Diane E. Papalia,
University of Wisconsin-Madison
Sally Wendkos Olds
Ruth Duskin Feldman
| acceleration | approach to educating the gifted, which moves them through a curriculum at an unusually rapid place.
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| achievement tests | tests that assess how much children know in various subject areas.
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| aptitude tests | tests that measure children's general intelligence, or capacity to learn.
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| attention-deficit/hyperactivity disorder (ADHD) | syndrome characterized by persistent inattention and distractibility, impulsivity, low tolerance for frustration, and inappropriate overactivity.
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| bilingual | fluent in two languages.
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| bilingual education | system of teaching non-English-speaking children in their native language while they learn English, and later switching to all-English instruction.
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| bullying | aggression deliberately and persistently directed against a particular target, or victim, typically one who is weak, vulnerable and defenseless.
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| central executive | in Baddeley's model, element of working memory that controls the processing of information.
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| class inclusion | understanding of the relationship between a whole and its parts.
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| componential element | Sternberg's term for the analytic aspect of intelligence.
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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 abstract thinking.
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| contextual element | Sternberg's term for the practical aspect of intelligence.
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| convergent thinking | thinking aimed at finding the one "right" answer to a problem.
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| cultural bias | tendency of intelligence tests to include items calling for knowledge or skills more familiar or meaningful to some cultural groups than to others.
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| culture-fair | describing an intelligence test that deals with experiences common to various cultures, in an attempt to avoid cultural bias.
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| culture-free | describing an intelligence test that, if it were possible to design, would have no culturally linked content.
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| deductive reasoning | 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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| divergent thinking | thinking that produces a variety of fresh, diverse possibilities.
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| dyslexia | developmental disorder in which reading achievement is substantially lower than predicted by IQ or age.
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| elaboration | mnemonic strategy of making mental associations involving items to be remembered.
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| encoding | process by which information is prepared for long-term storage and later retrieval.
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| English-immersion | approach to teaching English as a second language in which instruction is presented only in English.
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| enrichment | approach to educating the gifted, which broadens and deepens knowledge and skills through extra activities, projects, field trips, or mentoring.
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| experiential element | Sternberg's term for the practical aspect of intelligence.
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| external memory aids | mnemonic strategies using something outside the person.
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| generalized anxiety disorder | anxiety not focused on any single target.
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| horizontal d‚calage | Piaget's term for inability to transfer learning about one type of conservation to other types, which causes a child to master different types of conservation tasks at different ages.
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| inductive reasoning | type of logical reasoning that moves from particular observations about members of a class to a general conclusion about that class.
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| Kaufman Assessment Battery for Children (K-ABC) | Nontraditional individual intelligence test designed to provide fair assessments of minority children and children with disabilities.
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| learning disabilities (LDs) | disorders that interfere with specific aspects of learning and school achievement.
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| long-term memory | storage of virtually unlimited capacity, which holds information for very long periods.
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| mental retardation | significantly subnormal cognitive functioning.
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| metacognition | awareness of a person's own mental processes.
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| metamemory | understanding of processes of memory.
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| mnemonic strategies | techniques to aid memory.
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| morality of constraint | first of Piaget's two stages of moral development, characterized by rigid, egocentric judgments.
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| morality of cooperation | second of Piaget's two stages of moral development, characterized by flexible judgments and formation of one's own moral code.
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| organization |
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| Otis-Lennon School Ability Test | group intelligence test for kindergarten through twelfth grade.
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| rehearsal | mnemonic strategy of categorizing material to be remembered.
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| retrieval | process by which information is accessed or recalled from memory storage.
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| self-fulfilling prophecy | false expectation or prediction of behavior that tends to come true because it leads people to act as if it already were true.
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| sensory memory | initial, brief, temporary storage of sensory information.
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| separation anxiety disorder | condition involving excessive, prolonged anxiety concerning separation from home or from people to whom a child is attached.
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| seriation | ability to order items along a dimension.
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| social promotion | policy in which children are automatically promoted from one grade to another even if they do not meet academic standards for the grade they are completing.
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| Sternberg Triarchic abilities test (STAT) | test to measure componential, experiential, and contextual intelligence.
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| storage | retention of memories for future use.
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| theory of multiple intelligences | Gardner's theory that each person has several distinct forms of intelligence.
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| transitive inference | understanding of the relationship between two objects by knowing the relationship of each to a third party.
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| triarchic theory of intelligence | Sternbreg's theory describing three types of intelligence: componential (analytical ability). experiential (insight and originality), and contextual (practical thinking).
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| two-way (dual-language) learning | approach to second-language education in which English speakers and on-English speakers learn together in their own and each other's languages.
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| Weschler Intelligence Scale for Children (WISC-III) | individual intelligence test for schoolchildren, which yields verbal and performance scores as well as a combined score.
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| working memory | short-term storage of information being actively processed.
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2002 McGraw-Hill Higher Education