You are in browse mode. You must login to use MEMORY

level: Level 1 of Chapter 9

Questions and Answers List

level questions: Level 1 of Chapter 9

Question	Answer
Vigorous play involving wrestling, hitting, and chasing, often accompanied by laughing and screaming.	Rough-and-tumble play
Descriptive and evaluative beliefs about one’s appearance	Body image
Chronically high blood pressure.	Hypertension
Illnesses that last a short time.	Acute medical conditions
Illnesses or impairments that persist for a least three months.	Chronic medical conditions
Disease characterized by high levels of glucose in the blood due to defective or ineffective insulin action.	Diabetes
A chronic respiratory disease characterized by sudden attacks of coughing, wheezing, and difficulty breathing.	Asthma
Third stage of Piagetian cognitive development (approximately from ages 7 to 12), during which children develop logical, but not abstract, thinking.	Concrete operations
Ability to order items along a dimension.	Seriation
Understanding of the relationship between two objects by knowing the relationship of each to a third object.	Transitive inference
Understanding of the relationship between a whole and its parts.	Class inclusion
Type of logical reasoning that moves from particular observations about members of a class to a general conclusion about that class.	Inductive 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.	Deductive reasoning
First stage in Piaget's moral reasoning theory in which children are egocentric and cannot imagine more than one way of looking at a moral issue.	Rigid obedience to authority
Second in Piaget's moral reasoning theory in which children begin to disregard the idea of a single standard of right and wrong, and to develop their own sense of justice based on fairness or equal treatment for all.	Increasing flexibility
The belief that one person may be treated differently than another because of special circumstances that are taken into account.	Equity
The conscious control of thoughts, emotions, and actions to accomplish goals or solve problems.	Executive function
The ability to deliberately direct one's attention and shut out distractions.	Selective attention
The voluntary suppression of unwanted responses.	Inhibitory control
Understanding of processes of memory.	Metamemory
Techniques to aid memory.	Mnemonic strategies
Mnemonic strategies using something outside the person.	External memory aids
Mnemonic strategy to keep an item in working memory through conscious repetition.	Rehearsal
Mnemonic strategy of categorizing material to be remembered.	Organization
Mnemonic strategy of making mental associations involving items to be remembered.	Elaboration
Individual intelligence test for schoolchildren, which yields verbal and performance scores as well as a combined score.	Wechsler Intelligence Scale for Children (WISC-III)
Group intelligence test for kindergarten through 12th-grade students.	Otis-Lennon School Ability Test (OLSAT8)
Describing an intelligence test that, if it were possible to design, would have no culturally linked content.	Culture-free tests
Describing an intelligence test that deals with experiences common to various cultures, in an attempt to avoid cultural bias.	Culture-fair tests
Gardner’s theory that each person has several distinct forms of intelligence.	Theory of multiple intelligences
Sternberg’s theory describing three types of intelligence: componential (analytic ability), experiential (insight and originality), and contextual (practical thinking).	Triarchic theory of intelligence
Sternberg’s term for the analytic aspect of intelligence.	Componential element