SVSU Psych Quiz Qs 2, 8, 3, 4, 5

synapse

brain; the space between one neuron and the next - communication happens there; where learning occurs (connections between neurons)

Metacognition

-Ability to direct attention develops Allows you to focus on what you are supposed to and block out what you are not supposed to Younger kids do not have this ability (hard for them to not focus on something super exciting - SNOW) -Ability to produce/think about and use strategies develops (memory strategies) Ex: Organizing information in logical ways, Rehearsal, Mnemonics Production deficiencies and Utilization deficiencies

Piaget

-Constructivist Theory - Children (and adults) are active in their own development, not just acted upon (children are like scientists rather than sponges) -Children think in qualitatively (see things in a very different way) different ways than adults -His theory has been a basis for research in developmental psychology -Theory was groundbreaking and a foundation for the field

Vygotsky's Sociocultural Theory

-Constructivist Theory: children actively construct their understanding of the world (just like Piaget) -Development occurs through interactions with people and sign systems in the culture (sign system ex: language - symbols, numerical system to learn math); as we learn language, vocabulary, numbers - we are learning about the world around us

Vygotsky

-Development occurs largely through a process of internalization - describes the psychological outcome of a conscious mind reasoning about a specific subject -Private (talking to yourself through a problem) vs. internal speech (thinking yourself through a problem - do not have to talk to yourself) -Scaffolding - (many different forms) external guidance aimed at an appropriate level for the student so they eventually internalize skills (physical guidance, hints, a worksheet) -Learning occurs within the zone of proximal development

examples of cooperative learning

-Jigsaw -cooperative scripting -student teams-achievement divisions -group investigation

long-term memory

-Knowledge base associated with new memory and learning -Comes with experience and develops into background knowledge (children have less experience, so they don't have as many knowledge networks or background knowledge) -Example of reading comprehension High background knowledge and high reading score: good comprehension High background knowledge and low reading score: good comprehension score Low background knowledge and high reading score: low comprehension Low background knowledge and low reading score: low comprehension Reminder: BACKGROUND KNOWLEDGE CAN MAKE ALL THE DIFFERENCE Be aware of student background knowledge → hard to understand

brain basics

-Neurons -Information comes in from neurons through the dendrites - to the cell body - through the axon - to synapse -dendrites -axon -myelin -synapse

brain development trends

-Synapses form early in life and get "pruned" through maturation and experience Our brain gets rid of synapses that we don't need as we get older, making us more efficient -Myelination occurs throughout the first 18 years of life, making the system more efficient -Different systems and structures in the brain develop at different rates. This is thought to influence various aspects of development (last part to develop = frontal) -Brain development is due to a dynamic interaction of physical development and experience/nurturing

brain development and experiences

-The brain develops throughout the lifespan -Physical problems and trauma are threats to early brain development -We still know very little about the brain and its development (still at the beginning of the science) -Most research reveals why behaviors occur, not anything new about the behavior itself EX: Adolescents are bad at thinking ahead and assessing if things are risky- we know why because that part of the brain develops late - nothing new about the behavior though -Few direct applications to education from brain research Most of it is in special education

Sensory registers

-a child's capacity is the same as an adult's capacity -a child's works the same way as an adult's -therefore, it doesn't necessarily develop

c

A community of learners can best be described as: a. a small group of students that chooses a special topic it wants to pursue independently. b. a classroom in which students learn almost exclusively through individual and small-group experimentation. c. a classroom in which students and teachers help each other gain knowledge. d. a classroom that has an elected "government council" that directs learning activities.

c

A teacher told her students to go to the cabinet and take one box of crayons to use for the rest of the year. Maggie is the last student in line to get the crayons. By the time she gets to the cabinet no one is paying any attention to her. Maggie could easily take more than one box of crayons and not get caught. However, she decides that she shouldn't because it would be against the classroom rules. In which of Kohlberg's levels of moral reasoning is Maggie? a. Preconventional - personal rewards b. Preconventional - obedience/punishment avoidance c. Conventional - law & order d. Postconventional - universial ethical principles

b

A theory of learning that focuses on how individuals' physical, social, and/or cultural surroundings support learning, development, and behavior is referred to in your book as: a. information processing theory b. a contextual theory c. a behaviorist theory d. the social cognitive theory

c

According to Vygotsky's view of cognitive development, cognitive tools are a. mental structures that are used to assimilate and accommodate information. b. social activities that are used to promote self-talk. c. are at least partially symbolic tools used to solve problems or respond to situations. d. almost always physical tools such as rulers, calculators and pencils.

