| acceleration | Approach to educating the gifted that moves them through the curriculum at an unusually rapid pace. 362
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| attention-deficit/hyperactivity disorder (ADHD) | Syndrome characterized by persistent inattention and distractibility, impulsivity, low tolerance for frustration, and inappropriate overactivity. 359
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| bilingual | Fluent in two languages. 351
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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. 351
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| class inclusion | Understanding the relationship between a whole and its parts. 337
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| componential element | Sternberg's term for the analytic aspect of intelligence. 348
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| concrete operations | The third stage of Piagetian cognitive development (approximately from age 7 to 12), during which children develop logical but not abstract thinking. 336
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| contextual element | Sternberg's term for the practical aspect of intelligence. 348
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| convergent thinking | Thinking aimed at finding the one right answer to a problem. 362
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| culture-fair test | An intelligence test that deals with experiences common to various cultures, in an attempt to avoid cultural bias. 347
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| culture-free test | An intelligence test that, if it were possible to design, would have no culturally linked content. 347
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| culture-relevant test | An intelligence test that takes into account the adaptive tasks children face in their culture. 347
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| decoding | Process of phonetic analysis by which a printed word is converted to spoken form before retrieval from long-term memory. 351
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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. 337
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| divergent thinking | Thinking that produces a variety of fresh, diverse possibilities. 362
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| dynamic tests | Tests based on Vygotsky's theory that emphasize potential rather than past learning. 349
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| dyslexia | Developmental disorder in which reading achievement is substantially lower than predicted by IQ or age. 358
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| elaboration | Mnemonic strategy of making mental associations involving items to be remembered. 343
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| English-immersion approach | Approach to teaching English as a second language in which instruction is presented only in English. 351
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| enrichment | Approach to educating the gifted that broadens and deepens knowledge and skills through extra activities, projects, field trips, or mentoring. 362
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| executive function | Conscious control of thoughts, emotions, and actions to accomplish goals or solve problems. 266, 341
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| experiential element | Sternberg's term for the insightful aspect of intelligence. 348
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| external memory aids | Mnemonic strategies using something outside the person. 342
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| horizontal décalage | Piaget's term for an 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. 338
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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. 337
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| intellectual disability | Significantly subnormal cognitive functioning. Also referred to as cognitive disability or mental retardation. 358
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| Kaufman Assessment Battery for Children (K-ABC-II) | Nontraditional individual intelligence test designed to provide fair assessments of minority children and children with disabilities. 349
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| learning disabilities (LDs) | Disorders that interfere with specific aspects of learning and school achievement. 358
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| metacognition | Awareness of one's own mental processes. 352
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| metamemory | Understanding of processes of memory. 342
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| mnemonic strategies | Techniques to aid memory. 342
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| organization | Piaget's term for the creation of categories or systems of knowledge; Mnemonic strategy of categorizing material to be remembered. 33, 343
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| Otis-Lennon School Ability Test (OLSAT8) | Group intelligence test for kindergarten through 12th grade. 344
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| phonetic (code emphasis) approach | Approach to teaching reading that emphasizes decoding unfamiliar words. 352
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| pragmatics | Practical knowledge needed to use language for communicative purposes. 271, 350
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| rehearsal | Mnemonic strategy to keep an item in working memory through conscious repetition. 343
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| seriation | Ability to order items along a dimension. 337
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| social capital | Family and community resources on which a person or family can draw. 354
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| social promotion | Policy of automatically promoting children even if they do not meet academic standards. 357
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| tacit knowledge | Sternberg's term for information that is not formally taught or openly expressed but is necessary to get ahead.
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| theory of multiple intelligences | Gardner's theory that there are eight distinct forms of intelligence. 347
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| transitive inference | Understanding the relationship between two objects by knowing the relationship of each to a third object. 337
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| triarchic theory of intelligence | Sternberg's theory describing three types of intelligence: componential (analytical ability), experiential (insight and originality), and contextual (practical thinking). 348
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| two-way (dual-language) learning | Approach to second-language education in which English speakers and non-English speakers learn together in their own and each other's languages. 351
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| visually based retrieval | Process of retrieving the sound of a printed word on seeing the word as a whole. 352
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| Wechsler Intelligence Scale for Children (WISC-III) | Individual intelligence test for schoolchildren that yields verbal and performance scores as well as a combined score. 344
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| whole-language approach | Approach to teaching reading that emphasizes visual retrieval and use of contextual clues. 352
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