Development Across The Life Span Feldman 7th Edition Solutions Manual

Development Across the Life Span Feldman 7th
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Development Across the Life Span Feldman 7th Edition Solutions Manual
Chapter 9
PHYSICAL AND
COGNITIVE
DEVELOPMENT IN
MIDDLE CHILDHOOD
CONTENTS
Chapter-at-a-Glance 210
Learning Objectives 211
Key Terms and Concepts 212
Chapter Outline 213
Lecture Launchers 222

Obesity 222
Attention-Deficit Hyperactivity Disorder (ADHD) 222
Intelligence: What Is It? 223
Learned Optimism: A Vaccine Against Depression? 224
Do Rewards Affect Motivation and Learning? 224
Student Activities 226
Supplemental Reading 228
Multimedia Ideas 230

MyDevelopmentLab Video Series + Discussion Questions 230
Additional Video Resources 231
Handouts 233
209
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CHAPTER-AT-A-GLANCE
Chapter Outline Instructor’s Resources Professor Notes

Physical Development, Learning Objectives 9.1, 9.2
p. 274 Lecture Launchers 9.1, 9.2
The Growing Body Student Activities 9.9
Motor Development MyDevelopmentLab Video:
Health during Middle Physical Fitness
Childhood
Psychological Disorders
Children with Special Needs
Attention-Deficit/
Hyperactivity Disorder
Intellectual Development, Learning Objectives 9.3, 9.4,
p. 286 9.5
Piagetian Approaches to Student Activities 9.1, 9.2,
Cognitive Development 9.3, 9.4, 9.5, 9.7
Information Processing in MyDevelopmentLab Video:
Middle Childhood School and Education in
Vygotsky’s Approach to Middle Childhood Across
Cognitive Development and Cultures
Classroom Instruction
Language Development: What
Words Mean
Bilingualism: Speaking in
Many Tongues
Schooling: The Three Rs Learning Objectives 9.6, 9.7
(and More) of Middle Lecture Launchers 9.3, 9.4,
Childhood, p. 295 9.5
Schooling Around the World Student Activities 9.6, 9.8
and Across Genders: Who
Gets Educated?
Reading: Learning to Decode
the Meaning Behind Words
Educational Trends: Beyond
the Three Rs
Intelligence: Determining
Individual Strengths
Intelligence Benchmarks:
Differentiating the Intelligent
from the Unintelligent
Below and Above Intelligence
Norms: Intellectual
Disabilities (Mental
Retardation) and the
Intellectually Gifted
< Return to Contents
210
LEARNING OBJECTIVES
9.1 In what ways do children grow during the school years, and what factors influence their growth?
9.2 What are the main health concerns of school-age children?
9.3 What sorts of special needs may become apparent in children at this stage and how can they be met?
9.4 In what ways do children develop cognitively during these years, according to major theoretical
approaches?
9.5 How does language develop during the middle childhood period?
9.6 What are some trends in schooling today?
9.7 How can intelligence be measured, and how are exceptional children educated?
211
KEY TERMS AND CONCEPTS
Acceleration Least restrictive environment
Asthma Mainstreaming
Attention-deficit hyperactivity disorder (ADHD) Memory
Auditory impairment Mental age
Bicultural identity Mental retardation
Bilingualism Metalinguistic awareness
Chronological (or physical) age Metamemory
Concrete operational stage Mild retardation
Crystallized intelligence Moderate retardation
Cultural assimilation model Multicultural education
Decentering Pluralistic society model
Enrichment Profound retardation
Fluid intelligence Severe retardation
Gifted and talented Speech impairment
Intelligence Stanford-Binet Intelligence Scale
Intelligence quotient (or IQ score) Stuttering
Kaufman Assessment Battery for Children Visual impairment
(KABC) Wechsler Intelligence Scale for Children-Fourth
Learning disabilities Edition (WISC IV)
212
CHAPTER OUTLINE
I. Prologue: La-Toya Pankey and The Witches

