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Chapter 09 - Physical and Cognitive Development in Middle and Late Childhood
Chapter 09
Physical and Cognitive Development in Middle and Late Childhood
Multiple Choice Questions
1.
During the elementary school years, children grow an average of _____ inches a year.
A.
1 to 2
B.
2 to 3
C.
5 to 7
D.
7 to 10
APA LO: 1.2

Accessibility: Keyboard Navigation
Bloom's: Remember
Difficulty Level: Easy
Learning Objective: 9.1: Describe physical changes and health in school-age children.
Topic: Body Growth and Change
9-1
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
2.
On average, children gain _____ pounds per year during middle and late childhood.
A.
1 to 2
B.
2 to 3
C.
5 to 7
D.
7 to 10
APA LO: 1.2

Bloom's: Remember
9-2
3.
During elementary school years, head circumference and waist circumference:
A.
increase in relation to body height.
B.
decrease in relation to body weight.
C.
increase in relation to body weight.
D.
decrease in relation to body height.
APA LO: 1.2

Bloom's: Understand
Difficulty Level: Medium
9-3
4.
Advances in the _____ of the brain are linked to children's _____.
A.
parietal lobe; sharper color and peripheral vision
B.
occipital lobe; better spatial skills
C.
prefrontal cortex; improved attention, reasoning, and cognitive control
D.
temporal lobe; eye-hand coordination and pincer grasp
APA LO: 1.2

Bloom's: Remember
Topic: Brain Development
9-4
5.
The improvement of fine motor skills during middle and late childhood is a reflection of:
A.
increased myelination of the central nervous system.
B.
advances in the prefrontal cortex.
C.
an increase in the neurotransmitter dopamine.
D.
a simultaneous process where axons in the brain die, while dendrites in the brain grow and branch out.
APA LO: 1.2

Bloom's: Understand
Topic: Motor Development
9-5
6.
Eight-year-old Ella can use scissors to cut small paper dolls out of construction paper, something she could not do at age 3.
What best accounts for her improving dexterity?
A.
Increased cortical thickening in the temporal lobe.
B.
Increased myelination of the central nervous system.
C.
Increased bone ossification.
D.
Increased muscle development.
APA LO: 1.3

Bloom's: Apply
Difficulty Level: Hard
Topic: Motor Development
9-6
7.
What is the most common cause of death for children in middle childhood?
A.
Motor vehicle accidents
B.
Drowning
C.
Cancer
D.
Child abuse
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
Topic: Accidents and Injuries
9-7
8.
Being overweight is defined in absolute relation to a person's _____.
A.
height
B.
body mass index
C.
weight
D.
waist circumference
APA LO: 1.1

Bloom's: Remember
Topic: Obesity
9-8
9. In 2011–2012, _____ percent of 6- to 11-year-old U.S. children were classified as obese,

which is essentially unchanged from 2009–2010.
A.
12.5
B.
37.5
C.
24.5
D.
17.5
APA LO: 1.2

Bloom's: Remember
Topic: Obesity
9-9
10.
Gertrude, 9, has been placed in the 98th percentile in terms of her BMI. Her doctor would likely tell her parents that she is:
A.
of a healthy weight.
B.
at risk for being overweight.
C.
overweight.
D.
obese.
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
Topic: Obesity
9-10
11.
Mitchell has been placed in the 96th percentile in terms of his BMI. His doctor would likely tell his parents that he is:
A.
obese.
B.
overweight.
C.
D.
at a healthy weight.
APA LO: 1.2

APA LO: 1.3
Bloom's: Remember
Topic: Obesity
9-11
12.
Ross has been placed in the 85th percentile in terms of his BMI. His doctor would likely tell his parents that he is:
A.
obese.
B.
overweight.
C.
D.
at a healthy weight.
APA LO: 1.2

APA LO: 1.3
Bloom's: Remember
Topic: Obesity
9-12
13.
Cardiovascular disease is _____ in children.
A.
uncommon
B.
highly prevalent
C.
nonexistent
D.
on the decline
APA LO: 1.2

Bloom's: Remember
Topic: Cardiovascular Disease
9-13
14.
Which of the following statements about children and cardiovascular disease is true?
A.
Cardiovascular disease is common in children.
B.
There is no scientific evidence of high blood pressure in children.
C.
High blood pressure goes undiagnosed in 75 percent of children with the disease.
D.
Behaviors in childhood do not affect the development of cardiovascular disease in later life.
APA LO: 1.1

APA LO: 1.2
Bloom's: Understand
9-14
15.
A recent study found that children with a high body mass index and waist circumference are at risk for _____, a constellation
of factors, including obesity, high blood pressure, and type 2 diabetes.
A.
ICF syndrome
B.
hyperventilation syndrome
C.
severe acute respiratory syndrome
D.
metabolic syndrome
APA LO: 1.1

APA LO: 2.1
APA LO: 2.2
APA LO: 2.4
Bloom's: Remember
9-15
16.
Which of the following is the second leading cause of death in U.S. children 5 to 14 years of age?
A.
Cardiovascular disease
B.
Cancer
C.
Motor vehicle accidents
D.
Drowning
APA LO: 1.1

Bloom's: Remember
Topic: Cancer
9-16
17.
The incidence of cancer in children has _____ in recent years.
A.
been linked to obesity
B.
increased dramatically
C.
slightly increased
D.
decreased dramatically
APA LO: 1.2

