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concrete operations: Third stage of Piagetian cognitive development (approximately from ages 7 to 12), during which children develop logical but not thinking. |
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class : Understanding of the relationship between the whole and its parts. |
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: Type of logical reasoning that moves from a general premise about a class to a conclusion about a particular member or members of the class. |
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: Type of logical reasoning that moves from particular observations to a general conclusion. |
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seriation: Ability to order items along a . |
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inference: Understanding of the relationship between two objects by knowing the relationship of each to a third object. |
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conservation: In Piaget's terminology, awareness that two objects that are equal according to a certain measure (such as length, weight, or quantity) remain equal in the face of perceptual (for example, a change in shape), so long as nothing has been added to or taken away from either object. |
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horizontal décalage: In Piaget's terminology, a child's inability to transfer learning about one type of to other types, hence, the child masters different types of tasks at different ages. |
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morality of : First of Piaget's two stages of moral development, characterized by rigid, simplistic judgments. |
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morality of : Second of Piaget's two stages of moral development, characterized by flexible, subtle judgments and formulation of one's own moral code. |
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working memory: -term storage of information being actively processed. |
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central : In Baddeley's model, element of working memory that controls the processing of information. |
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long-term memory: Storage of virtually capacity, which holds information for very long periods. |
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: Understanding of processes of memory. |
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mnemonic strategies: Techniques to aid . |
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memory aids: Mnemonic strategies using something outside the person, such as a list. |
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rehearsal: Mnemonic strategy to keep an item in working memory through conscious . |
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: Mnemonic strategy consisting of categorizing material to be remembered. |
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elaboration: Mnemonic strategy of making mental associations involving items to be remembered, sometimes with an imagined scene or . |
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tests: Tests that measure children's general intelligence, or capacity to learn. |
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tests: Tests that assess how much children know in various subject areas. |
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- School Ability Test: Group intelligence test for kindergarten through twelfth grade. |
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Wechsler Intelligence Scale for Children (WISC-III): Individual intelligence test for schoolchildren, which yields and scores as well as a combined score. |
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Assessment Battery for Children (abbreviated ): Nontraditional individual intelligence test for children ages 2½ to 12½, which seeks to provide fair assessments of minority children and children with disabilities. |
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theory of multiple intelligences: 's theory that distinct, multiple forms of intelligence exist in each person. |
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triarchic theory of intelligence: Sternberg's theory describing three types of intelligence: (analytical ability), (insight and originality), and (practical thinking). |
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element: In Sternberg's triarchic theory, term for the analytic aspect of intelligence, which determines how efficiently people process information and solve problems. |
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element: In Sternberg's triarchic theory, term for the insightful aspect of intelligence, which determines how effectively people approach both novel and familiar tasks. |
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element: In Sternberg's triarchic theory, term for the practical aspect of intelligence, which determines how effectively people deal with their environment. |
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Sternberg Triarchic Abilities Test (STAT): Test that seeks to measure , , and intelligence in verbal, quantitative, and figural (spatial) domains. |
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cultural : Tendency of intelligence tests to include items calling for knowledge or skills more familiar or meaningful to some cultural groups than to others, thus placing some test-takers at an advantage or disadvantage due to their cultural background. |
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culture-free: Describing an intelligence test that, if it were possible to design, would have culturally linked content. Compare culture-fair. |
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culture-fair: Describing an intelligence test that deals with experiences common to various cultures, in an attempt to avoid cultural . Compare culture-free. |
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: Awareness of a person's own mental processes. |
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English- : Approach to teaching as a second language in which instruction is presented only in English from the outset of formal education. |
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education: A system of teaching foreign-speaking children in two languages--their native language and English--and later switching to all-English instruction after the children develop enough fluency in English. |
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: Fluent in two languages. |
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mental : Significantly subnormal cognitive functioning. |
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attention-deficit/hyperactivity disorder (ADHD): Syndrome characterized by persistent inattention, impulsivity, low for frustration, distractibility, and considerable activity at inappropriate times and places. |
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dyslexia: Developmental disorder in learning to . |
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(abbreviated ): Disorders that interfere with specific aspects of learning and school achievement. |
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: Ability to see things in a new light, resulting in a novel product, the identification of a previously unrecognized problem, or the formulation of new and unusual solutions. |
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convergent thinking: Thinking aimed at finding the one " " answer to a problem. Compare divergent thinking. |
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thinking: Thinking that produces a variety of fresh, diverse possibilities. Compare convergent thinking. |
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: Approach to educating the gifted, which broadens and deepens knowledge and skills through extra activities, projects, field trips, or mentoring. |
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: Approach to educating the gifted, which moves them through the entire curriculum, or part of it, at an unusually rapid pace. |
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2002 McGraw-Hill Higher Education