A. The case of a child from a low SES background who is challenging herself to read a book two years
higher than her own grade level.
II. Physical Development
Learning Objectives 9.1, 9.2
Lecture Launchers 9.1, 9.2
Student Activities 9.9
MyDevelopmentLab Video: Physical Fitness
A. The Growing Body
1. Beginning at age 6 and continuing to age 12, these years are often referred to as the “school
years.”
2. Height and Weight Changes
a) Compared with the swift growth during the first five years, physical growth during middle
childhood is slow but steady.
b) School-aged children grow, on average, 2 to 3 inches per year.
c) This is the only time during the life span when girls are, on average, taller than boys.
d) By age 11, the average girl is 4’10.”
e) The average 11-year-old boy is 4’9 ½.”
f) During middle childhood, both boys and girls gain from 5 to 7 pounds a year.
g) Variations of a half a foot in children the same age are not uncommon.
h) Height and weight variations can be affected by poor nutrition and racial or ethnic
background.
3. Cultural Patterns of Growth
a) Inadequate nutrition and disease produce children who are shorter and who weigh less than
they would if they had sufficient nutrients.
b) Ex. Children in poorer areas of cities such as Calcutta, Hong Kong, and Rio de Janeiro are
smaller than children raised in affluent sections.
c) Some variations in height and weight are linked to genetic factors such as Asian and Oceanic
Pacific children tending to be shorter, on average, than those with northern or central
European heritages.
d) The rate of growth is generally more rapid for black children than it is for white children.
4. Promoting Growth with Hormones
a) Available only in the last decade, prototropin and other artificial human growth hormones
are being given to abnormally short children.
(1) Some question whether shortness is serious enough to warrant drug intervention.
(2) The drug is costly and may lead to premature puberty (which can restrict later growth).
(3) These artificial hormones are effective, adding over a foot of height.
5. Childhood Obesity
a) Research links proper nutrition to positive personality traits and cognitive performance.
b) A good diet is necessary to staying fit.
c) Obesity is defined as body weight that is more than 20 % above the average for a person of a
given height and weight.
(1) Fifteen percent of all children are obese.
(2) This proportion has tripled since the 1960s.
(3) Epidemic of obesity may be leading decline in life span in the United States.
(4) Obesity can be caused by a combination of genetic and social characteristics.
(a) Adopted children’s weight is more like their biological parents than their adoptive
parents.
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(b) Children’s poor diets can also contribute.
(c) School lunch programs have sometimes contributed to the problem by failing to
provide nutritious options.
(d) Many schools have reduced the time available for recess and gym classes.
(e) School-age children tend to engage in little exercise and are not particularly fit.
(f) The correlation between TV viewing and obesity is strong.
B. Motor Development
1. School-age children’s gross and fine motor skills develop substantially over middle childhood.
a) An important improvement in gross motor skills is muscle coordination.
b) Fine motor skills advance because of increases in the amount of myelin, the protective
insulation surrounding parts of nerve cells, which speeds the electrical impulses between
neurons.
C. Health During Middle Childhood
1. More than 90% of children in middle childhood have at least one serious medical condition,
although most are short-term illnesses.
2. ASTHMA, a chronic condition characterized by periodic attacks of wheezing, coughing, and
shortness of breath, has increased significantly in the last several decades.
a) More than 15 million children in the U.S. suffer from this illness.
b) Asthma occurs when the airways leading to the lungs constrict, partially blocking the
passage of oxygen.
c) Asthma attacks are triggered by a variety of factors.
(1) Respiratory infections
(2) Allergic reactions to airborne irritants
(3) Dust mites
(4) Animal dander and excretions
(5) Stress
(6) Exercise
(7) A sudden change in air temperature or humidity
d) Some researchers believe the increase in asthma is due to pollution, dust, better insulated
buildings, and poverty.
3. Accidents
a) Boys are more apt to be injured than girls (physical activity is greater).
b) Injury death rates are:
(1) Highest for American Indian and Alaska Natives
(2) Lowest for Asian and Pacific Islanders
(3) The same for Whites and African Americans
c) Increasing independence and mobility of school-age children lead to new safety issues.
(1) Children walking to school face dangers of being hit by cars and trucks due to inability
to judge distances/speed.
(2) The most frequent source of injury to children is automobile accidents.
(a) Car crashes kill five out of every 100,000 children between ages 5 and 9 annually.
(b) Fires and burns, drowning, and gun-related deaths follow in frequency.
d) The newest threat to the safety of school-age children comes from the Internet or the World
Wide Web.
(1) Cyberspace makes available materials that parents may find objectionable.
4. Psychological Disorders
a) Childhood depression is often overlooked by teachers and parents.
b) It is characterized by the expression of exaggerated fears, clinginess, or avoidance of
everyday activities.
c) In older children it may produce sulking, school problems, and acts of delinquency.
d) It can be treated with a variety of drugs.
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e) Approximately 5% of school-age children suffer from depression.
f) Thirteen percent of school-age children suffer from anxiety disorders, in which they
experience intense, uncontrollable anxiety about situations that most people would not find
bothersome.
g) The use of antidepressant drugs has become a popular treatment for childhood psychological
disorders.
(1) In 2002 more than 10 million prescriptions were written for children under the age of 18.
(2) Little is known about the long-term effectiveness of antidepressants with children or the
consequences of use on the developing brains of children.
(3) There is some evidence linking the use of antidepressant medication with an increased
risk of suicide.
D. Children with Special Needs
1. One student in a thousand requires special education services relating to VISUAL
IMPAIRMENT, legally defined as difficulties in seeing that may include blindness (less than or
20/200 after correction) or partial sightedness (20/70 after correction).
a) Visual impairments can also include the inability to see up close and disabilities in color,
depth, and light perception.
2. AUDITORY IMPAIRMENT involves the loss of hearing or some aspect of hearing, which
affects 1% to 2% of school-age children and can vary across a number of dimensions.
a) The loss may be limited to certain frequencies.
b) Loss in infancy is more severe than after age 3.
(1) Children who have little or no exposure to the sound of language are unable to
understand or produce oral language themselves.
(2) Abstract thinking may be affected.
3. Auditory impairments are sometimes accompanied by SPEECH IMPAIRMENTS, speech that
is impaired when it deviates so much from the speech of others that it calls attention to itself,
interferes with communication, or produces maladjustments in the speaker.
a) Three to 5 % of school-age children have speech impairments.
b) STUTTERING, a substantial disruption in the rhythm and fluency of speech, is the most
common speech impairment.
4. One in ten school-age children in the U.S. is officially labeled as having LEARNING
DISABILITIES, difficulties in the acquisition and use of listening, speaking, reading, writing,
reasoning, or mathematical abilities.
a) Some suffer from dyslexia, a reading disability that can result in the reversal of letters during
reading and writing, confusion between left and right, and difficulties in spelling.
E. ATTENTION-DEFICIT HYPERACTIVITY DISORDER (ADHD) is a learning disability
marked by inattention, impulsiveness, a low tolerance for frustration, and generally a great deal of
inappropriate activity.
1. Three to 5% of school-age children are estimated to have ADHD.
2. Common signs of ADHD include:
a) Persistent difficulty finishing tasks, following instructions, and organizing work;
b) Inability to watch an entire television program;
c) Frequent interruption of others;
d) And a tendency to jump into a task before hearing all the instructions.
3. Causes of ADHD
a) Not clear
b) May be a thickening of the brain’s cortex in children with ADHD which lags three years
behind that of children without the disorder.
4. Ritalin or Dexadrine are stimulants used to reduce hyperactivity levels in children with ADHD.
a) These drugs help in increasing attention span and compliance, however, the side effects are
considerable.
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b) Some studies suggest that, after a few years, children treated with drugs do not perform any
better academically than those untreated.
c) Drugs are prescribed more frequently in the U.S. than in any other country, suggesting that
they may be overprescribed.
d) Besides drugs, behavior therapy is often employed, primarily involving the use of rewards
(verbal praise).
e) Some research shows links between ADHD and diet.
(1) Higher in fatty acids and food additives
II. Intellectual Development
Learning Objectives 9.3, 9.4, 9.5
Student Activities 9.1, 9.2, 9.3, 9.4, 9.5, 9.7
MyDevelopmentLab Video: School and Education in Middle Childhood Across Cultures
A. Piagetian Approaches to Cognitive Development
1. The school-age child enters the CONCRETE OPERATIONAL STAGE, the period of
cognitive development between 7 and 12 years of age, which is characterized by the active and
appropriate use of logic.
a) Concrete operational thought involves applying logical operations to concrete problems.
b) Children at this stage can solve conservation problems.
c) Because they are less egocentric, they can take multiple aspects of a situation into account, a
process known as DECENTERING.
d) They attain the concept of reversibility, realizing that a stimulus can be reversed, returning to
its original form.
e) They can understand such concepts as relationships between time and speed.
f) However, they are tied to concrete, physical reality and cannot understand abstract or
hypothetical reasoning.
2. Piaget is criticized for underestimating children’s abilities and for exaggerating the universality
of the progression through the stages.
3. Research suggests that Piaget was more right than wrong, although children in some cultures
may differ from Westerners in demonstrating certain cognitive skills.
B. Information Processing in Middle Childhood
1. Children become increasingly able to handle information because their memories improve.
2. MEMORY is the process by which information is encoded, stored, and retrieved.
a) Encoding is the process by which information is recorded in a form usable to memory.
b) The information must be stored, or placed and maintained in the memory system.
c) Information must be retrieved, or located and brought into awareness.
3. During middle childhood, short-term memory capacity improves significantly.
a) This may explain why children have trouble solving conservation problems during the
preschool period.
4. META-MEMORY, an understanding about the processes that underlie memory, emerges and
improves during middle childhood.
a) Children use control strategies, conscious, intentionally-used tactics to improve cognitive
functioning.
b) Children can be trained to use control strategies.
C. Vygotsky’s Approach to Cognitive Development and Classroom Instruction
1. Vygotsky’s approach has been particularly influential in the development of several classroom
practices.
a) Classrooms are seen as places where children should have the opportunity to try out new
activities.
b) Specifically, Vygotsky suggests that children should focus on activities that involve
interaction with others.
(1) Cooperative learning incorporates several aspects of Vygotsky’s theory.
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(2) Reciprocal teaching, a technique where students are taught to skim the content of a
passage, raise questions about its central point, summarize the passage, and, finally,
predict what will happen next, helps lead students through the zone of proximal
development.
D. Language Development: What Words Mean
1. Vocabulary continues to increase during the school years.
2. School-age children’s mastery of grammar improves.
3. Children’s understanding of syntax, the rules that indicate how words and phrases can be
combined to form sentences, grows during childhood.
4. Certain phonemes, units of sound, remain troublesome (j, v, h, zh).
5. School-age children may have difficulty decoding sentences when the meaning depends on
intonation, or tone of voice.
6. Children become more competent in their use of pragmatics, the rules governing the use of
language to communicate in a social context.
7. One of the most significant developments in middle childhood is the increase in
METALINGUISTIC AWARENESS, an understanding of one’s own use of language.