Bloom's: Remember
Topic: Cancer
9-17
18.
Which type of cancer is most prevalent in children?
A.
Leukemia
B.
Lung cancer
C.
Brain cancer
D.
Melanoma
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
Topic: Cancer
9-18
19.
_____ are characterized by an uncontrolled proliferation of abnormal cells.
A.
Blood and bone cancers
B.
All child cancers
C.
Skin and bone cancers
D.
Skin and blood cancers
APA LO: 1.2

Bloom's: Remember
Topic: Cancer
9-19
20.
Children with cancer:
A.
are rarer today than in the 1960s.
B.
are dying earlier today than in the 1960s.
C.
are surviving longer today than in the past.
D.
are yet to receive the benefits of advancements in cancer treatment.
APA LO: 1.2

Bloom's: Understand
Topic: Cancer
9-20
21.
One in every _____ children in the United States develops cancer before the age of 19.
A.
75
B.
130
C.
250
D.
330
APA LO: 1.2

Bloom's: Remember
Topic: Cancer
9-21
22.
Lillette, 9, has been diagnosed with _____, a cancer in which the bone marrow manufactures an abundance of abnormal
white blood cells, which crowd out normal cells, making her susceptible to bruising and infection.
A.
neuroblastoma
B.
lymphosarcoma
C.
leukemia
D.
clear cell sarcoma
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
Topic: Cancer
9-22
23.
Of all children from 3 to 21 years of age in the United States, _____ percent received special education or related services in
2011–2012.
A.
5
B.
13
C.
27
D.
32
APA LO: 1.2

Bloom's: Remember
Learning Objective: 9.2: Describe how schools educate children with special needs.
Topic: Learning Disabilities
9-23
24.
Which was the largest group of students with a disability to be served by federal programs and receive special education in
the 2011–2012 school year?
A.
Students with a learning disability
B.
Students with speech or language impairments
C.
Students with intellectual disability
D.
Emotionally disturbed students
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
9-24
25.
A learning disability:
A.
resides in a single, specific brain location.
B.
is the result of inadequate intellectual functioning.
C.
does not involve understanding or using spoken languages.
D.
is not primarily the result of visual, hearing, or motor disabilities.
APA LO: 1.2

Bloom's: Understand
9-25
26.
About _____ as many boys as girls are classified as having a learning disability.
A.
twice
B.
three times
C.
half
D.
one-third
APA LO: 1.2

Bloom's: Remember
9-26
27.
One of the explanations for the gender difference in the identification of learning disabilities is that:
A.
boys have a greater biological vulnerability for learning disabilities.
B.
girls are more likely to be referred by teachers for treatment.
C.
girls' education is given priority in schools and homes.
D.
learning disability is more difficult to detect in boys.
APA LO: 1.2

Bloom's: Understand
9-27
28.
Approximately _____ percentage of children with a learning disability have a reading problem.
A.
23
B.
50
C.
80
D.
10
APA LO: 1.2

Bloom's: Remember
9-28
29.
Sabine has a severe impairment in reading and spelling ability. Identify the condition that Sabine has.
A.
Attention deficit hyperactivity disorder
B.
Dysgraphia
C.
Dyslexia
D.
Dyscalculia
APA LO: 1.2

APA LO: 1.3
Bloom's: Understand
9-29
30.
Marshall writes very slowly and his handwriting is virtually illegible. He also makes numerous spelling errors because of his
inability to match up sounds and letters. Marshall likely suffers from _____.
A.
dyspraxia
B.
dysgraphia
C.
dyslexia
D.
dyscalculia
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
9-30
31.
Sandra, 9, was always behind in class because she could only write very slowly, and even then her painstaking efforts would
be virtually illegible and riddled with spelling mistakes. Her teacher referred her to a psychologist who diagnosed her with a
learning disability called:
A.
ADHD.
B.
dysgraphia.
C.
ASD.
D.
dyscalculia.
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
9-31
32.
Terrence has a learning disability that involves difficulty in math computation. This disability is also known as a
developmental arithmetic disorder. Identify Terrence's condition.
A.
ADHD
B.
Dysgraphia
C.
ASD
D.
Dyscalculia
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
9-32
33.
Samuel, 8, has difficulty in one or more basic numerical skills. His physician diagnosed him as suffering from a learning
disability called _____, or developmental arithmetic disorder.
A.
dyscalculia
B.
dysgraphia
C.
dyslexia
D.
dyspraxia
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
9-33
34.
Research indicates that it is unlikely learning disabilities:
A.
reside in a single, specific brain location.
B.
are due to problems in integrating information from multiple brain regions.
C.
are a result of subtle difficulties in brain structures.
D.
occur as a result of subtle difficulties in brain functions.
APA LO: 1.2

APA LO: 2.1
Bloom's: Understand
9-34
35.
Interventions with children who have a learning disability often focus on improving:
A.
math ability.
B.
right and left brain functioning.
C.
writing skills.
D.
reading ability.
APA LO: 1.2

