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Chapter 9

Ask Yourself

Ask Yourself

This activity contains 24 questions.

	REVIEW: What aspects of physical growth account for the long-legged appearance of many 8- to 12-year-olds? (p. 290)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	CONNECT: Select one of the following health problems of middle childhood: myopia, obesity, asthma, or unintentional injuries. Explain how both genetic and environmental factors contribute to it. (pp. 291–294)b>   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	APPLY: Nine-year-old Allison thinks she isn’t good at sports, and she doesn’t like physical education class. Suggest some strategies her teacher can use to improve her pleasure and involvement in physical activity (pp. 296–298)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	REFLECT: Did you participate in organized sports as a child? What kind of climate for learning did coaches and parents create? What impact do you think your experiences had on your development? (pp. 294–298)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	REVIEW: Children’s performance on conservation tasks illustrates a continuum of acquisition of logical concepts. Review the preceding sections and list additional examples of gradual development of logical reasoning. (pp. 298–300)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	APPLY: Nine-year-old Adrienne spends many hours helping her father build furniture in his woodworking shop. How might this experience facilitate Adrienne’s performance on Piagetian seriation problems? (p. 299)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	CONNECT: Explain how advances in perspective taking contribute to school-age children’s improved ability to draw and use maps. (p. 299)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	REFLECT: Which aspects of Piaget’s description of the concrete operational child do you accept? Which do you doubt? Explain, citing research evidence. (pp. 298–301)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	REVIEW: Cite evidence that school-age children view the mind as an active, constructive agent. (pp. 302–305)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	APPLY: After viewing a slide show on endangered species, second and fifth graders were asked to remember as many animals as they could. Explain why fifth graders recalled much more than second graders. (pp. 303–305)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	APPLY: Lizzie knows that if you have difficulty learning part of a task, you should devote extra attention to that part. But she plays each of her piano pieces from beginning to end instead of practicing the hard parts. What explains Lizzie’s failure to engage in cognitive self-regulation? (p. 306)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	REFLECT: In your own elementary school math education, how much emphasis was placed on computational drill and how much on understanding of concepts? How do you think that balance affected your interest and performance in math? (pp. 306–308)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	REVIEW: Using Sternberg’s triarchic theory and Gardner’s theory of multiple intelligences, explain the limitations of current mental tests in assessing the diversity of human intelligence. (pp. 309–311)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	APPLY: Lonnie, an African-American fourth grader, does well on homework assignments. But when his teacher announces, “It’s time for a test to see how much you’ve learned,” Lonnie usually does poorly. How might stereotype threat explain this inconsistency. (p. 314)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	CONNECT: Explain how dynamic assessment is consistent with Vygotsky’s zone of proximal development and with scaffolding. (See Chapter 7, pages 235–236.) (p. 314)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	REFLECT: Do you think that intelligence tests are culturally biased? What observations and evidence influenced your conclusions? (pp. 313–315)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	REVIEW: Cite examples of how language awareness fosters school-age children’s language progress. (pp. 315–316)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	APPLY: Ten-year-old Shana arrived home from soccer practice and remarked, “I’m wiped out!” Megan, her 5-year-old sister, looked puzzled and asked, “What did’ya wipe out, Shana?” Explain Shana’s and Megan’s different understandings of this expression. (pp. 315–316)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	CONNECT: How can bilingual education promote ethnic minority children’s cognitive and academic development? (pp. 317–318)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	REFLECT: Did you acquire a second language at home or study one in school? When did you start, and how proficient are you in the second language? Considering research on bilingualism, what changes would you make in your own second-language learning, and why? (pp. 317–318)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	REVIEW: List some teaching practices that foster children’s achievement and some that undermine it. Provide a brief explanation of each practice. (pp. 319–321)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	APPLY: Sandy wonders whether she should enroll her child in a multigrade class of first and second graders. How would you advise Sandy, and why? (p. 321)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	CONNECT: Review research on child-rearing styles on pages 279–280 in Chapter 8. What style do gifted children who realize their potential typically experience? Explain. (pp. 322–323)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

	REFLECT: What grouping practices were used in your elementary education—homogeneous, heterogeneous, or a combination? What impact do you think those practices had on your motivation and achievement? (p. 321)   To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.

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