8. Language helps children control their behavior.
E. BILINGUALISM is the use of more than one language.
1. English is a second language for more than 1 in 5 Americans.
2. Educators are challenged by children speaking little or no English.
a) One approach is bilingual education, in which children are initially taught in their native
language, while at the same time learning English.
3. An alternative approach is to immerse students in English.
4. Being bilingual may have cognitive advantages.
a) Greater cognitive flexibility
b) Higher self-esteem
c) Greater metalinguistic awareness
d) May improve scores on IQ tests
5. From Research to Practice: The Benefits of Speaking One’s Mind
a) Bilingual children have greater meta-linguistic awareness, score higher on some tests of
intelligence, and do better on selective attention tasks.
b) They are better at interpreting tone of voice to determine the speaker’s emotion and have
better interpersonal skills than their monlingual counterparts.
c) Their brain seems to be more efficient as a result of switching between languages.
IV. Schooling: The Three Rs (and More) of Middle Childhood
Learning Objectives 9.6, 9.7
Lecture Launchers 9.3, 9.4, 9.5
Student Activities 9.6, 9.8
A. Schooling Around the World: Who Gets Educated?
1. In the U.S. and most developed countries, a primary school education is both a universal right
and a legal requirement.
2. Children in other parts of the world are not so fortunate.
a) More than 160 million children do not have access to even a primary school education.
b) In developing countries, females receive less formal education than males.
B. Reading: Learning to Decode the Meaning Behind Words
1. Development of reading skill generally occurs in several broad, frequently overlapping stages.
a) Stage 0, from birth to the start of first grade, where children learn the essential prerequisites
for reading, including identification of the letters in the alphabet, writing their names, and
reading a few words.
b) Stage 1, first and second grades, is the first real reading, but it is largely phonological
decoding skill where children can sound out words by sounding out and blending letters.
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c) Stage 2, typically around second and third grades, is when children learn to read aloud with
fluency.
d) Stage 3 extends from fourth to eighth grades and is where reading becomes a means to an
end and an enjoyable way to learn.
e) Stage 4 is where the child understands reading in terms of reflecting multiple points of view.
2. There is an ongoing debate among educators regarding the most effective way to teach reading.
a) Code-based approaches to reading emphasize phonics and how letters and sounds are
combined to make words.
b) Whole-language approaches to reading are based on the notion that children should learn to
read as they learn to talk, by exposure to complete writing and being immersed in literature.
3. The National Research Council, in a landmark decision in 1998, argued that the optimum
approach was to use a combination of elements from both approaches.
C. Educational Trends: Beyond the Three Rs
1. Schools in the U.S. are experiencing a return to educational fundamentals—the three Rs—
reading, writing, and arithmetic.
2. Elementary schools today also stress accountability.
a) Students are likely to take tests, developed at the state or national level, to assess their
competence.
b) Many students are also being given large quantities of homework.
3. Homeschooling is a major educational phenomenon in which students are taught by their parents
in their own homes. Parents choose homeschooling for a variety of reasons:
a) Belief that their child(ren) will thrive with one-on-one attention.
b) Dissatisfaction with instruction and teachers in local schools.
c) Some parents engage in homeschooling for religious reasons.
D. Developmental Diversity: Multicultural Education
1. Culture is a set of behaviors, beliefs, values, and expectations shared by members of a particular
society.
2. Subcultural groups are particular racial, ethnic, religious, socioeconomic, or gender groups
within a given culture.
3. In recent years, the goal has been to establish MULTICULTURAL EDUCATION to help
minority students develop competence in the culture of the majority group while maintaining
positive group identities that build on their original culture.
4. Multicultural education is based on several models.
a) The CULTURAL ASSIMILATION MODEL fosters the view of the American society as
the proverbial melting pot.
b) More recent trends are based on the PLURALISTIC SOCIETY MODEL, which is the
concept that American society is made up of diverse, coequal cultural groups that should
preserve their individual cultural features.
c) Today, most educators recommend that children develop a BICULTURAL IDENTITY by
maintaining their original cultural identity while integrating into the dominant culture.
E. Intelligence: Determining Individual Strengths
1. INTELLIGENCE is the capacity to understand the world, think rationally, and use resources
effectively when faced with challenges.
2. Understanding what is meant by intelligence has proven to be a major challenge—how do you
separate the intelligent from intelligent behavior?
a) Alfred Binet’s pioneering efforts in intelligence testing left three important legacies.
(1) He defined intelligence pragmatically as that which his test measured.
(2) Intelligence tests should be reasonable indicators of school success.
(3) He invented the concept of IQ, INTELLIGENCE QUOTIENT, a measure of
intelligence that takes into account a student’s mental and chronological age ((MA CA
X 100 = IQ).
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(a) MENTAL AGE is the typical intelligence level found for people at a given
chronological age.
(b) CHRONOLOGICAL (OR PHYSICAL) AGE is the actual age of the child taking
the intelligence test.
(c) Scores today are deviation IQ scores, so that the degree of deviation from the
average (100) permits a calculation of the proportion of people who have similar
scores.
(i) Two-thirds of all people fall within 15 points of the average.
(ii) As scores rise and fall beyond this range, the percentage of people falls
significantly.
b) Intelligence tests have become increasingly sophisticated.
(1) On of the most widely used tests today is the STANFORD-BINET INTELLIGENCE
SCALE, Fifth Edition (SB5), a test that consists of a series of items that vary according
to the age of the person being tested.
(2) The WECHSLER INTELLIGENCE SCALE FOR CHILDREN-REVISED (WISC-
III) is a test for children that provides verbal and performance (or nonverbal) skills as
well as a total score.
(3) The WECHSLER ADULT INTELLIGENCE SCALE-REVISED (WAIS-III) is a
test for adults that provides separate measures of verbal and performance (or
nonverbal) skills as well as a total score.
(4) The KAUFMAN ASSESSMENT BATTERY FOR CHILDREN 2 ND EDITION
(KABC-II) tests children’s ability to integrate different kinds of stimuli simultaneously
and to use step-by-step thinking.
c) Intelligence tests are based on the notion that intelligence is composed of a single, unitary
mental ability.
d) Many theorists dispute the notion that intelligence is unidimensional.
(1) Some developmentalists suggest there are two kinds of intelligence.
(a) FLUID INTELLIGENCE is the ability to deal with new problems and situations.
(b) CRYSTALLIZED INTELLIGENCE is the store of information, skills, and
strategies that people have acquired through education and prior experiences, as
well as through their previous use of fluid intelligence.
(2) Howard Gardner suggests there are eight distinct intelligences.
(a) Musical intelligence
(b) Bodily kinesthetic intelligence
(c) Logical mathematical intelligence
(d) Linguistic intelligence
(e) Spatial intelligence
(f) Interpersonal intelligence
(g) Intrapersonal intelligence
(h) Naturalist intelligence
(3) Vygotsky suggests that to assess intelligence, we should look not only at those cognitive
processes that are fully developed, but at those that are currently being developed as
well.
(4) Robert Sternberg developed the triarchic theory of intelligence, which states that
intelligence consists of three aspects of information processing: componential,
experiential, and contextual.
(a) The componential element reflects how people process and analyze information.
(i) Infer relationships between parts
(ii) Solve problems
(iii) Evaluate solutions
(iv) Score highest on traditional IQ tests
219
(b) The experiential element is the insightful component.
(i) Compare new information to what is already known
(ii) Can combine and relate facts in novel and creative ways
(c) The contextual deals with practical intelligence—the demands of everyday
environment.
3. The question of how to interpret differences between intelligence scores of different cultural
groups is a major controversy.
4. If intelligence is primarily determined by heredity and largely fixed at birth, attempts to alter
intelligence will not be successful.
5. If intelligence is largely environmentally determined, modifying social conditions is a promising
strategy for increasing intelligence.
a) Herrnstein and Murray (1994), in the book The Bell Curve, argue that IQ is primarily
inherited.
b) Most developmentalists disagree with The Bell Curve, believing that cultural and social
minority groups may score lower due to the nature of the tests themselves.
F. Below and Above Intelligence Norms: Mental Retardation and the Intellectually Gifted
1. In 1975, Public Law 94–142, called the Education for All Handicapped Children Act, was
enacted.
a) It ensured that children with special needs be put in the LEAST RESTRICTIVE
ENVIRONMENT, the setting that is most similar to that of children without special needs.
b) This act came to be called MAINSTREAMING, an educational approach in which
exceptional children are integrated to the extent possible in the traditional educational
system and are provided with a broad range of educational alternatives.
(1) Research failed to discern any advantages for special-needs children placed in separate,
rather than regular classrooms.
(2) The labeling of students relegated to special classrooms often produced negative
expectations and self-concepts.
(3) Special-needs children must learn to function in a normal environment.
(4) Research shows that special-needs children and normal children benefit from
mainstream classrooms.
(5) The benefits of mainstreaming have led some professionals to promote an alternative
educational model know as full inclusion, the integrations of all students, even those
with the most severe disabilities, into regular classrooms.
2. MENTAL RETARDATION, defined as a significantly subaverage level of intellectual
functioning that occurs with related limitations in two or more skill areas, is found in
approximately 1% to 3% of the school-age population.
a) About 1% to 3% of the school-age population is mentally retarded.
b) Most cases of mental retardation are classified as familial retardation (in which no cause is
apparent, but there is a history of retardation in the family).
c) The most common biological causes are fetal alcohol syndrome and Down syndrome.
d) Mental retardation is typically measured by IQ tests.
(1) Ninety percent are classified as MILD RETARDATION, where IQ is in the range of
50 or 55 to 70.
(a) Can reach third to sixth grade level in school
(b) Can hold jobs and function independently
(2) Five to 10% are classified as MODERATE RETARDATION, where IQ is from 35 or
40 to 50 or 55.
(a) Slow to develop language and motor skills
(b) Generally cannot progress beyond second grade
(c) Capable of training and social skills but typically need supervision
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(3) Those with SEVERE RETARDATION, IQs ranging from 20 or 25 to 35 or 40, and
PROFOUND RETARDATION, where IQ is below 20 or 25, are the most limited.
(a) No speech
(b) Poor motor control
(c) Need 24-hour care
3. Three to 5 % of school-age children are GIFTED AND TALENTED, showing evidence of high
performance capability in areas such as intellectual, creative, artistic, leadership capacity, or
specific academic fields.
a) Contrary to stereotypes, research shows that highly intelligent people also tend to be
outgoing, well-adjusted, and popular.
b) Two approaches to educating the gifted and talented exist.
(1) ACCELERATION, where special programs allow gifted students to move ahead at
their own pace, even if this means skipping to higher grade levels.
(2) ENRICHMENT is an approach through which students are kept at grade level but are
enrolled in special programs and given individual activities to allow greater depth of
study in a given topic.
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LECTURE LAUNCHERS
Lecture Launcher 9.1 Obesity
According to recent statistics, the number of obese or seriously overweight children and adolescents in the
U.S. has more than doubled during the last 30 years. A study released by the National Center for Health
Statistics shows that 4.7 million American children and adolescents are severely overweight. According to the
American Medical Association, children who weigh more than the following are considered overweight:
Boys Girls
Age Height Weight Age Height Weight

