Complete study guide from Xavier University's Human Development course. Answers are correct
They can bring about dramatic improvements in students' IQs in a year or two if they provide a stimulating classroom environment.
Regardless of cultural background, students with high intelligence will do well in school.
Most students are likely to be "intelligent" in one way or another.
Students who are fluent in two or three languages will be more intelligent than students who are fluent in just one.
Has low intelligence
Has strong leadership skills
Has little respect for authority figures
Might benefit from special educational services for the gifted
Is largely the result of inherited abilities
Involves many different cognitive processes
Is an entity quite separate and distinct from learning ability
Is almost exclusively a function of accumulated knowledge
Bodily-kinesthetic
Linguistic
Naturalist
Spatial
A built-in mechanism that makes language learning especially easy for human beings
A culture-specific symbolic system that encompasses all the syntactic rules of a particular language
A particular area of the human cortex that seems to "hold" all of the words that a child learns
A hand held computer that enables people who speak very different languages to communicate easily with one another
"Children initially use language primarily in their interactions with other people, but increasingly they also use it to help them think more effectively."
"From a very early age, children are motivated to learn how to speak, because speech enables them to interact with other people and, ultimately, to get what they want."
Although children can learn the specific vocabulary and syntax of their native language only by hearing the people around them speak it, they seem to have some built-in knowledge of the form that any language should take."
"To foster children's language development, parents and other adults praise them first for making speech like sounds ('Da-da'), later for saying recognizable words ('More!'), and still later for forming understandable sentences ('Can I have candy?')."
Is slower than what you would expect for a 2-year-old
Is about average for what you would expect for a 2-year-old
Is slighter faster than what you would expect for a 2-year-old
Indicates exceptionally high intelligence
"Children initially use language primarily in their interactions with other people, but increasingly they also use it to help them think more effectively."
"From a very early age, children are motivated to learn how to speak, because speech enables them to interact with other people and, ultimately, to get what they want."
"Although children can learn the specific vocabulary and syntax of their native language only by hearing the people around them speak it, they seem to have some built-in knowledge of the form that any language should take."
"To foster children's language development, parents and other adults praise them first for making speechlike sounds ('Da-da'), later for saying recognizable words ('More!'), and still later for forming understandable sentences ('Can I have candy?')."
Intelligent behavior is a function of how well people draw on prior experiences and cognitively process information in order to adapt to a new situation.
Intelligence is due to heredity, environment, and a complex interaction between the two; ultimately, researchers can never disentangle the effects of these factors.
Intelligent behavior evolves in three stages: concrete thought, abstract thought, and automatization
To be truly intelligent, one must show competence in creativity and social skills as well as in traditional academic tasks.
Producing adult like speech is virtually impossible before age 7.
Children cannot be effective communicators until they learn the sociolinguistic conventions of their culture.
Children acquire complex language abilities only after they automatize many of the simpler aspects of language.
Over time, children's knowledge of vocabulary expands considerably, enabling them to express themselves with increasing precision.
Encouraging underextension in the preschool years
Teaching children the meanings of words related to topics they are studying
Allowing children to make up their own meanings for words to encourage invention and creativity
Allowing children to use words incorrectly in the early elementary grades to promote linguistic self-efficacy
Assess youngsters' ability to solve abstract problems
Measure people's innate ability to adapt to a complex environment
Identify children who may require special services or interventions
Predict how well youngsters are likely to perform in various professional careers
Asking the speaker a lot of questions
Remembering what the speaker says
Sitting quietly and looking at the speaker
Being able to tell somebody else what the speaker has said
"Eeeeeeeeee."
"Buh-buh-buh-buh."
"Allgone milk."
Roscoe often talks to himself as he plays by himself in the sandbox.
Develop greater awareness of syllables than they would otherwise
Usually learn to read on their own before they reach school age
Develop more advanced visual-spatial skills
Learn to read more easily once they begin school
Ability to handle book correctly
Willingness to share books with peers
Frequency of looking at books independently
Degree of attentiveness as an adult reads a storybook
A child's ability to hear the individual sounds within a spoken word
A child's ability to distinguish between words that sound similar but have different meanings
A child's knowledge that people who speak different dialects may pronounce the same word differently
A child's ability to describe what letters typically represent different sounds in words and to apply them in sounding out written words
Unusual difficulty hearing individual sounds in spoken words
Grammatically incorrect speech (e.g., "Shegoed to the store")
A tendency to read words backwards (e.g., readingball as "lab")
Mispronunciations of everyday words (e.g., pronouncingschool as "schtool")
Wanting to form a close and intimate relationship with another human being
Trying to decide who they really are and what role they will play in adult society
Needing to gain the recognition of parents and teachers through their academic activities and achievements
Finding a way to wiggle out of doing difficult tasks
Irregular verb forms
Letter-sound relationships
The left-to-right progression of words in print
Common English idioms and expressions (e.g., "neat as a pin")
A series of stages, each of which has a unique developmental task to be addressed
A process of becoming increasingly self-confident through the years as one's competence improves
A series of stages in which people develop increasingly more sophisticated social skills
A progression of increasingly abstract understandings of social situations
Illustrate abstract procedures with concrete objects
Encourage children to do problems entirely in their heads whenever possible
Encourage children to use their fingers if they find that their fingers help them.
Encourage children to invent some of their own strategies for solving problems.
Control their bodily functions so they don't feel guilty about having "accidents"
Take initiative in feeding and dressing themselves
Plan and carry out some of their own activities
Persevere at difficult tasks
Be satisfied with low levels of performance
Hold themselves to unrealistically high standards for performance
Evaluate their own performance in terms of how it compares with that of their peers
Evaluate their own performance in terms of how much improvement it shows over time
Usually by kindergarten or first grade
About second grade
About fifth grade
About ninth grade