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• Componential Element


  The analytic aspect of intelligence; it determines how efficiently people process information. It helps people solve problems, monitor solutions, and evaluate the results. Some people are more effective information processors than others.
• Experiential Element


  Insightful or creative; it determines how people approach novel or familiar tasks.
• Contextual Element


  Practical; it helps people deal with their environment.
• Tacit knowledge


  Sternberg's term for information that is not formally taught but is necessary to get ahead.
• Decoding


  The child sounds out the word, translating it from print to speech before retrieving it from long-term memory.
• Visual Based Retrieval


  As simple as looking at the word and retrieving it.
• Intellectual Disability


  Significantly subnormal cognitive functioning. Also referred to as cognitive disability.
• Learning Disability


  Disorders that interfere with specific aspects of learning and school.
• Dyslexia


  Developmental disorder in which reading achievement is substantially lower than predicted by IQ or age.
• Dysgraphia


  Written/ Handwriting
• Dyscalcula


  Solvings/ numbers
• Dyspraxia


  Motor Skills
• Attention- Deficit- Hyperactivity Disorder (ADHD)


  Syndrome characterized by persistent inattention and distractibility, impulsivity, low tolerance for frustration, and inappropriate over activity.
• Creativity


  Ability to see situations in a new way, to produce innovations, or to discern previously unidentified problems and find novel solutions
• Convergent Thinking


  Thinking aimed at finding the one right answer to a problem.
• Divergent Thinking


  Thinking that produces a variety of fresh, diverse possibilities.
• Representation Systems


  In neo-Piagetian terminology, the third stage in development of self-definition, characterized by breadth, balance, and the integration and assessment of various aspects of the self.
• Industry VS Inferiority


  According to Erikson (1982), a major determinant of self-esteem is children's view of their capacity for productive work, which develops in his fourth stage of psychosocial development: industry versus inferiority. As with all of Erikson's stages, there is an opportunity for growth represented by a sense of industry and a complementary risk represented by inferiority.
• Coregulation


  Transitional stage in the control of behavior in which parents exercise general supervision and children exercise moment-to- moment self-regulation.
• Internalizing Behavior


  Behaviors by which emotional problems are turned inward. For example, anxiety or depression.
• Externalizing Behavior


  Behaviors by which a child acts out emotional difficulties. For example, aggression or hostility
• Prejudice


  Unfavorable attitude toward members of certain groups outside one's own, especially racial or ethnic groups.
• Popular


  Children receive many positive nominations and few negativenumber of negative nominations.
• Rejected


  They receive a large number of negative nominations
• Neglected


  Receive few nominations of any kind.
• Controversial


  Receive many positive and negative nominations
• Average


  Do not receive an unusual number of either positive or negative nominations.
• Perceived Popularity


  Which children are best likely by their peers.
• Five Stages of Friendship (Robert Selman)

  1. Momentary Playmateship (Ages 3 to 7)

  2. One-Way Assistance (Ages 4 to 9)

  3. Two-Way-Fair-Weather Cooperation (Ages 6 to 12)

  4. Intimate, Mutually, Shared Relationships (Ages 9 to 15)

  5. Autonomous (Beginning at age 12)
• Instrumental Aggression


  Aggression intended to hurt another person, proportionately increases, often taking verbal rather than physical form.
• Relational Aggression


  Involves harming another person's social status and damaging relationships
• Hostile Attribution Bias


  Tendency to perceive others as trying to hurt one and to strike out in retaliation or self-defense.
• Bullying


  Aggression deliberately and persistently directed against a particular target, or victim, typically one who is weak, vulnerable, and defenseless. Proactive, Reactive
• Oppositional Defiant Disorder (ODD)


  Pattern of behavior, persisting into middle childhood, marked by negativity, hostility, and defiance.
• Conduct Disorder


  Repetitive, persistent pattern of aggressive, antisocial behaviour violating societal norms or the rights of others.
• Separation Anxiety Disorder


  Condition involving excessive, prolonged anxiety concerning separation from home or from people to whom a person is attached.
• School Phobia


  Unrealistic fear of going to school. May be a form of separation anxiety disorder or social phobia.
• Social Phobia


  Extreme fear and/or avoidance of social situations.
• Generalized Anxiety Disorder (GAD)


  Anxiety not focused on any single target.
• Obsessive-Compulsive Disorder (OCD)


  Anxiety aroused by repetitive, intrusive thoughts, images, or impulses, often leading to compulsive ritual behaviors.