Bloom's: Remember
9-35
36.
_____ is a disability in which children consistently show one or more of these characteristics over a period of time:
inattention, hyperactivity, and impulsivity.
A.
ADHD
B.
OCD
C.
PTSD
D.
EMDR
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
Topic: Attention Deficit Hyperactivity Disorder (ADHD)
9-36
37. Damon's teachers frequently complain that he disrupts his kindergarten class by fidgeting
and moving about all the time. He does not pay any attention to what is being taught in class
and behaves impulsively. Considering the presence of the tell-tale characteristics of
inattention, hyperactivity, and impulsivity, Damon's pediatrician diagnosed him with _____
and put him on a combination of Ritalin and behavior therapy.
A.
ADHD
B.
OCD
C.
PTSD
D.
EMDR
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
9-37
38.
The number of children diagnosed and treated for ADHD has _____ in recent decades.
A.
increased marginally
B.
increased substantially
C.
decreased marginally
D.
decreased substantially
APA LO: 1.2

Bloom's: Remember
9-38
39.
ADHD occurs _____ more frequently in boys than in girls.
A.
two to three times
B.
four to nine times
C.
ten times
D.
marginally
APA LO: 1.2

Bloom's: Remember
9-39
40.
A number of causes for ADHD have been proposed, including:
A.
high birth weight.
B.
poor discipline at home.
C.
verbal and physical abuse during childhood.
D.
cigarette and alcohol exposure during prenatal development.
APA LO: 1.2

Bloom's: Understand
9-40
41.
A recent study revealed that peak thickness of the cerebral cortex occurs _____ in children with ADHD than in children
without ADHD.
A.
in adulthood
B.
in infancy
C.
three years later
D.
two years earlier
APA LO: 1.2

APA LO: 2.1
Bloom's: Remember
9-41
42.
Which of the following has been often found to be better at improving the behavior of children with ADHD?
A.
A combination of stimulant medication and sedatives
B.
Primarily stimulant medication
C.
Primarily behavior management
D.
A combination of stimulant medication and behavior management
APA LO: 1.2

Bloom's: Remember
9-42
43.
From the following options identify the disorder that consists of serious, persistent problems involving relationships,
aggression, depression, and fears associated with personal or school matters, as well as other inappropriate socioemotional
characteristics. Approximately 8 percent of children who have a disability and require an individualized education plan fall
into this classification.
A.
Autism
B.
ADHD
C.
Emotional and behavioral disorders
D.
Learning disorders
APA LO: 1.1

Bloom's: Remember
Topic: Emotional and Behavioral Disorders
9-43
44.
According to the Centers for Disease Control & Prevention’s 2012 estimates, _____ children had an autism spectrum
disorder in 2008.
A.
1 in 88
B.
1 in 2,500
C.
1 in 1,000
D.
1 in 150
APA LO: 1.2

Bloom's: Remember
Topic: Autism Spectrum Disorders
9-44
45.
_____ is a severe developmental disorder that has its onset in the first three years of life and includes deficiencies in social
relationships, abnormalities in communication, and restricted, repetitive, and stereotyped patterns of behavior.
A.
Asperger syndrome
B.
ADHD
C.
Autistic disorder
D.
ICF syndrome
APA LO: 1.1

Bloom's: Remember
9-45
46.
Three-year-old Jared was taken to the doctor by his parents who were concerned by his seeming lack of attachment to those
around him. Jared hardly spoke at all and spent all day preoccupied with bouncing his ball off a wall. After a thorough
investigation, his pediatrician diagnosed him with _____.
A.
fragile X syndrome
B.
ADHD
C.
autistic disorder
D.
ICF syndrome
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
9-46
47.
_____ is a relatively mild autism spectrum disorder in which the child has relatively good verbal language, milder nonverbal
language problems, and a restricted range of interests and relationships.
A.
Asperger syndrome
B.
Fragile X syndrome
C.
Down syndrome
D.
ICF syndrome
APA LO: 1.1

Bloom's: Remember
9-47
48.
What causes the autism spectrum disorders?
A.
Improper family socialization.
B.
A brain dysfunction with abnormalities in brain structure and neurotransmitters.
C.
Damage to the prefrontal cortex of the brain.
D.
Childhood immunizations.
APA LO: 1.2

Bloom's: Remember
9-48
49.
Boys are estimated to be _____ more likely to have autism spectrum disorders than girls are.
A.
two to three times
B.
marginally
C.
twice
D.
five times
APA LO: 1.2

Bloom's: Remember
9-49
50.
The Education for All Handicapped Children Act, enacted in 1975, required that:
A.
all students with disabilities be brought into mainstream schools.
B.
parents of children with disabilities provide home-schooling for their children.
C.
all students with disabilities be given a free, appropriate public education.
D.
a standard curriculum be provided for students with and without disabilities.
APA LO: 1.1

Bloom's: Remember
Topic: Educational Issues
9-50
51.
A(n) _____ is a written statement that spells out a program that is specifically tailored for the student with a disability.
A.
tailored education plan (TEP)
B.
individualized education plan (IEP)
C.
exclusive education plan (EEP)
D.
disabilities education plan (DEP)
APA LO: 1.1

Bloom's: Remember
9-51
52.
The _____ is a setting that is as similar as possible to the one in which children who do not have a disability are educated.
A.
ideal learning environment (ILE)
B.
special learning environment (SLE)
C.
least discriminating environment (LDE)
D.
least restrictive environment (LRE)
APA LO: 1.1