6 3’9” 56 6 3’9” 57
8 4’2” 75 8 4’3” 80
10 4’6” 96 10 4’6” 104
12 5’0” 123 12 5’1” 137
14 5’5” 164 14 5’2” 151
The researchers defined obesity as those in the 95th percentile of BMI (Body Mass Index).
BMI = (weight x 2.2 ) (height x .0254)2
The study examined a national sample of nearly 3,000 children and adolescents from 1988 to 1991 and found
some of the steepest increases among African American girls. Among boys, those least likely to be
overweight were whites from 6 to 11 years old and African Americans from 12 through 17.
Experts believe that children are overweight for the same reasons adults are: lack of physical activity as a
result of too much TV, video games, and computers, in addition to eating a diet with too many calories.
In addition to being a serious health hazard (increased risk of heart attacks, high blood pressure, strokes, and
diabetes), being obese carries a social stigma. You can ask the class for any volunteers to talk about whether
they were obese when young or anyone they knew in grade school who was overweight. What were the
consequences?
Sources:
Gibbs, W. W. (August, 1996). Gaining on fat. Scientific American, 88–94.
This up-to-date article is very informative about obesity and the fact that in all industrialized nations, people
are getting heavier. It also dispels the myth that Americans are the heaviest in the world (Western Samoa and
several Pacific islands are worse). There is a good chart showing the health risks of being over a certain BMI.
Lecture Launcher 9.2: Attention-Deficit Hyperactivity Disorder (ADHD)
Students are fascinated with the concept of attention-deficit hyperactivity disorder because they all seem to be
aware of someone who has been diagnosed with it. Your lecture should concentrate on three areas: (a) the
diagnostic criteria for ADHD (see Handouts 9-4, 9-5, 9-6); (b) the effects on school performance and social
interactions; and (c) the treatment of the disorder, which includes stimulants such as Ritalin and Dexadrin and
cognitive behavior training.
Sources:
Barkley, R. A. (1990). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment.
New York: Guilford Press.
222
Russell Barkley: ADHD: More Than an Attention Problem
In this clip, Barkley explains that ADHD is a developmental disorder of self-regulation. There are several
other relevant clips.
http://www.youtube.com/watch?v=KQC-Nk5OOfE
Pellegrini, A. D. & Horvat, M. (1995). A developmental contextualist critique of attention deficit

