Psych 19 Ch. 9

A greater than 20 percent increase over healthy weight, based on body mass index (BMI) - a ratio of weight to height associated with body fat.

A BMI above the 85th percentile for a child is considered overweight, a BMI above the 95th percentile is obese

• -Overweight parents
• -Low SES (social economic status)
• -Parents' feeding practices
• -Overfeeding
• -Overly controlling
• -Low physical activity
• -Television
• -Cultural food environment

• Two most effective:
• -Family based interventions
• -Focus on changing behavior

Extends from about 7 to 11 years and marks a mahor turning point in cognitive development. Thought is far more logical, flexible, and organized than it was earlier.

Capacity to think through a series of steps and then mentally reverse direction, returning to the starting point.

Ability to order items along a quantitative dimension, such as length or weight

Concrete operational child can also seriate mentally

Their mental representations of familiar large-scale spaces, such as their neighborhood or school

Repeating the information to themselves

Grouping related items together

Creating a relationship, or shared meaning, between two or more pieces of information that do not belong to the same category

Process of continuously monitoring progress toward a goal, checking outcomes and redirecting unsuccessful efforts

Argued that reading should be taught in a way that parallels natural language learning. From the beginning, children should be exposed to text in its complete form - stories, poems, letters, posters and lists - so that they can appreciate the communicative function of written language

Believing that children should first be coached on phonics - the basic rules for translating written symbols into sounds. Only after mastering these skills should they get complex reading material

Intelligent behavior involves balancing all three intelligences to achieve success in life according to one's personal goals and the requirements of one's cultural community. Identifies three broad, interacting intelligences:

1.Analytical Intelligence: or information-processing skills

2.Creative Intelligence: Capacity to solve novel problems

3.Practical Intelligence: Application of intellectual skills in everyday situations.

Defines intelligence in terms of distinct sets of processing operations that permit individuals to engage in a wide range of culturally valued activities. Dismissing the idea of general intelligence, Gardner proposes at least eight independent intelligences