Bloom's: Remember
9-52
53.
Jacob is a third-grader and has a disability that has caused him to be separated from his peers during the school day. Recently
Jacob has been moved to the regular third-grade classroom. This is an instance of _____.
A.
transforming
B.
transitioning
C.
incorporation
D.
inclusion
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
9-53
54.
Sadie has a learning disability and is being educated in the least restrictive environment possible. This means that Sadie:
A.
is given great freedom and few rules.
B.
is placed in as regular a classroom as possible.
C.
has significant input into the development of her educational goals.
D.
spends part of her time in a regular classroom and part of her time in a special education classroom.
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
9-54
55.
In relation to the cognitive development theory, Piaget proposed that the concrete operational stage lasts from approximately
_____ years of age.
A.
3 to 5
B.
5 to 7
C.
7 to 11
D.
10 to 13
APA LO: 1.2

Bloom's: Remember
Learning Objective: 9.3: Describe cognitive development in school-age children.
Topic: Concrete Operational Stage
9-55
56.
A child is presented with two identical balls of clay. The experimenter rolls one ball into a long, thin shape; the other remains
in its original ball form. The child is then asked if there is more clay in the ball or in the long, thin piece of clay. If the child
answers the problem correctly, but cannot use abstract reasoning yet, the child most likely is in which stage of Piaget's
cognitive development theory?
A.
Sensorimotor stage
B.
Preoperational stage
C.
Formal operational stage
D.
Concrete operational stage
APA LO: 1.2

Bloom's: Understand
9-56
57.
Children who have reached the concrete operational stage are capable of _____, which is the ability to order stimuli along a
quantitative dimension.
A.
centration
B.
seriation
C.
reversibility
D.
classification
APA LO: 1.1

Bloom's: Remember
9-57
58.
Luis is able to organize coins in a row from the largest in size to the smallest. His newfound ability is called _____.
A.
centration
B.
seriation
C.
reversibility
D.
classification
APA LO: 1.3

Bloom's: Understand
9-58
59.
Byron can take sticks of different lengths and put them all in order from shortest to longest. He can also discern that if stick A
is longer than B and B is longer than C, then A is longer than C. This ability to logically combine relations to understand
certain conclusions is _____.
A.
seriation
B.
transitivity
C.
transduction
D.
classification
APA LO: 1.3

Bloom's: Apply
9-59
60.
_____ develop(s) more rapidly during early childhood, and _____ develop(s) more rapidly during middle and late childhood.
A.
Long-term memory; short-term memory
B.
Short-term memory; long-term memory
C.
Knowledge; expertise
D.
Expertise; knowledge
APA LO: 1.2

Bloom's: Remember
Topic: Memory
9-60
61.
Compared with novices, experts have:
A.
better overall memory regardless of their area of expertise.
B.
acquired extensive knowledge about a particular content area.
C.
less experiences in their area of expertise.
D.
higher levels of motivation.
APA LO: 1.2

Bloom's: Understand
Topic: Memory
9-61
62.
If the word "win" is on a list of words a child is asked to remember, the child might think of the last time he won a pony race
with a friend. This is an example of _____.
A.
rehearsal
B.
organization
C.
inclusion
D.
elaboration
APA LO: 1.2

Bloom's: Understand
Topic: Autobiographical Memory
9-62
63.
Which of the following is a strategy for improving children's memory skills?
A.
Avoid repetition of the same instructional information.
B.
Embed memory-relevant language when instructing children.
C.
Motivate children to remember material by memorizing it.
D.
Discourage children from engaging in mental imagery.
APA LO: 1.2

APA LO: 2.3
Bloom's: Understand
9-63
64.
Which of the following is NOT an effective memory strategy?
A.
Encourage elaboration, or more extensive processing
B.
Encourage the use of mental imagery
C.
Encourage memorization rather than understanding of information
D.
Repeat with variation and link information early and often
APA LO: 1.2

Bloom's: Remember
9-64
65.
At some point during the early elementary school years, children begin to use _____ more and, according to the fuzzy trace
theory, this contributes to the improved memory and reasoning of older children.
A.
verbatim traces
B.
elaboration
C.
verbal traces
D.
gist
APA LO: 1.2

Bloom's: Remember
9-65
66.
According to the fuzzy trace theory, the _____ consists of the precise details of the information.
A.
gist
B.
verbatim memory trace
C.
fuzzy trace
D.
mental imagery
APA LO: 1.2

Bloom's: Remember
9-66
67.
When a person thinks reflectively and reviews, connects, and reflects as a means of evaluating evidence, it means that he or
she is engaging in:
A.
critical thinking.
B.
metacognition.
C.
cognitive monitoring.
D.
control processes.
APA LO: 1.2

APA LO: 1.3
Bloom's: Understand
Topic: Thinking
9-67
68.
_____ refers to being alert, mentally present, and cognitively flexible while going through life's everyday activities and tasks.
A.
Mindlessness
B.
Mindfulness
C.
Elasticity
D.
Creativity
APA LO: 1.1

Bloom's: Remember
Topic: Thinking
9-68
69.
Emily has the ability to think about things in novel and unusual ways; this allows her to come up with unique solutions to
problems. This ability is called _____.
A.
logical thinking
B.
analytical thinking
C.
critical thinking
D.
creative thinking
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
Topic: Thinking
9-69
70.
_____ thinking characterizes the kind of thinking that is required on conventional tests of intelligence.
A.
Convergent
B.
Creative
C.
Divergent
D.
Abstract
APA LO: 1.2

Bloom's: Remember
Topic: Thinking
9-70
71.
The type of thinking that produces many answers to the same question is called:
A.
divergent thinking.
B.
convergent thinking.
C.
oblique thinking.
D.
finite thinking.
APA LO: 1.1

