Edfd 121 Study Guide And Answers

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

Has low intelligence

Has strong leadership skills

Has little respect for authority figures

Might benefit from special educational services for the gifted

Bodily-kinesthetic

Linguistic

Naturalist

Spatial

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.

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.

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

How many friends do you have?

What does the word candid mean?

In what way are a tree and a flower alike?

What does the expression Leave no stone unturned mean?

"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?')."

"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?')."

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

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.

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

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

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

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")

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")

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.

Usually by kindergarten or first grade

About second grade

About fifth grade

About ninth grade

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

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

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