H_D 101 1nd Edition Lecture 19 Outline of Last Lecture 1. Motor development in middle childhood: a. Gross motor skill improvement b. Fine-motor skills gains 2. Sex differences in motor development: a. Girls b. Boys c. Social environment 3. Physical play development4. Piaget’s theory: achievement of the concrete operational stage a. Conservation b. Classification c. Seriation d. Spatial reasoning 5. Concrete operation theory a. Operation works best with concrete information b. Continuum of acquisition c. Cultural/social 6. Information processing 7. Attention in middle childhood a. Attention becomes 8. Developing memory strategies a. Rehearsal b. Organizationc. Elaboration 9. Prompting cognitive self-regulation 10. Information processing and academic learning a. Reading b. Mathematics Outline of Current Lecture 1. Aptitude tests a. Meaning b. IQ tests 2. Achievement tests 3. Cultural bias in tests a. View #1These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.b. View #24. Gardner’s multiple intelligences a. Theory b. Areas of study 5. Attention deficit hyperactive disorder (ADHD) 6. Treating ADHD 7. Educating gifted/talented children: a. Gifted b. Talentedc. Education methods 8. Language development a. Vocab b. Grammar 9. Learning two languages a. Bilingual development b. Sensitive period 10. Bilingual education a. Language immersion b. English only programs 11. Characteristics of high quality elementary educationCurrent Lecture1. Aptitude tests a. Meaning: measures potential b. IQ tests: is an aptitude test: mental age/chronological agec. Types of aptitude tests: - Stanford-Binet (ages 2-18)- Wechsler: variations: preschool, grade school, adults - About 2/3 fall into 85-115 score (100 is average) - 70-85: slow learner. Over 130 is gifted - Watch for: proctor bias, bad test takers 2. Achievement tests: - Measures how much has been learned in a specific subject area: - CTBS- ITBS- HSPE3. Cultural bias in tests a. View #1: tests are not bias: represent success in the common culture b. View #2: cultural factors can hurt test performance: common style, test content, stereotypes 4. Gardner’s multiple intelligencesa. Theory: every one person has an area of study that they may be better in. School should teach towards all areas so all students can thrive. b. Areas of study: - Linguistics - Logico-mathematical - Musical - Spatial - Body-kinesthetic- Naturalist - Interpersonal: able to understand and read emotions - Intrapersonal: able to understand yourself - Spirituality 5. Attention deficit hyperactive disorder (ADHD): a. Have problems with: - Inattention - Impulsivity - Excessive motor activity b. Results in: - Social problems - Academic problems - May be a combination of genetic and environmental factors - Usually more common in boys than girls 6. Treating ADHD : - Stimulation medication- Stimulation medication has some risks, and may not be enough - Family intervention - Adults with ADHD need ongoing assistance 7. Educating gifted/talented children: a. Gifted: high IQb. Talented: outstanding in a certain area of study c. Education methods: - Enrichment in regular classrooms - Pullout for special instruction - Move to a higher grade - Multiple intelligence models 8. Language development a. Vocab: - Increase in fourfold during school years - Eventually exceed 40,000 words b. Grammar :- Mastery of complex construction - Advanced understanding of infinitive processing- Adjust to people and situations - Phrases requests to get what they want 9. Learning two languages: a. Bilingual development: learning both languages at the same time OR learn first language then second b. Sensitive period: during childhood 10. Bilingual education a. Language immersionb. English only programs: risk of semilinguism 11. Characteristics of high quality elementary education: - Class size- Physical setting - Teacher- student interaction - Curriculum- Evaluation of progress - Relationships of progress - Relationships with