Bloom's: Remember
Topic: Thinking
9-71
72.
"What would you do if you could be invisible for a day?" is an example of a question that has many possible answers and
fosters _____ thinking.
A.
divergent
B.
convergent
C.
critical
D.
oblique
APA LO: 1.2

APA LO: 1.3
Bloom's: Understand
Topic: Thinking
9-72
73.
From the following, identify an important difference between the reasoning of children and the reasoning of scientists.
A.
Children tend to bias the experiments in favor of whatever hypothesis they began with.
B.
Children fail to place enough emphasis on causal mechanisms.
C.
Children intuitively design experiments that can distinguish among alternative causes.
D.
Children place a great deal of emphasis on causal mechanisms.
APA LO: 1.2

Bloom's: Understand
Topic: Thinking
9-73
74.
_____ refers to a technique in which individuals are encouraged to come up with creative ideas in a group, play off each
other's ideas, and say almost anything that comes to mind.
A.
Elaboration
B.
Metacognition
C.
Brainstorming
D.
Inclusion
APA LO: 1.1

Bloom's: Remember
Topic: Metacognition
9-74
75.
Which of the following is a way to get children to be more creative?
A.
Discourage intellectual risk-taking.
B.
Exercise strict control over a child's ideas.
C.
Guide children to be persistent and delay gratification.
D.
Discourage methods like brainstorming.
APA LO: 1.2

Bloom's: Understand
9-75
76.
_____ involves knowing about knowing.
A.
Cognition
B.
Brainstorming
C.
Metacognition
D.
Metadata
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
9-76
77.
Knowledge about memory is known as:
A.
metamemory.
B.
working memory.
C.
implicit memory.
D.
metadata.
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
9-77
78.
Megan, who is eight years old, has a test tomorrow. "It's an easy test," she tells her mother. "I just have to recognize a bunch
of stuff on a chart. I finished studying for it yesterday." Megan is exhibiting her:
A.
brainstorming ability.
B.
creative thinking.
C.
metamemory.
D.
metadata.
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
9-78
79.
Michael Pressley believes that the key to education is helping students to:
A.
develop social skills.
B.
learn creativity.
C.
learn a repertoire of problem-solving strategies.
D.
distinguish between convergent and divergent thinking.
APA LO: 1.2

Bloom's: Remember
9-79
80.
Mental age (MA) is:
A.
the age that an individual mentally identifies himself at.
B.
the age at which an individual attains cognitive maturity.
C.
an individual's level of mental development relative to others.
D.
an individual's age at the time of peak cortical thickness.
APA LO: 1.1

Bloom's: Remember
Topic: Binet Tests
9-80
81. A person's mental age divided by chronological age (CA) and multiplied by 100 would
indicate that person's:
A.
emotional quotient.
B.
intelligence quotient.
C.
level of mental development relative to others.
D.
cognitive maturity.
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
Topic: Binet Tests
9-81
82. Sergio's mental age is 8, but his chronological age is 9, we would say that Sergio's IQ is:
A.
average.
B.
below average.
C.
above average.
D.
cannot be determined from the information provided.
APA LO: 1.3

Bloom's: Apply
Topic: Binet Tests
9-82
83.
Who created the concept of intelligence quotient?
A.
Alfred Binet
B.
William Stern
C.
David Wechsler
D.
Robert J. Sternberg
APA LO: 1.1

Bloom's: Remember
Topic: Binet Tests
9-83
84. Sally's mental age is 12, but her chronological age is 9. Sally's IQ is _____.
A.
75
B.
100
C.
92
D.
133
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
Topic: Binet Tests
9-84
85.
If intelligence is assumed to be normally distributed, which of the following would you expect to find in the overall
population?
A.
More people of high intelligence than of low intelligence
B.
More people of moderate intelligence than of high or low intelligence
C.
More people of high intelligence than of moderate or low intelligence
D.
More people of low intelligence than of moderate or high intelligence
APA LO: 1.2

Bloom's: Understand
Topic: Binet Tests
9-85
86.
Amber is given a Stanford-Binet intelligence test. Her mental age is determined to be 14 and her chronological age is 10.
Which of the following is true of Amber?
A.
Her IQ score is 86.
B.
Her IQ score is about average.
C.
Her IQ score is below the majority of the population.
D.
Her IQ score is above the majority of the population.
APA LO: 1.2

Bloom's: Apply
Topic: Binet Tests
9-86
87.
The _____ not only provide an overall IQ score, but they also yield several composite indexes that allow the examiner to
quickly determine the areas in which a child is strong or weak.
A.
Wechsler scales
B.
Brazelton Neonatal Behavioral Assessment Scales
C.
Stanford-Binet tests
D.
Apgar Scales
APA LO: 1.1

Bloom's: Remember
Topic: Wechsler Tests
9-87
88.
Which of the following is a type of intelligence identified in Robert J. Sternberg's triarchic theory of intelligence?
A.
Cultural intelligence
B.
Practical intelligence
C.
Spatial intelligence
D.
Verbal intelligence
APA LO: 1.1

