by your instructor, when preparing your response to these questions. Your answers to these kinds of questions demonstrate an ability to comprehend and apply ideas discussed in this chapter.

1. Describe physical growth and changes in gross and fine motor skills during middle/late childhood.

2. Imagine that you are a parent of children who want to compete in sports. Explain how you would evaluate the pros and cons of their participation in high pressure sports.

3. Define and distinguish between cognitive and sociocultural influences on stress. Also indicate what kinds of factors serve to buffer stress.

4. Provide at least three examples of handicapping conditions among children, and explain why middle/late childhood is an especially difficult time for a handicapped child.

5. What is mainstreaming? Also discuss its pros and cons.

6. What is an attention-deficit hyperactivity disorder? Also discuss its causes and treatments.

7. Explain the four characteristics of concrete operational thought according to Piaget.

8. Discuss at least three findings that challenge Piaget's theory about cognitive development.

9. Explain why and how information processing psychologists distinguish among control processes, and learner characteristics.

10. Compare and contrast metacognitive knowledge, cognitive monitoring, and critical thinking? Also explain how these ideas relate to education and everyday life?

11. Compare and contrast Binet's and Sternberg's views of intelligence.

12. Explain why developmentalists try to create culture-fair tests, and evaluate their success to date.

13. Explain why and how retardation, giftedness, and creativity reflect the extremes of intelligence.

14. What is bilingual education? What is known about bilingualism? How successful have bilingual education programs been?

15. What is achievement motivation? Also explain how the ideas of the helpless and mastery orientations relate to the idea of achievement.