hyperactivity disorder. Educational Researcher, 24(1), 13–19.
Wallis, C. (July 18, 1994). Life in overdrive. Time. 43–50.

This article debates whether the symptoms of attention-deficit hyperactivity disorder are indicators of
“personality or pathology.”
Lecture Launcher 9.3: Intelligence: What Is It?
You might begin this lecture with a brief history of intelligence testing beginning with the work of Binet in
France. Binet was hired by the French government to develop a method of detecting children who, because of
low intelligence, could be better educated in special schools. He coined the term “IQ” and based it on mental
age and chronological age. Terman, from Stanford, was intrigued by Binet’s test because he was collecting
data on gifted children and needed a way to assess them. He adapted Binet’s test for children in the U.S. and it
became known as the Stanford-Binet, a test still used today. Wechsler thought that the Stanford-Binet had too
much emphasis on verbal skills and devised his to measure verbal and performance skills. Eventually such
theorists as Spearman, Thurstone, and Guilford became interested in defining intelligence. Most of them used
factor analysis to determine if intelligence was one or many abilities. Most agree now that intelligence is
hierarchical with a general, overall intelligence—“g”—which consists of a number of special abilities that
influence overall intelligence. Cattell and Horn thought intelligence could be divided into two major
dimensions: fluid and crystallized. This theory was truly developmental because Cattell and Horn found that
crystallized intelligence increases throughout the life span while fluid intelligence levels off during adulthood
and decreases with age. Gardner and Sternberg thought that intelligence was multiple, not unidimensional,
and should include items besides mathematical, verbal, or visual-spatial skills. Gardner believes there are at
least seven intelligences and that all of us have each of them in some degree. Sternberg’s triarchic theory of
intelligence takes into account those intelligent behaviors typically measured on IQ tests (analytical) in
addition to “street smarts,” the ability to successfully adapt to the environment (practical), and the ability to
generate novel responses and fresh insights (creative). Both Sternberg and Gardner have written extensively
on the educational implications of intelligence.
Sources:
Carrol, J. B. (1982). The measurement of intelligence. In R. J. Sternberg (Ed.), Handbook of human
intelligence. Cambridge: Cambridge University Press.
Gardner, H. & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of
multiple intelligences. Educational Researcher, 18(8), 4–10.
Hunt, E. (1995). The role of intelligence in modern society. American Scientist, 83. 356–368.
Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C.,
Perloff, R., Sternberg, R. J., & Urbana, S. (1996). Intelligence: Knowns and unknowns. American
Psychologist, 51(2), 77–101.
This article is the joint effort of a task force put together by the American Psychological Association to set out
an authoritative report on what exactly is known about intelligence.
223
Sternberg, R. J. (1996). Myths, countermyths, and truths about intelligence. Educational Researcher, 25(2),
11–16.
Lecture Launcher 9.4: Learned Optimism: A Vaccine Against Depression?
According to Feldman, between 2% and 5% of school-age children suffer from depression. Most experts
agree that the current rate of childhood depression is surprisingly high, in fact, it is ten times the rate of the
1950s (Seligman et al, 1995). Although there are various theories about why children become depressed (e.g.,
genetics, biochemical, cognitive, and environmental, to name a few), Martin Seligman believes that childhood
depression occurs when the child feels helplessness in the face of hardship and failure. His theory, called
learned helplessness, proposes that when children are faced with prolonged stress, pain, anger, sadness, or
anxiety, parents rush in to protect them from these negative feelings. As a consequence, children fail to
develop the skills necessary to make changes in order to eliminate the negative feelings. As a result, when life
gets tough, the child feels pessimistic about being able to cope or change things. The child believes that
problems will last forever and will give up trying to do anything about them.
Seligman believes that it is possible to vaccinate children against pessimistic thinking and depression.
Modeled on the polio vaccine developed by Jonas Salk, Seligman and colleagues designed the Penn
Prevention Program to help parents and children learn skills to face adversity with the optimism to galvanize
change.
Based on techniques therapists use to help depressed patients, the Penn program is simple.
1. Thought Catching: Learn to recognize the automatic thoughts that occur to you when you feel depressed.
2. Evaluating: Acknowledge the fact that the things you say to yourself are not necessarily accurate.
3. More Accurate Explanations: Learning to challenge automatic thoughts with new explanations that may
be more truthful.
4. Decatastrophizing: Learning to direct energy to solving the problem at hand rather than thinking of the
worst possible consequences.
Source:
Seligman, M. E. with Reivich, K., Jaycox, L., & Gillham, J. (1995). The optimistic child. Boston: Houghton
Mifflin.
Lecture Launcher 9.5: Do Rewards Affect Motivation and Learning?
Does giving children A’s, toys, candy, or money undermine their interest in learning? Long ago E. L.
Thorndike concluded that learning is controlled by its consequences. If a behavior is reinforced, it is more
likely to be repeated. Ever since, generations of educators and parents have been rewarding children hoping to
reinforce their motivation to learn. Unfortunately, many studies have shown that when children are given
rewards for their behavior, they often lose interest in that behavior compared to students who are not given
rewards.
Should we abolish grades, incentives, and even praise? First, it is important to make a distinction among
various types of rewards. Intrinsic rewards are ones that naturally follow from performing a behavior well,
such as seeing a tennis ball go over the net when it is hit well. Extrinsic rewards come from an outside source,
such as praise from a teacher, or candy for reading a certain number of books. Extrinsic rewards have been
shown to negatively affect motivation—but only under certain conditions.
Rewards can be categorized into three types of contingencies (what the reward is predicated on).
224
Task-contingent rewards: Children are rewarded merely for participating in an activity without regard to any
standard of performance. Most studies find that motivation and interest decline in task-contingent situations.
Performance-contingent rewards: Children are rewarded when they meet certain performance criteria.
Research is mixed here; sometimes these rewards reduce interest in an activity and sometimes they don’t.
Success-contingent rewards: Children are given rewards for a good performance that is linked to achievement
of a goal. These types of rewards have been shown to increase interest and motivation.
Alfie Kohn believes that a system of rewards (regardless of whether they are task, performance, or success
contingent) are inherently limiting because they serve only to manipulate people’s behavior. Once the rewards
stop, argues Kohn, children’s attitudes toward the learning or their commitment to learning may not change.
Therefore, for learning to be rewarding in and of itself, it must be made meaningful—something children
want to do because it helps them make sense of their world. Kohn suggests the following ways to tap
children’s motivation and sense of discovery. You might want to ask your own students for ways teachers,
parents, and coaches can specifically implement these suggestions.
Allow for active learning.