Bloom's: Remember
Topic: Types of Intelligence
9-88
89.
Although Casey scores only about average on standardized intelligence tests, he has street smarts, excellent social skills, and
good common sense. According to Sternberg, he has _____ intelligence.
A.
spatial
B.
practical
C.
analytical
D.
interpersonal
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
9-89
90. Robert J. Sternberg's triarchic theory and Howard Gardner's theory of intelligence are
examples of the idea that:
A.
intelligence is a general ability.
B.
there are three types of intelligence.
C.
intelligence consists of a number of specific abilities.
D.
culture plays an important role in the development of intelligence.
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
9-90
91.
Howard Gardner suggests that there are _____ types of intelligence.
A.
4
B.
6
C.
8
D.
11
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
9-91
92.
Colin does not earn high grades on standardized tests but has a black belt in martial arts. According to Gardner, Colin has
_____ skills.
A.
spatial
B.
intrapersonal
C.
bodily-kinesthetic
D.
naturalist
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
9-92
93.
Who among the following would have good spatial abilities?
A.
A journalist
B.
A theologian
C.
A botanist
D.
An architect
APA LO: 1.2

Bloom's: Remember
9-93
94.
Which of the following is a type of intelligence identified by Howard Gardner?
A.
Intrapersonal
B.
Analytical
C.
Practical
D.
Creative
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
9-94
95.
Nathan Brody and many other researchers have observed that people who excel at one type of intellectual task are:
A.
likely to underperform in other tasks.
B.
evidence that the multiple-intelligence approaches are correct.
C.
proof that intelligence is a number of specific abilities.
D.
likely to excel at others too.
APA LO: 1.2

APA LO: 2.1
Bloom's: Remember
9-95
96.
Which of the following statements about IQ or intelligence is true?
A.
Modifications in environment have no impact on one's IQ score.
B.
Schooling has been shown to have no influence over intelligence.
C.
The conception of intelligence is the same across cultures.
D.
IQ scores have been rapidly increasing around the world.
APA LO: 1.2

Bloom's: Understand
Topic: IQ Scores
9-96
97.
The worldwide increase in intelligence scores that has occurred over a short period of time has been called the:
A.
Binet effect.
B.
Goleman effect.
C.
Flynn effect.
D.
Wechsler effect.
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
Topic: IQ Scores
9-97
98.
Considering how early intervention programs to improve intellectual development—such as the Abecedarian Intervention
program—have shown marked improvements in the IQ of participants, it can be inferred that the main reason children from
low SES families earn lower scores on IQ tests is that:
A.
the parents have difficulty providing an intellectually stimulating environment for their children.
B.
the genes for lower intelligence are passed down from the parents to the children.
C.
IQ tests are culture-fair tests.
D.
IQ tests fail to test for street-smarts and practical intelligence.
APA LO: 1.2

APA LO: 2.1
Bloom's: Understand
Topic: IQ Scores
9-98
99.
It is considered difficult to create culture-fair intelligence tests because they:
A.
predominantly test the nonverbal skills of the test taker.
B.
consider the values that are common to all test takers.
C.
reflect the cultures of some test takers more than others.
D.
use only standardized test items familiar to all test takers.
APA LO: 1.2

APA LO: 2.5
Bloom's: Understand
Topic: Culture and Intelligence
9-99
100.
What is the exact term for a condition of limited mental ability in which the individual (1) has a low IQ, usually below 70 on
a traditional intelligence test; (2) has difficulty adapting to the demands of everyday life; and (3) first exhibits these
characteristics by age 18?
A.
Giftedness
B.
Intellectual disability
C.
Metacognition
D.
Mindfulness
APA LO: 1.1

Bloom's: Remember
Topic: Intellectual Disability
9-100
101.
Which of the following is TRUE of children with cultural-familial intellectual disability?
A.
Individuals with this type of disability have IQs between 50 and 70.
B.
Individuals with this type of disability are highly insensitive of what is expected of them.
C.
Individuals with this type of disability often need intangible rewards—praise rather than candy.
D.
Individuals with this type of disability can often be identified easily in schools, where they excel in academics.
APA LO: 1.2

Bloom's: Understand
9-101
102.
Most people who suffer from organic intellectual disability have IQs between _____.
A.
0 to 50
B.
0 to 75
C.
0 to 90
D.
100 and above
APA LO: 1.2

Bloom's: Remember
9-102
103.
Studies support the conclusion that gifted people tend to be:
A.
less mature than others, have fewer emotional problems than others, and grow up in a positive family climate.
B.
more mature than others, have fewer emotional problems than others, and grow up in a positive family climate.
C.
less mature than others, have more emotional problems than others, and grow up in a negative family climate.
D.
more mature than others, have more emotional problems than others, and grow up in a negative family climate.
APA LO: 1.2

APA LO: 2.1
APA LO: 2.4
Bloom's: Remember
Topic: Giftedness
9-103
104.
The idea that gifted children are maladjusted is a _____, as Lewis Terman found when he conducted an extensive study of
1,500 children whose Stanford-Binet IQs averaged _____.
A.
reality; 75
B.
reality; 150
C.
myth; 75
D.
myth; 150
APA LO: 1.2

APA LO: 2.1
Bloom's: Remember
Topic: Giftedness
9-104
105.
Which of the following is the correct definition of intellectual disability?
A.
It is a condition of limited mental ability in which the individual (1) has a moderately-low IQ, usually above 50 on a
traditional intelligence test; (2) has slight trouble adjusting to the demands of everyday life; and (3) first displays these
characteristics by age 25.
B.
It is a condition of limited mental ability in which the individual (1) has a low IQ, usually above 70 on a traditional
intelligence test; (2) has little or no trouble adjusting to the demands of a competitive environment; and (3) first displays
these characteristics by age 5.
C.
It is a condition of limited mental ability in which the individual (1) has a low IQ, usually below 50 on a traditional
intelligence test; (2) has a lot difficulty adapting to the demands of a competitive environment; and (3) first exhibits these
characteristics by age 25.
D.
It is a condition of limited mental ability in which the individual (1) has a low IQ, usually below 70 on a traditional
intelligence test; (2) has difficulty adapting to the demands of everyday life; and (3) first exhibits these characteristics by age
18.
APA LO: 1.1