c

According to the textbook, three of the following are differences that teachers may find among children from some cultural backgrounds. Which behavior is probably NOT the result of a student's cultural background? a. Some families may not be "punctual" for appointments and after-school activities. b. Some students may look down at their feet as a way of showing respect for authority figures. c. Some students may be accustomed to "talking back" to authority figures when they disagree. d. Some students may feel uncomfortable performing new skills in front of their teacher and peers.

accommodation

After thinking all animals were fish, mammals or reptiles, Tasha learns that there are some types of animals that have only 1 cell.

c

All of the following are skills important to mathematics learning EXCEPT a. encoding problems well b. learning problem-solving methods c. memorizing formuals d. using metacognition

c

All of the following are suggestions the textbook author gives for teaching history EXCEPT a. have students hypothesize about what would have happened if historical events would have been different. b. Use role-plays to simulate decision making. c. starting in high school, have students read primary historical documents. d. have students conduct interviews

d

Almost all developmental theories have the following general principle in common a. Developmental change is sometimes usually very gradual and constant. b. Maturation is more important than the environment c. Individuals develop at the same rate. d. Development occurs in a generally predictable sequence.

a

An IEP is a written plan for a specific student's education, and it must include a. measurable educational goals for the year. b. parents' goals. c. career goals and plans for living arrangements after graduation. d. needed services from the community outside of school.

a

As children grow older, many of their neurons begin to transmit messages more rapidly than they did in the early years of life, thanks, in part, to: a. Myelination. b. Greater variety of neurotransmitters. c. Synaptogenesis. d. Increasing dominance of one brain hemisphere over the other.

c

At the beginning of the school year, Ms. Greenlaw learns that she will have three students with learning disabilities in her classroom. She should expect that these three students will: a. Require assistance with social skills as well as with academic skills b. Benefit from visual methods of instruction more than from auditory methods c. Require individualized instruction that is apt to be different for each student d. Benefit from auditory methods of instruction more than from visual methods

c

Avi often feels anxious at school. He lacks confidence for approaching academic tasks and often expresses self-pity. Within the context of the five dimensions of personality listed in the textbook, you would be most likely to rate Avi high on: a. agreeableness b. openness c. neuroticism d. conscientiousness

brain structures

Cerebral Cortex - the bumpy part of our brain (outside layer) -occipital lobe -temporal lobe -parietal lobe -frontal lobe

b

Charles Spearman's conception of the g factor is that a. there are several different types of intelligences. b. there is one overall type of intelligence, called the g factor. c. intelligence is accumulated knowledge. d. intelligence is only weakly related to school achievement.

ecological systems model

Circles; -1st from the center: Individual; things that are individual/internal to you (ex: genetics, biological sex, health status, sleep, physical maturity and age, personality traits) -Second: immediate contexts; contexts within a daily basis; they have a very direct/immediate influence on you (ex: parents, teachers, siblings, peers, sports teams) -Third: social and economic context; more general social and economic contexts; for a developing child, they may not have understanding of this layer (ex: communities, family economic status, financials) -Fourth: cultural context; the overall cultural context (ex: technology, media, government system, values, laws) -----All of the layers are interacting with each other, influencing you as an individual

b

Current views about Piaget's theory generally support the idea that a. Piaget tended to overestimate the influence of the social environment. b. Piaget tended to underestimate younger children's abilities and overestimate adolescents' abilities. c. Piaget's tasks appear to have generally been too easy for subjects. d. Piaget's overestimated the role of the environment verses maturation.

accommodation

Derek learns in his homeroom class that you always raise your hand before you talk. Then, in his art class he learns that some teachers do not have that rule

c

In Erikson's theory of pyschosocial development, each stage represents a a. conflict between physical growth and cognitive growth. b. concern with parental control and self -determination. c. a developmental task that is important to general mental health d. puzzle that may assist a person's cognitive development.