Give reasons for assignments.
Elicit their curiosity.
Set an example.
Welcome mistakes.
Sources:
Chance, P. (November, 1992). The rewards of learning. Phi Delta Kappan, 200–207.
Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other
bribes. New York: Houghton Mifflin.
Murray, B. (June, 1997). Rewards should be given when defined goals are met. APA Monitor, 26.
225
STUDENT ACTIVITIES
Student Activity 9.1
Arrange to bring in the Wechsler Intelligence Scale for Children-Revised (WISC-R). Show the class the
various subtests included in the Verbal Scale and the Performance Scale. You might want to break your class
into groups and let them try some of the items themselves. Ask your students to discuss whether these tests
are valid measures of intelligence. (This is an especially useful exercise if you have had your students
previously come up with their own definitions of intelligence.)
If you can round up some children of various ages (from about 5 through 12 works well), demonstrate
Piaget’s tasks for your class. Students gain a much better understanding of Piaget from actually seeing how
children think through the various tasks and especially the errors they make. Remind your class that Piaget
always asked his subjects to justify their answers. This always proves to be a very popular classroom
demonstration, especially if some of the children are brought in by your students. Pass out copies of Handout
9-3 to help students with their observations. Some additional tasks include:
1. Ask the child if he or she has any sisters (or brothers). Then ask the child if their sister (or brother) has
any sisters.
2. Have an uneven amount of poker chips (or beads) of two different colors (e.g., blue and white). Ask the
child, “Are there more blue chips or poker chips?”
3. Ask for a volunteer from your class. Then ask the child to hide a candy bar somewhere in the room and
make sure that the child knows that the student volunteer can see where he or she is hiding the candy.
Then ask the student volunteer to leave the room. Conspiratorially, tell the child that you are going to
move the candy bar and hide it somewhere else. The child hides the candy again. Now ask the child
where the student will look for the candy bar when he or she returns to the room.
Have students form groups and come up with their own definition of intelligence. Then have them devise a
method for assessing children according to their definition. You can show the video Intelligence: A Complex
Concept either before or afterwards.
Your students might enjoy debating some issues pertaining to middle childhood. A good source to stimulate
their thinking is DelCampo & DelCampo’s Taking Sides: Clashing Views on Controversial Issues in
Childhood and Society (see Supplemental Reading for a complete reference). Some issues include: Is
television viewing harmful for children? Is homeschooling an effective method of education? Should
bilingual education programs be abandoned?
Using Handout 9-2 and a copy of the Bane & Jencks article (See Supplemental Reading), have your
students reflect on their opinions about IQ.
226
Have students interview an elementary school teacher or school psychologist about the role of testing in the
schools. They should prepare an essay explaining the similarities and differences between intelligence tests
(e.g., WISC-III, WAIS-III) and aptitude tests (e.g., Iowa Test of Basic Skills, Stanford Achievement Test).
Students will enjoy replicating some of Piaget’s classic tasks with children of various ages. Use Handout 9-3.
Have your students find a school in their area that mainstreams disabled children. Your students should plan
to observe the class for several days. See Handout 9-7 for questions about this experience.
Student Activity 9.9: Reflective Journal
Use Handout 9-1 to help students reflect on the culture they grew up in as children, including their individual
subculture.
227
SUPPLEMENTAL READING
Anastasi, A. (1988). Psychological testing (6th ed.). New York: Macmillan.
This is the bible of psychological testing and is a good reference for the various tests used to assess
intelligence and school aptitude.
Armstrong, T. (1993). 7 kinds of smart: Identifying and developing your many intelligences.
New York: Plume.
Based on Gardner’s seven intelligences, this book includes checklists that you can use in your class to let
students determine which of their intelligences are strongest.
Bane, M. J. & Jencks, C. (1976). Five myths about your IQ. In N. J. Block & G. Dworkin (Eds.), The IQ
controversy. New York: Pantheon.
DelCampo, R. L. & DelCampo, D. S. (1995). Taking sides: Clashing views on controversial issues in
childhood and society. Guilford, CT: Dushkin.
This is a good source for classroom discussions. There is an instructor’s manual available to help with
methods and techniques for classroom discussions.
Hallowell, E. M. & Ratey, J. J. (1994). Driven to distraction: Recognizing and coping with attention-deficit
disorder from childhood through adulthood. New York: Touchstone.
An excellent reference on ADHD.
Perkins, D. (1995). Outsmarting IQ. New York: Free Press.

A researcher at Harvard, Perkins presents a compelling argument that intelligence can be taught.
Sternberg, R. J. (Ed.), (1982). The handbook of human intelligence. New York: Cambridge University Press.
This is an excellent reference on intelligence and intelligence testing.
Special Issues
1. The October 31, 1994, issue of The New Republic devoted nearly the entire issue to critiques of
Herrnstein & Murray’s The Bell Curve. Two other sources of information are:
Morganthau, T. (October 24, 1994). IQ: Is it destiny? Newsweek. 53–60.
Gould, S. J. (November 28, 1994). Curveball. The New Yorker. 139–149.
2. The February 1989 issue of American Psychologist has some articles especially pertinent for
Chapter 9. It is worth buying a back copy for reference. Some especially relevant articles include:
Chalfant, J. C. (1989). Learning disabilities: Policy issues and promising approaches. 392–398.
Hakuta, K. & Garcia, E. E. Bilingualism and education. 374–379.
Henker, B. & Whalen, C.K. Hyperactivity and attention deficits. 216–223.
Landesman, S. & Ramey, C. Developmental psychology and mental retardation: Integrating scientific
principles with treatment practices. 409–415.
228
Reis, S. M. Reflections on policy affecting the education of gifted and talented students: Past and future
perspectives. 399–408.
Weinberg, R. A. Intelligence and IQ: Landmark issues and great debates. 98–104.
3. The March 1992 issue of Educational Researcher is a special issue devoted to bilingual education.
229
MULTIMEDIA IDEAS
MyDevelopmentLab Video Series + Discussion Questions
The MyDevelopmentLab Video Series engages students and brings to life a wide range of topics spanning
prenatal through the end of the lifespan. New international videos shot on location allow students to observe
similarities and differences in human development across various cultures.
Video: Physical Fitness

Discussion Questions
1. What are some of the benefits of sports camps to children?

2. The person interviewed in this video discusses playing tennis versus video games. Compare and contrast
these activities. Do you feel that video gaming is a detriment to the physical health of children?
3. What are some of the reasons that some children are better at certain sports than others?
Video: School and Education in Middle Childhood Across Cultures

Discussion Questions
1. What common educational threads do you see among the individuals in this video?
2. If you did not know the teacher in this video was from Africa, would you think (based on her responses)
that she could have been discussing teaching in the U.S.?
3. What are your thoughts on the American mother’s comments that “it takes a village” to raise a child?
Purchase access to MyDevelopmentLab at www.pearsonhighered.com or www.mydevelopmentlab.com.
230
Additional Video Resources
Cognitive Development (Insight Media, 1990, 30 minutes)
This video illustrates Piaget’s stages of cognitive development.
Concrete Operations (Davidson Films, 1994, 30 minutes)

David Elkind uses Piaget’s clinical interview with children 4 to 9 years old illustrating centering and
reversibility.
Conservation (Davidson Films, 29 minutes)

A video showing children of various ages performing conservation tasks.
Coping with Attention-Deficit Disorder in Children (Films for the Humanities and Sciences, 27 minutes)
Explains the causes, symptoms, and treatments for ADHD.
Coping with Learning Disabilities (Films for the Humanities and Sciences, 25 minutes)
Adults explain what life was like as a child with learning difficulties.
The Diagnosis and Treatment of Attention-Deficit Disorder in Children (Films for the Humanities and
Sciences, 27 minutes)
Shows the various diagnostic and treatment options for ADHD.
Dealing with Dyslexia (Films for the Humanities and Sciences, 24 minutes)
The warning signs and benefits of early diagnosis and treatment and their effects on academic performance.
Down Syndrome (Films for the Humanities and Sciences, 28 minutes)