Bloom's: Remember
9-105
106.
According to Ellen Winner, which of the following refers to a characteristic displayed by gifted children who begin to master
an area earlier than their peers?
A.
Marching to their own drummer
B.
Maladjustment
C.
Precocity
D.
A passion to master
APA LO: 1.2

Bloom's: Remember
Topic: Giftedness
9-106
107.
Paul is a gifted pianist. He was always highly motivated to learn and become an artist of consummate skill. According to his
mother, Paul always showed an intense and obsessive interest in learning the instrument. He was always self-motivated and
never needed to be “pushed” by his parents. What characteristic, as described by Ellen Winner, of gifted children is Paul
exhibiting?
A.
Precocity
B.
A passion to master
C.
D.
Vehemence
APA LO: 1.3

Bloom's: Apply
Topic: Giftedness
9-107
108.
Organic intellectual disability is caused by:
A.
a genetic disorder or brain damage.
B.
being raised by poorly educated parents.
C.
an impoverished intellectual environment.
D.
traumatic experiences in early childhood.
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
9-108
109.
When no evidence of organic brain damage can be found, cases are labeled _____ intellectual disability. Individuals with this
type of disability have IQs between 55 and 70.
A.
pseudo-social intellectual disability
B.
moderate intellectual disability
C.
cultural-familial intellectual disability
D.
severe intellectual disability
APA LO: 1.2

Bloom's: Remember
9-109
110.
Psychologists suspect that _____ often results from growing up in below-average intellectual environment.
A.
cultural-familial intellectual disability
B.
metabolic syndrome
C.
Asperger syndrome
D.
transitivity
APA LO: 1.2

Bloom's: Remember
9-110
111.
Children with superior talent for something are called:
A.
gifted.
B.
creative.
C.
perspicacious.
D.
sagacious.
APA LO: 1.1

Bloom's: Remember
Topic: Giftedness
9-111
112.
A child with an IQ of _____ or higher is considered to be gifted.
A.
90
B.
100
C.
120
D.
130
APA LO: 1.2

Bloom's: Remember
Topic: Giftedness
9-112
113.
Fiona, 10, is an outstanding flautist and has an IQ of 140. Fiona is:
A.
an anomaly.
B.
gifted.
C.
sagacious.
D.
maladjusted.
APA LO: 1.3

Bloom's: Apply
Topic: Giftedness
9-113
114.
Ethan is a gifted 14-year-old who excels academically and has an IQ of 140. In the light of the findings from Lewis Terman's
study of high IQ children, it is likely that Ethan is:
A.
socially awkward.
B.
maladjusted.
C.
more mature than others his own age.
D.
emotionally insecure.
APA LO: 1.3

APA LO: 2.1
Bloom's: Apply
Topic: Giftedness emotionally vulnerable
9-114
115.
Ellen Winner described three criteria that characterize gifted children. Which of the following was NOT one of these criteria?
A.
Precocity
B.
C.
Easily bored
D.
A passion to master
APA LO: 1.2

Bloom's: Understand
Topic: Giftedness
9-115
116.
Which of the following is TRUE of giftedness?
A.
Signs of high ability of an individual in a particular area do not manifest themselves at a very young age.
B.
Deliberate practice is not required of individuals who become experts in a particular domain.
C.
Individuals with world-class status in the arts, mathematics, science, and sports all report strong family support.
D.
Individuals who are highly gifted are typically gifted in many domains.
APA LO: 1.2

Bloom's: Understand
Topic: Giftedness
9-116
117.
By the time children are 11 years old, their vocabulary has increased to approximately:
A.
10,000 words.
B.
200,000 words.
C.
40,000 words.
D.
100,000 words.
APA LO: 1.2

Bloom's: Remember
Learning Objective: 9.4: Explain how language abilities continue developing in school-age children.
Topic: Vocabulary, Grammar, and Metalinguistic Awareness
9-117
118.
_____ is knowledge about language, such as knowing what a preposition is or the ability to discuss the sounds of a language,
and it allows children to think about their language, understand what words are, and even define them.
A.
Metacognition
B.
Metalinguistic awareness
C.
Metapragmatics
D.
Morphology
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
Topic: Vocabulary, Grammar, and Metalinguistic Awareness
9-118
119.
The _____ approach stresses that reading instruction should parallel a child's natural language learning.
A.
assisted-language
B.
remedial-language
C.
complex-language
D.
whole-language
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
Topic: Reading
9-119
120.
At Jackson Elementary, children are taught to read by learning to recognize entire words and sentences and to use the context
of the words that are used in the text to guess their meaning. Their reading material consists of stories, poems, newspapers,
and magazines. This school is using the _____ approach to reading instruction.
A.
assisted-language
B.
remedial-language
C.
phonics
D.
whole-language
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
Topic: Reading
9-120
121.
The _____ approach to reading instruction emphasizes the teaching of basic rules for translating written symbols into sounds.
A.
whole-language
B.
phonics
C.
balanced-instruction
D.
morphological
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
Topic: Reading
9-121
122.
Louise is teaching her son to read by telling him the sounds that each alphabet stands for. What approach is she using?
A.
Whole-language
B.
Phonics
C.
Balanced-instruction
D.
Morphological
APA LO: 1.3