a

In general, how do children who are gifted compare to their peers in social and emotional development? a. They tend to be above-average in social development, and most are emotionally well adjusted. b. They socialize well with adults but not peers. c. They tend to be loners, preferring such solitary activities as reading or computer games. d. They tend to be less mature than their peers and more prone to emotional problems.

c

In general, less-skilled writers engage in __________________ and more-skilled writers engage in _______________ . a. much revision; little revision b. knowledge transforming; knowledge telling c. knowledge telling; knowledge transforming d. goal setting; free writing

a

In the human brain, a great deal of synaptic pruning occurs in early childhood. This pruning appears to be: a. An adaptive process that allows children to deal more efficiently with typical tasks in their environment b. Due to an imbalance of important nutrients, and especially to low levels of the B vitamins in many children's diets. c. The unfortunate result of home and school environments that provide only limited stimulation. d. The result of the cortex's gradual takeover of responsibility for functions that have previously been controlled by other parts of the brain.

d

Kallie observed rocks sinking in water and said, "I already knew that. All rocks sink." Then she saw a piece of pumice floating on water and was told that pumice is rock. Several days later, she was asked again if rocks sink in water. She replied, "Well, most do." In Piaget's terms, what process did Jeannie use to draw this conclusion? a. Seriation b. Assimilation c. Conservation d. Accommodation

d

Kayla's parents are warm and supportive, but also have high expectations for her behavior. In terms of parenting styles, these parents are a. permissive. b. neglectful. c. authoritarian. d. authoritative.

Utilization deficiencies

Metacognition; inability to make effective use of a strategy (execute the strategy but get no benefits) -Focusing so much on the strategy that you forget the content -Comes with time and practice so the strategy becomes automatic and so your working memory can actually focus on the content

production deficiencies

Metacognition; inability to think of a strategy to use

assimilation

Nichole looks at a worm but thinks it's a snake.

sensorimotor stage

Piaget; first stage (birth - 2 years old); the infant uses its senses and motor abilities to interact with objets in the environment ***putting together/coordinating your senses and the movement that goes with it; making those connections...SENSES AND MOVEMENT (ex: if someone drops their keys, we would expect it to make a sound. If no sound is made, we will get confused) -Thought is mostly limited to own actions and immediate environment -Only thinking about the here and now -Hard to educate kids at this point

formal operational stage

Piaget; fourth stage; (12 years+); the adolescent becomes capable of abstract and hypothetical thinking (imagining scenarios that they have no familiarity with) -Can think logically about abstract concepts -Can make and scientifically test hypotheses

a

Only one of the following statements is true about emotional and behavioral disorders. Which one is true? a. It is possible to be genetically predisposed toward having an emotional or behavioral disorder yet not show signs of a disorder until adolescence. b. If a student exhibits only internalizing behaviors (rather than externalizing behaviors), she or he probably does not need to be evaluated for special services because she or he is not a danger to others. c. Almost all emotional and behavioral disorders are due to environmental factors. d. There is a high dropout rate for students with emotional and behavioral disorders because they often come from families who make them work to support themselves at an early age.

a

Perhaps the most important thing to keep in mind regarding effective use of technology in the classroom is that a. technology should enhance students' thinking and learning, not replace it. b. technology should blur the lines between work and play. c. technology should provide more authentic activities than can be developed using other classroom means. d. technology should be minimally distracting but also highly interactive.

Scheme

Piaget; a mental structure that organizes information and actions/experiences -Ex: Scheme for how to swing a golf club Ex: You have a scheme for psychology mechanisms of change: -Adaptation -Equilibration -Disequilibration

classification

Piaget; pre operational stage; (Limitation) Shapes example: are there more triangles or shapes? The kid will most likely say there are more triangles

conservation

Piaget; pre operational stage; (limitation) the ability to understand that simply changing the appearance of an object does not change the object's nature/property (preparation stage) Plato example: A kid in this stage will say that if you take two balls of plato of the same size, and flatten one, they will say that they are different (probably focus on the height) -A change in its outward appearance changes its mass

adaptation

Piaget; scheme changes; changing schemes to become more efficient in the environment (to work for us better in the environment)

equilibration

Piaget; scheme changes; continuing process of reconciling (thinning) new information with prior experiences

