7.6: Key Terms
- Page ID
- 233605
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- attention-deficit/hyperactivity disorder (ADHD)
- neurodevelopmental disorder that includes symptoms of inattention, hyperactivity, impulsivity and deficits in executive functions
- balanced literacy approach
- approach to teaching reading that combines elements of the phonics-based and whole language approaches
- concrete operational thinking
- third stage of Piaget’s theory on cognitive development during which children begin to understand basic cognitive principles and concepts such as cause and effect, relationships, size, and distance
- constructivism
- idea that students play an active role in acquiring knowledge by constructing it through experience, rather than just passively receiving information
- crystallized intelligence
- existing knowledge that individuals have developed during their life through education and experience
- dyscalculia
- learning disability that involves difficulties in math
- dysgraphia
- learning disability that involves difficulties in writing
- dyslexia
- learning disability that involves difficulties in reading
- exceptional learner
- child who has one or more of a variety of special learning needs
- fluid intelligence
- ability to use logic and to solve problems in new ways
- Flynn effect
- effect that describes the significant increases of scores on intelligence tests over time
- general intelligence factor (g)
- general cognitive factor that underlies multiple cognitive skills
- giftedness
- variation in intelligence marked by cognitive flexibility, cognitive performance, specific ability areas, and an IQ above 130, may be referred to by other terms
- individualized education program (IEP)
- written plan that spells out the specific educational goals and services that have been individualized for a student with a disability
- intellectual disability
- disability that consists of limits in intellectual functioning, often indicated by an IQ score less than 70 and challenges in adaptive functioning
- intelligence
- description of an individual’s ability to adapt to the world around them
- intelligence quotient (IQ)
- score used to quantify human intelligence
- learning disability
- condition that impacts learning in a specific academic area
- least-restrictive environment
- principle that states that all children with a disability should receive general education in an environment that is as similar as possible to the one for children without disabilities
- mental age
- age at which a person is performing based on an intelligence test
- metacognition
- knowledge about how we think and learn and how we use that awareness to become better thinkers and learners
- metalinguistic awareness
- awareness of the qualities of language, allowing individuals to think about and evaluate language
- metamemory
- understanding of how memory works
- phonics approach
- approach to teaching language that teaches children to translate letters into sounds and to combine individual sounds to form words
- self-efficacy
- individual’s confidence in their ability to successfully solve a problem or complete a task
- seriation
- ability to put objects in order, such as by size or color
- triarchic theory of intelligence
- theory of intelligence that proposes that there are three types of intelligence: analytical, creative and practical
- whole-language approach
- approach to teaching reading that uses natural context such as books rather than focusing on the sounds that make up words