A Phil Donahue program about children with Down Syndrome and the remarkable progress made with their
training and education today.
Dyslexia: Diagnosis and Prognosis (Films for the Humanities and Sciences, 26 minutes)
Explores the nature and probable reasons for this learning disability.
Dyslexia: Diagnosis and Therapy (Films for the Humanities and Sciences, 52 minutes)
Eight children help show the symptoms and therapies used to treat this reading disorder.
Dyslexia: Diagnosis and Treatment (Films for the Humanities and Sciences, 52 minutes)
This program explores the many ways in which dyslexia is manifested.
The Elementary Mind (Insight Media, 30 minutes)

A video that explores Piaget’s concrete operational stage. Also discusses intelligence testing.
I’m Not Stupid: Learning Disabilities (University of Wisconsin, 1986, 28 minutes)
In a Class of His Own (Films for the Humanities and Sciences, 26 minutes)
This film captures how difficult it is to be an exceptionally bright child.
Intelligence (RMI Media, 1990, 30 minutes)

Discusses the problems in defining and measuring intelligence.
231
IQ Testing and the School (Insight Media, 1991, 60 minutes)
Discusses the issues of reliability and validity of such tests as the WISC-R. Also discusses the special needs
of learning-disabled children and gifted children.
Learning Disabilities (Films for the Humanities and Sciences, 19 minutes)

What are learning disabilities? This program discusses how they are often misdiagnosed and misunderstood.
Out of Control (Filmmakers Library, 1988, 14 minutes)

A video about hyperactivity.
Overweight Kids (Films for the Humanities and Sciences, 18 minutes)

Insights into the social and emotional effects of being overweight as a child.
Ritalin: A Drug Treatment for Attention-Deficit Disorder (Films for the Humanities and Sciences, 20 minutes)
Explores the pros and cons of drug use as treatment for attention disorders.
Sean’s Story—A Lesson in Life (ABC News/Prentice Hall, 1994, 16:36 minutes)
This ABC News special presents two Down Syndrome boys, one (Sean) who is in a regular classroom, called
“inclusion,” and Bobby, who is attending a special school for handicapped children. The special explores the
pros and cons of both situations by interviewing the boys’ mothers and teachers.
Social-Cultural Differences (Insight Media, 30 minutes)

This video looks at how culture, socioeconomic status, and gender affect children’s learning and school
experiences.
Stuttering (Films for the Humanities and Sciences, 28 minutes)

The impact of stuttering and therapies designed to help stutterers from childhood through adulthood.
Tube of Plenty (ABC News/Prentice Hall, 1995, 7:17 minutes)

This Prime Time Live segment presents Dr. Milton Chen, who wrote the book Smart Parents’ Guide to Kids’
TV and his suggestions about how to control their amount of TV watching. An interesting statistic is that by
graduation from high school, the average American child has watched 18,000 hours of TV (versus 13,000
hours in the classroom).
232
HANDOUTS
Handout 9-1
See Reflective Journal exercise.
Handout 9-2
Use this handout to encourage your students to think critically about the role of IQ and success in life and in
school. If you would like your students to read Bane and Jencks’ answers, you may want to give them the
reference or have it available on reserve at your library. (See Student Activities.)
Handout 9-3
This handout can be used as an out-of-class assignment or as a guide to students’ observations in a classroom
demonstration.
Handout 9-4
Handout 9-5
Handout 9-6
Use these as handouts or make overhead slides to accompany your lecture on ADHD.
Sources:
American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4th ed.).
Washington, DC: Author.
Barkley, R. A. (1990). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment.
New York: Guilford Press.
Handout 9-7
Use this handout for classroom observations of exceptional children.
233
Handout 9-1
REFLECTIVE JOURNAL EXERCISE #9
The purpose of this exercise is to reflect on the influence of family characteristics on your socialization and
development. What socioeconomic status was your family? On what do you base your answer? What ethnic
group(s) did your family identify with? List any values, beliefs, attitudes, holidays, foods, etc., supported by
your ethnic group(s). What religion did your family practice? Describe the effects of that religion on your
school years. How did your family feel about education and future goals? Were they supportive? Did you
experience any school difficulties (e.g., poor or failing grades, behavior problems, truancy, etc.) during your
elementary school years? How did your family react to these? How do you think your upbringing affects how
you plan to (or already do) raise your own family?
234
Handout 9-2
WHAT’S YOUR OPINION ABOUT IQ?
Mary Jo Bane and Christopher Jencks argue that if intelligence is inherited, there is nothing the schools or
anyone can do to improve a child’s chances in life. Below are five “myths” Bane and Jencks say are
commonly accepted as true. What do you think? Using your own experience, respond to each “myth.”
1. IQ tests are the best measure of human intelligence.