disequilibration

Piaget; scheme changes; taking in new information that does not fit with what we already know. We are motivated to get rid of that disequilibrium -IGNORE - change does not happen, nothing develops -ASSIMILATION - Can fit the schemes into schemes you already have; This results in no qualitative change in scheme -ACCOMMODATION - Can change your scheme or the way you view/do things to accommodate for the new information; there is a qualitative change (SHIFT IN THE WAY YOU ARE THINKING) Ex: first time a student sees an algebra problem. Never seen a math problem with a letter in it - resulting in disequilibrium. They can either ignore the problem, not changing way of thinking. Could try to assimilate the problem into what they already know. Or they could accommodate to it by creating a new category in their mind or change their understanding ***WE ARE ALWAYS SHIFTING OR CHANGING OUR SCHEME THROUGH ASSIMILATION AND ACCOMMODATION -AS WE AGE, WE BECOME MORE ADAPTIVE IN OUR ENVIRONMENT -THERE ARE CERTAIN TIMES IN OUR DEVELOPMENT WHEN OUR THINKING COMES TO A POINT IN A MAJOR SHIFT (SHIFT THE WAY YOU THINKING OF THE WORLD) - PIAGET'S FOUR STAGES

preoperational stage

Piaget; second stage (2 years - 6/7 years); pre-logical; symbolic thinking; the kid's logic is improving, but are still limited -limitations: animisms, egocentrism, centration, and irreversibility -child has not yet mastered conservation Develop life of the mind Can mentally represent objects and situations -Symbolic thought (understand McDonalds arches) -Thinking of consequences -Deferred imitation (modeling → imitating) Limitations: -Thinking is centered (focused on only one aspect of the problem at a time) -Does not conserve - plato -Classify objects based on one dimension - shapes -Egocentrism (that toy is mine...Can't share; don't understand when they see a teacher outside of the classroom) -Thought is not reversible (don't understand 3+5 is 8 and 3-5 is 2)

concrete operational stage

Piaget; third stage; (6-12 or 7-11); (they can do basic logic/thought; nothing complex) the school-aged child becomes capable of logical thought processes but is not yet capable of abstract thinking -has mastered conservation -concrete logic -classification (hierarchy thinking) (imagining scenarios that they are familiar with) -start to think in logical ways, but only in concrete/true to life situations -They can only think in logical ways through experience -Understand multiple aspects of a problem -Can conserve -Classify objects based on multiple dimensions -Understand others' perspectives -Thought is reversible Limitations: -Logical thinking (including transitivity) based on concrete experiences -Difficulty making and testing hypotheses

d

Rachele achieved an IQ score of 68 and has demonstrated difficulty with independent living and personal hygiene. Which one of the following disabilities BEST reflects Rachele's condition? a. Learning disabled b. Attention deficit disorder c. Independent living disorder d. Intellectual disability

Information Processing

Stimulus - Receptor - Sensory Register - working/short term memory - long term memory OR Motor or verbal response (executive control/metacognition) **Theorists look at how each part develops over time

c

Research on bilingualism indicates that a. children exposed equally to two languages will learn to talk more slowly than those exposed to just one. b. acquiring a second language interferes with remembering the first language. c. children who are bilingual have, on average, higher creativity and metalinguistic awareness. d. children will mix-up grammar rules in the two languages well into their elementary school years.

a

Research on gender differences in students' sense of self tells us that: a. both boys and girls tend to have greater self-confidence in "gender-appropriate" activities. b. in adolescence, girls rate their physical appearance more positively than boys do. c. boys are more likely than girls to see themselves as being cooperative and easy to get along with. d. on average, girls have a better overall sense of self than boys.

b

Robert Sternberg's triarchic theory of intelligence includes what three distinct types of intelligence? a. Performance, knowledge, and analytic components b. Creative, analytic, and practical c. Analytic, metacognition, and meta -components d. Insight, creativity, and practical

student teams-achievement divisions (STAD)

Sociocultural theory; cooperative learning; involves cooperation and competition; break the class into teams with different ability levels, the students help each other learn/review class material, after, they each take their own assessment, whichever team has an overall improvement on the assessment gets a prize.

cooperative scripting

Sociocultural theory; cooperative learning; two people get together with a list of questions to ask each other; they go back and forth asking each other questions (for a test)

