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Chapters 12 and 13
Terms in this set (13)
An intervention that encourages learned-helpless children to believe they can overcome failure by exerting more effort.
A form of supervision in which parentsexercise general oversight while permitting children to take charge of moment-by-moment decision making.
Attribution of success to extrenal factos such as luck, and failure to low ability, which cannot be inproved through effort.
Attributions that credit success to ability, which can be improved by trying hard and failure to isufficient effort.
A strategy for managing emotion in which the individual appraises the situation as changeable, identifies the difficulty, and decides what to do about it.
A subtype of rejected children who are passive, socially awkward and overwhelmed by social anxiety.
Children who are without adult supervision for some period of time after school.
A childhood disorder involving inattentiveness, impulsivity, and excessive motor activity, often leading to academic and social problems.
Collaboration on a task by a small group of classmates who work toward common goals by resolving differences of opinion, sharing responsiblities, and providing one another with sufficient explanation to correct misunderstandings.
A set of emotional abilities that enable individuals to process and adapt to emotional information. Measured by tapping the moetional skills people use to manage their own emotions and interact competently with others.
A teaching method in which a teacher and two to four students form a cooperative group and take turns leading dialogues, creating zone of proximal development in which children scaffold one another's progress.
Theory of Multiple Intelligences
Gardner's theory, which proposes at least eight independent intelligences, defined in terms of distinct sets of proessing operations that permit individuals to engage in a wide range of culturally valued activities.
Triarchic Theory of Successful Intelligence
Sternberg's theory, which identifies three broadm interactiging intelligences--analytical, creative, and practica--that must be balanced to chieve success ccording to one's personal goals and the requirements of one's cultural community.
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