2. The poor are poor because they have low IQs. Those with high IQs end up in well-paid jobs.
3. Your IQ is overwhelmingly determined by your genetic endowment.
4. The main reason African American children and poor, white children have low IQ scores is that they have
“bad” genes.
5. Improving the quality of the schools will go a long way toward wiping out the differences in IQ and
school achievement and, therefore, in children’s life chances.
235
Handout 9-3
PIAGETIAN TASKS
Administer the following tasks to two or more children individually. (This is much more useful if you select
children of different ages, such as one age 5 and another age 10.) Take notes about what you do. Pay special
attention to the concepts of centering and reversibility. Reflect on what you discover and evaluate the
usefulness of Piaget’s theory of cognitive development.
1. Perspective Taking
Ask your subjects the following questions.
“Pretend that your ____________ (friend, teacher, aunt, uncle) is going to have a birthday, and you want to
surprise him/her with a gift he/she will really like. How would you decide what kind of gift _______ would
really like?”
Reflection: What cognitive strategies, insight, and social inference does each subject reveal in determining
what gift would please a person? Does the subject consider age, gender, etc.?
2. Conservation of Volume
Have two identical containers (e.g., glasses) and a third which is either taller and slimmer or shorter and
fatter. Have a pitcher of water (you may want to color it for emphasis).
Give the subject the similar containers. Say, “Please pour water into both so that each has exactly the same
amount of water.” “Do both have exactly the same amount of water?” “How do you know?”
Give the subject the third, different container. Say, “Now take one_____ (e.g., glass) and pour it into this new
one.” “Now, do they both have the same amount of water?” “How do you know?” “Pour this new one back
into the original one. Now is there the same amount of water?” “How do you know?”
Reflection: What similarities/differences did you note about the explanations?
3. Conservation of Number
Have 12 pennies or poker chips. With the child and you seated at a table, lay out the items in two identical
and parallel rows, equally spaced and identical in length.
Say, “Which row has more pennies, this one or this one, or are there the same number in each row?”
“Are you sure? How do you know? How many pennies are there in each row?”
Spread out one of the rows to about twice its length. Repeat the above questions. Then say, “But there must be
more in this row because it looks longer.”
“Now let’s put the pennies into two piles.”
While doing so, secretly remove a penny from one pile.
“Are there still the same number of pennies in each pile? How do you know? Why don’t you count them to be
sure. Why are they different now?”
236
4. Conservation of Mass
Have two balls of play dough. Say, “Do these two balls have the same amount of play dough?” If subject says
no, say, “Why don’t you make it so they both have the same amount of play dough?” “Are you sure they have
the same amount? How do you know?”
Then say, “Okay, now roll out one of these balls into a snake.” Ask, “Now, do both have the same amount of
play dough?” “How do you know?”
Say, “Now, make the snake back into a ball.” “Do both balls have the same amount of play dough?” “How do
you know?”
5. Prediction
Have some M&Ms and a brown paper lunch sack. With the subject, select 10 red M&Ms, 5 yellow M&Ms,
and 2 blue M&Ms. Have the subject count them out with you. Put all 17 M&Ms into the sack. Say, “Now, if I
put my hand into the sack and take out only one M&M, what color do you think it will be? Why?”
Reflection: What similarities/differences did you note about the explanations? Did some of the children’s
responses surprise you? Why? What do their errors tell you about their thinking? Do you think Piaget was
correct about his theory of cognitive development?
237
Handout 9-4
DIAGNOSTIC CRITERIA FOR ATTENTION-DEFICIT HYPERACTIVITY DISORDER (ADHD)
• SYMPTOMS MUST PERSIST FOR AT LEAST SIX MONTHS
• SYMPTOMS SHOULD HAVE BEGUN BEFORE AGE SEVEN
• SYMPTOMS PRESENT IN AT LEAST TWO SITUATIONS
• DISORDER IMPAIRS FUNCTIONING
• SYMPTOMS NOT EXPLAINED BY ANOTHER DISORDER SUCH AS
o ANXIETY
o SCHIZOPHRENIA
o MANIA
o DISSOCIATIVE DISORDER
o PERSONALITY DISORDER
o DEVELOPMENTAL DISORDER
238
Handout 9-5
ADHD: HYPERACTIVITY/IMPULSIVITY
HYPERACTIVITY
• SQUIRMS OR FIDGETS
• INAPPROPRIATELY LEAVES SEAT
• INAPPROPRIATELY RUNS AND CLIMBS
• HAS TROUBLE QUIETLY PLAYING
• APPEARS DRIVEN OR “ON THE GO”
• TALKS EXCESSIVELY
IMPULSIVITY
• ANSWERS QUESTIONS BEFORE ASKED
• HAS TROUBLE WAITING TURN
• INTERRUPTS OR INTRUDES ON OTHERS
239
Handout 9-6
ADHD: INATTENTION
• FAILS TO PAY CLOSE ATTENTION TO DETAILS
• MAKES CARELESS ERRORS
• DOESN’T APPEAR TO LISTEN
• DOES NOT FOLLOW THROUGH ON INSTRUCTIONS OR CHORES
• HAS TROUBLE ORGANIZING TASKS OR ACTIVITIES
• DISLIKES OR AVOIDS SUSTAINED MENTAL EFFORT
• LOSES MATERIALS
• EASILY DISTRACTED
• FORGETFUL
240
Handout 9-7
OBSERVING EXCEPTIONAL CHILDREN IN THE CLASSROOM
Observe a class where at least one child is mainstreamed.
1. Describe two teacher-child interactions.
2. Describe two child-peer interactions.
3. What modifications have been made to the classroom or school building for mainstreamed children?
4. What special support services (for example, transportation, tutoring, interpreting, large print books,
psychological/physical/speech therapy, etc.) are available to the child(ren) you are observing?
5. Interview the teacher about the Individual Education Plan (IEP) for the child(ren). What are the
educational objectives? How are they accomplished? How is the child evaluated?
241
Development Across the Life Span Feldman 7th Edition Solutions Manual
Handout 9-8
WHO’S GIFTED?
CHARACTERISTICS TO LOOK FOR:
• an advanced vocabulary
• outstanding memory
• curious about many things; asks lots of questions
• has many interests and hobbies
• is intense; gets totally absorbed in activities and thoughts
• operates on higher levels of thinking than same age peers
• perceives subtle cause-effect relationships
• catches on quickly
• is sensitive to beauty, other’s feelings and emotions
• possesses an advanced sense of justice
• sees connections between apparently unconnected ideas
• may prefer to work alone; resists cooperative learning
• street-smart; may not do well on school tasks
• displays original ideas; fluent in idea generation
• able to elaborate; values nonconformity
• may procrastinate and be perfectionistic
Source: Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Free Spirit.
242
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Learning Objectives 211

Key Terms and Concepts 212

Chapter Outline 213

Lecture Launchers 222

Student Activities 226

Supplemental Reading 228

Multimedia Ideas 230

Visit TestBankBell.com to get complete for all chapters

Chapter Outline Instructor’s Resources Professor Notes

< Return to Contents

9.2 What are the main health concerns of school-age children?

9.6 What are some trends in schooling today?

< Return to Contents

< Return to Contents

I. Prologue: La-Toya Pankey and The Witches

< Return to Contents

Age Height Weight Age Height Weight

Lecture Launcher 9.2: Attention-Deficit Hyperactivity Disorder (ADHD)

Pellegrini, A. D. & Horvat, M. (1995). A developmental contextualist critique of attention deficit

Wallis, C. (July 18, 1994). Life in overdrive. Time. 43–50.

Lecture Launcher 9.3: Intelligence: What Is It?

Lecture Launcher 9.4: Learned Optimism: A Vaccine Against Depression?

Lecture Launcher 9.5: Do Rewards Affect Motivation and Learning?

Allow for active learning.

< Return to Contents

Student Activity 9.2

Student Activity 9.3

Student Activity 9.4

Student Activity 9.5

Student Activity 9.7

Student Activity 9.8

Student Activity 9.9: Reflective Journal

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Perkins, D. (1995). Outsmarting IQ. New York: Free Press.

Morganthau, T. (October 24, 1994). IQ: Is it destiny? Newsweek. 53–60.

Gould, S. J. (November 28, 1994). Curveball. The New Yorker. 139–149.

Hakuta, K. & Garcia, E. E. Bilingualism and education. 374–379.

Henker, B. & Whalen, C.K. Hyperactivity and attention deficits. 216–223.

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MyDevelopmentLab Video Series + Discussion Questions

Video: Physical Fitness

1. What are some of the benefits of sports camps to children?

Video: School and Education in Middle Childhood Across Cultures

Purchase access to MyDevelopmentLab at www.pearsonhighered.com or www.mydevelopmentlab.com.

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Concrete Operations (Davidson Films, 1994, 30 minutes)

Conservation (Davidson Films, 29 minutes)

Down Syndrome (Films for the Humanities and Sciences, 28 minutes)

The Elementary Mind (Insight Media, 30 minutes)

I’m Not Stupid: Learning Disabilities (University of Wisconsin, 1986, 28 minutes)

Intelligence (RMI Media, 1990, 30 minutes)

Learning Disabilities (Films for the Humanities and Sciences, 19 minutes)

Out of Control (Filmmakers Library, 1988, 14 minutes)

Overweight Kids (Films for the Humanities and Sciences, 18 minutes)

Social-Cultural Differences (Insight Media, 30 minutes)

Stuttering (Films for the Humanities and Sciences, 28 minutes)

Tube of Plenty (ABC News/Prentice Hall, 1995, 7:17 minutes)

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See Reflective Journal exercise.

Use this handout for classroom observations of exceptional children.