Reciprocal teaching

Sociocultural theory; example of scaffolding; -Goal is to increase reading comprehension -Teacher explains and models reading strategies such as summarizing, asking questions, and predicting -Students practice using strategies with scaffolding (guidance) from teacher -With practice, students become more independent and apply the strategies within small groups and eventually individually. (they become more internalized)

c

The ability to perceive and mentally manipulate the sounds within words is called a. letter-sounds correspondence. b. concepts of phonics. c. phonological awareness. d. sound awareness

b

The concept of goodness of fit explains that a child is likely to succeed at school if a. the student's personality can be modified to fit the normal expectations of school. b. the environment of the classroom matches the student's personality. c. a students' learning style is identified by the teacher. d. teachers recognize the stage or developmental crisis the child is in.

a

The role of private speech, or self-talk, in Vygotsky's view is to a. guide one's activities in solving a problem. b. encourage children to learn new words. c. stimulate the development of language from simple words to full sentences. d. call attention to oneself during play.

a

The textbook suggests that the effects of peer pressure have been overrated. Three of the following are factors that lessen the potential effects of peer pressure. Which statement is NOT necessarily accurate? a. Most adolescents have developed abstract moral principles that guide their daily decision making. b. Students tend to hang out with peers whose values and interests are similar to their own. c. Students may give an outward impression of acting "cool" or "going along with the crowd" while secretly behaving in accordance with their own standards. d. Students retain many of the values they have acquired from their families.

d

Three of the following are accurate statements about differences between boys and girls. Which statement is NOT accurate? a. Girls are more aware of people's subtle body language. b. Girls are more likely to form close, intimate friendships. c. Boys are more physically aggressive than girls. d. Boys are physically stronger than girls beginning at birth.

d

Three of the following are accurate statements about the limitations of intelligence tests. Which one is NOT an accurate statement? a. The tests may underestimate the intelligence of students who have only limited knowledge of English. b. Different tests may yield somewhat different scores for any particular student. c. The tests focus on skills important in mainstream Western culture and ignore some skills more important in other cultures. d. The tests focus more on the kinds of things females are likely to know and so are biased against males.

b

Three of the following are signs that a student is possibly the victim of child maltreatment at home. Which one is LEAST likely to be a sign of maltreatment? a. Frequent bruises and bone fractures b. A tendency to be exceptionally outgoing c. Greater-than-average knowledge about sexual matters d. Coming to school without a jacket in snowy weather

c

Three of the following statements about the effects of heredity and/or environment on intelligence are accurate. Which one is NOT accurate? a. On average, children's performance on intelligence tests has risen around the world, suggesting that improvements in environmental conditions enhance IQ. b. Poor nutrition in the early years can adversely affect children's cognitive development. c. Biologists working in the Human Genome Project have recently identified the chromosome that carries the "intelligence" gene. d. Children tend to get higher IQ scores when they attend school regularly.

a

Three of the following strategies are likely to help students at risk stay in school. Which one is NOT likely to do so? a. Being aware of their challenges, expect them to make slower progress towards goals. b. Identify students at risk as early as possible in order to provide long-term academic support. c. Connect students with resources that will help meet their short and long-term needs. d. Assign activities that have obvious relevance to students' own lives and needs.

b

Three of the following strategies should be effective in working with English language learners. Which one is UNLIKELY to be effective? a. Especially in the early years of English instruction, speak more slowly and clearly than you might otherwise. b. Teach reading skills almost exclusively by using books written in English rather than in students' native language. c. When students work in small, cooperative groups, encourage them to use their native language if doing so helps them communicate with one another more effectively. d. When teaching academic subject matter, make a very gradual transition from students' native language to English—perhaps a transition that takes 5 to 7 years to complete.

assimilation

Tim can count to 10. He counts the coins he has in his pocket - 2 quarters, 5 dimes, 3 nickels. He declares, "I have 10 cents."

