| A) | Thinking that produces one correct answer and is characteristic of the kind of thinking tested by standardized intelligence tests.
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| B) | A relatively permanent type of memory that holds huge amounts of information for a long period of time.
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| C) | The stable, consistent ways in which people are different from one another.each other.
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| D) | The anxiety that one's behavior might confirm a negative stereotype about one's group.
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| E) | A condition of limited mental ability in which an individual has a low IQ, usually below 70, on a traditional test of intelligence, and has difficulty adapting to everyday life.
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| F) | A disability in which children consistently show one or more of the following characteristics: (1) inattention, (2) hyperactivity, and (3) impulsivity.
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| G) | The ability to logically combine relations to understand certain conclusions.
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| H) | Thinking reflectively and productively, as well as evaluating the evidence.
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| I) | A symmetrical distribution with most cases falling in the middle of the possible range of scores and a few scores appearing toward the extremes of the range.
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| J) | Sternberg's theory that intelligence consists of analytical intelligence, creative intelligence, and practical intelligence.
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| K) | Having above-average intelligence (an IQ of 130 or higher) and/or superior talent for something.
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| L) | States that memory is best understood by considering two types of memory representations: (1) verbatim memory trace and (2) gist. In this theory, older children's better memory is attributed to the fuzzy traces created by extracting the gist of information.
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| M) | Developmentalists who have elaborated on Piaget's theory, giving more emphasis to information-processing, strategies, and precise cognitive steps.
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| N) | Retardation that is characterized by no evidence of organic brain damage;, but the person'sindividual's IQ is between 50 and 70.
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| O) | Full-time education in the regular classroom for a child who has special education needs.
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| P) | Problem-solving skills and the ability to learn from and adapt to the experiences of everyday life.
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| Q) | A person's mental age divided by chronological age, multiplied by 100.
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| R) | Intelligence testsTests of intelligence that are designed to be free of cultural bias.
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| S) | A technique in which individuals are encouraged to come up with creative ideas in a group, play off one another'seach other's ideas, and say practically whatever comes to mind.
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| T) | The concrete operation that involves ordering stimuli along a quantitative dimension (such as length).
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| U) | The ability to think in novel and unusual ways and to come up with unique solutions to problems.
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| V) | Disadvantaged condition that cConsists of three components: lowminimum IQ level, significant difficulty in school-related area; and exclusion of other disorders (i.e., emotional, sensory, and neurological).
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| W) | Thinking that produces many answers to the same question and is characteristic of creativity.
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| X) | Also called control processes.
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| Y) | A category of learning disabilities that involvesing a severe impairment in the ability to read and spell.
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| Z) | Cognition about cognition, or knowing about knowing.
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| AA) | Mental retardation that involves some physical damage and is caused by a genetic disorder or brain damage.
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| AB) | An approach to reading instruction based on the idea that instruction should parallel children's natural language learning. Reading materials should be whole and meaningful.
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| AC) | The fraction of variance in a population that is attributed to genetics, computed using correlational techniques.
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| AD) | The concept that a child with a disability must be educated in a setting that is as similar as possible to the one in which children who do not have a disability are educated.
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| AE) | An important strategy that involves engaging in more extensive processing of information.
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| AF) | Binet's measure of an individual's level of mental development, compared with that of others.
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| AG) | Refers to knowledge about language, such as knowing what a preposition is or how to the ability to discuss the sounds of a language.
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| AH) | A written statement that spells out a program tailored to a child with a disability. The plan should be (1) related to the child's learning capacity, (2) specially constructed to meet the child's individual needs and not be merely a copy of what is offered to other children, and (3) designed to provide educational benefits.
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| AI) | IThe idea that reading instruction should teach both phonics and the basic rules for translating written symbols into sounds.
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