b

Which one of the following scenarios illustrates response to intervention (RTI) as a diagnostic tool for students who may have disabilities? a. One afternoon Rudy meets with the school psychologist, who tries to determine how much instruction and scaffolding he needs to acquire new skills related to reading, writing, and math. b. Rachel hasn't acquired even the most basic reading skills despite spending several weeks in small-group reading instruction that researchers have found to be effective for 98% of children her age. c. Jewel's parents are asked to keep detailed records of the kinds of activities she engages in at home each day. Midway through this record-keeping process, a special education teacher gives her intensive instruction in visual perception skills. d. Over a period of several days, Stephen is given a battery of tests in which he is asked to complete various tasks that make use of different sensory modalities— vision, hearing, touch, and so on.

sociocultural theory

Vygotsky; More advanced person guiding a less advanced learner -Scaffolding, mediated learning experience, cognitive apprenticeship, or guided participation -Reciprocal teaching

zone of proximal development

Vygotsky; hypothetical space between what you can do alone and what you can do with much help (you want to aim for this zone in teaching, can't go above it (too hard) and you can't go below it (too easy); the zone should always be changing)

short-term/working memory

What develops? -capacity (the number of things we can process at a time) - children have a much smaller capacity than adults; capacity increases at it develops gradually -efficiency (how efficiently we process something -Automaticity of processing develops REMINDER: working with younger children: smaller ___________ capacity (be aware of your students' limitations, there is only so much they can remember

c

What is a gender schema? a. A stereotype of a masculine or feminine sex role b. An emotional response to a situation that involves gender stereotyping c. An organized network of knowledge about gender-roles d. An understanding of the fact that gender will remain constant across time

b

Which one of the following should you definitely do if you suspect that one of your students is the victim of abuse or neglect at home? a. Keep a close eye on the student over the next few weeks, looking for additional evidence that either supports or disconfirms your suspicions. b. Immediately report your suspicions to social services. c. Temporarily lower your expectations for the student's academic performance until conditions at home seem to improve. d. Spend some one-on-one time with the student in an effort to get him or her to confide in you.

c

Which one of the following statements best describes theorists' rationale for advocating the use of authentic activities? a. Authentic activities are the most efficient way of teaching basic skills. b. Authentic activities have built-in scaffolding that assures students' success. c. Authentic activities help students relate classroom subjects to real-world contexts. d. Students' performance in authentic activities is easier to evaluate objectively.

d

When asked which students they would most like to do things with, most middle school students choose classmates who: a. are socially marginalized b. are high in social status c. are good at sports d. are socially skilled and trustworthy

c

When considering students' cultural and ethnic backgrounds, it is important to keep in mind that: a. Students' ethnic identities are almost always stronger than their need to belong to mainstream Western culture. b. In the elementary grades, students typically have little conscious awareness that their ethnic backgrounds might be different from those of their classmates. c. Some students may simultaneously be active participants in two or more cultural groups. d. Students' need to belong to mainstream Western culture is almost always stronger than their ethnic identities.

d

When we say that different cultural and ethnic groups have different worldviews, we mean that: a. their native language inevitably distorts how they think about their physical and social environments. b. they tend to think of their country of origin as being the best possible place in which to live. c. they may have little understanding of geographic regions other than their own. d. their basic assumptions about how the world operates may be different.

a

Which of the following best illustrates a confirmation basis? a. Jayne thinks that metal objects always sink. When she places an aluminum pie plate in a tub of water and sees that it floats, she says, "It only looks like aluminum; it must be plastic with silver paint on it." b. In his geography class, Carlos likes the unit on South America more than the unit on Africa because his grandfather was born and raised in Colombia. c. When Lavina reads about the migratory behavior of Canada geese, she is very curious about why the geese travel along certain routes (flyways). She spends an entire evening searching the Internet for a scientific explanation of their behavior. d. Barak feels much better when his teacher gives him a high rather than low grade on a writing assignment. He gets depressed when he thinks that his work is anything less than perfect

c

Which of the following cognitive stage and characteristic describe the state when children believe everyone else sees the world the same way they do. a. preoperational stage; conversation b. concrete operational stage; egocentric thought c. preoperational stage; egocentric thought d. concrete operational stage; conversation

c

Which one of the following best illustrates a hostile attributional bias? a. Howard thinks other students will like him better if he projects a "tough guy" image. b. Kenneth gets a thrill out of threatening children younger than himself and watching them squirm. c. When Isaac accidentally brushes by Janine in the hall, Janine assumes that Isaac is intentionally trying to hurt her. d. Linda spreads malicious gossip whenever she hears it; on some occasions, she starts unkind rumors herself.

a

Which one of the following is the most accurate statement about group differences among students? a. The average for two groups may be different, but variability within each group keeps us from predicting how each individual will perform. b. When we have knowledge about typical group differences, we have a very good idea of how individual students are likely to perform in the classroom. c. We can make fairly accurate predictions about individual students when we know their gender, but not when we know their ethnic background. d. We can make fairly accurate predictions about individual students when we know their ethnic background, but not when we know their gender.

c

Which one of the following students best fits the pattern associated with being at risk? a. André isn't doing very well in any of his classes; he will have to pull up his grades or he won't be allowed to continue to participate in varsity football. b. Sal started kindergarten a year later than his peers because his parents wanted to be sure he was ready for school. c. Evan is doing poorly in all of his classes because of repeated absenteeism and failure to turn in assignments. d. Wesley has recently failed sophomore algebra, and he is frustrated because he now has to go to summer school.

a

Which one of the following teaching strategies best reflects the textbook's definition of multicultural education? a. Considering the perspectives of different cultural groups regularly throughout the school year b. Devoting at least one month of each school year to an intensive exploration of diverse cultures c. Fostering ongoing communication (e.g., through "pen pal" letters or e-mail messages) with students from other countries d. Ensuring that all classes include students from diverse cultures

b

You have several students in your class who speak a dialect other than Standard English. If you follow the textbook's recommendation for handling this situation, you will: a. Teach them to speak and write Standard English exclusively, and as quickly as possible. b. Austin Shay Kibby them to use Standard English in formal situations (e.g., oral reports) but allow them to use their own dialect in other situations. c. Strongly discourage them from speaking their dialect, even when they are off school grounds. d. Allow them to use their own dialect or version of English exclusively in all school classes and activities.

axon

brain; long tail-like structure coming out of the cell body connected to the cell body; information passes through

Experience-expectant development

brain development; -Brain development (particularly synapse formation) in response to normal experience in almost any environment -Example: Normal sight and the visual cortex -As long as a baby has normal visual cortex experiences, it will be wired like it should as it develops -Everything will be developed normally as long as they have no physical handicaps and have normal experiences

Experience-dependent development

brain development; -Brain development in response to unique experiences for an individual. Generally involves refinement of brain structures -Example: violin players (you have to have a good sense of touch, in order to play it very well, they have to have hours of practice. Their sense of touch is wired differently than non-violin players because of their hours of practices.

temporal lobe

brain structures; around temples; auditory processing and language processing (helping us control what we say and understand what we hear); little memory functions

Occipital lobe

brain structures; back; visual processing

frontal lobe

brain structures; front; motor functioning and higher-order thinking processes (controlling impulses)

parietal lobe

brain structures; top and back; controls sense of touch (kinetic experiences)

Neuron

brain; a cell in the nervous system

dendrites

brain; branch-like structures coming out of the cell body that take in information

myelin

brain; fatty sheath that forms around the axon of various neurons, allowing transmission to happen faster and more efficiently

cooperative learning

communities of learners; -Face-to-face interaction -Positive interdependence - everybody has to contribute something in order for the goals to be met -Individual accountability -Collaborative skills - basic communication skills -Group processing - getting together as a group and assessing how things are going; monitoring how the group is doing and making sure everything is going as well as possible Effective Because: -Individual accountability -Group goals (there are clear goals in mind for the group)

automaticity of processing

short-term/working memory; being able to do something without putting much working memory into it (doing something becomes automatic) Ex: driving; when you begin driving: having to think about each step; now: you shouldn't have to think hard about what you have to do - You practice so many times, your action becomes automatic, you can use your working memory for other things, like listening to radio or talking to passenger Ex:Academic skills: being able to do simple adding/subtracting automatically so you can free up your working memory for harder problems (so you aren't dwelling on the simple problems)

group investigation

sociocultural theory; cooperative learning; give students a topic to research and then make them put it into a product (essay, powerpoint, etc)

Jigsaw

sociocultural theory; cooperative learning; splitting people into groups and giving each person within the group a separate subtopic to investigate/research; then they come back and teach their fellow group members about their subtopic. They each are a piece of puzzle and then they come together and put the puzzle together