Bloom's: Apply
Topic: Reading
9-122
123.
Alberta is a school teacher who introduces children to reading by teaching them a rhyme that goes "A for apple, A says ah, B
for ball, B says buh," and so on. This exemplifies the _____ approach to reading instruction.
A.
whole-language
B.
phonics
C.
information-processing
D.
analytic
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
Topic: Reading
9-123
124.
Which of the following statements represents the current thinking among increasing numbers of experts in the field of
reading?
A.
Direct instruction in the whole-language approach is a key aspect of learning to read.
B.
Direct instruction in phonics is a key aspect of learning to read.
C.
The whole-language approach and the phonics approach are equally effective in teaching children to read.
D.
The morphological approach has been shown to be the best way to teach reading.
APA LO: 1.2

Bloom's: Understand
Topic: Reading
9-124
125.
Which of the following is TRUE about second-language learning?
A.
For adolescents and adults, new vocabulary is easier to learn than new sounds or new grammar.
B.
Children's ability to pronounce words with a native-like accent in a second language typically increases with age.
C.
Sensitive periods for learning a second language are constant across different language systems.
D.
Adults tend to learn a second language slower than children, but their final level of second-language attainment is higher.
APA LO: 1.2

Bloom's: Understand
Topic: Second-Language Learning
9-125
126.
Which of the following statements about children who are bilingual is NOT true?
A.
Children who are bilingual do better on tests of concept formation than children who speak only one language.
B.
Children who are bilingual are better at analytical reasoning than children who speak only one language.
C.
Children who are bilingual are less conscious of the structure of spoken language than children who speak only one language.
D.
Children who are bilingual have more cognitive flexibility than children who speak only one language.
APA LO: 1.2

Bloom's: Understand
9-126
127.
Before she started school in the U.S., Mita, daughter of immigrant parents of Indian origin, used to speak only her home
language of Hindi fluently. She then learned to speak English in school and attained fluency in both Hindi and English.
However, as she grew older, she started to feel ashamed of her roots and gave up speaking Hindi altogether. This
phenomenon is called:
A.
subjective bilingualism.
B.
relapsed bilingualism.
C.
subtractive bilingualism.
D.
retractive bilingualism.
APA LO: 1.3

Bloom's: Apply
Short Answer Questions
9-127
128.
Identify the leading developmental neuroscientist who along with his colleagues recently proposed that the prefrontal cortex
likely orchestrates the functions of many other brain regions during development.
Mark Johnson
APA LO: 1.1

Bloom's: Remember
Topic: Brain Development
129.
Identify the theorists who proposed the fuzzy trace theory in understanding the development of memory.
Charles Brainerd and Valerie Reyna
APA LO: 1.1

Bloom's: Remember
9-128
130.
Identify the theorist who distinguished between convergent thinking and divergent thinking.
J. P. Guilford
APA LO: 1.1

Bloom's: Remember
Topic: Thinking
131.
Identify the theorist who developed the triarchic theory of intelligence.
Robert J. Sternberg
APA LO: 1.1

Bloom's: Remember
9-129
132.
Identify the theorist who described three criteria that characterize gifted children, whether in art, music, or academic
domains: precocity, marching to their own drummer, and a passion to master.
Ellen Winner
APA LO: 1.1

Bloom's: Remember
Topic: Giftedness
133.
Tabitha has a learning disability that involves a severe impairment in her ability to read and spell. She most likely has _____.
dyslexia
APA LO: 1.3

Bloom's: Apply
9-130
134.
Identify the disability in which individuals consistently show problems in one or more of these areas: inattention,
hyperactivity, and impulsivity.
Attention deficit hyperactivity disorder (ADHD)
APA LO: 1.1

Bloom's: Remember
135.
The concept that a child with a disability must be educated in a setting that is as similar as possible to settings of children
who do not have disabilities is called _____.
Least restrictive environment (LRE)
APA LO: 1.1

Bloom's: Remember
9-131
136.
Children who have reached the concrete operational stage are also capable of _____, which is the ability to order stimuli
along a quantitative dimension (such as length).
seriation
APA LO: 1.1

Bloom's: Remember
137.
Which theory states that memory is best understood by considering two types of memory representation—verbatim memory
trace and gist?
Fuzzy trace theory
APA LO: 1.1

APA LO: 1.2
Bloom's: Remember
9-132
138.
Quinn is asked "How many things can you do with a paper clip?" This kind of question which can produce many different
answers is a test of _____.
divergent thinking
APA LO: 1.2

APA LO: 1.3
Bloom's: Apply
Topic: Thinking
139. If we look at Madeline's mental age and divide it by her chronological age, and then
multiply it by 100, we are calculating her _____.
intelligence quotient (IQ)
APA LO: 1.2

APA LO: 2.1
APA LO: 2.2
APA LO: 2.3
Bloom's: Remember
Topic: Binet Tests
9-133
140.
Discuss height and weight changes that take place during middle and late childhood.
During the elementary school years, children grow an average of 2 to 3 inches a year until, at the age of 11, the average girl is
4 feet, 10 inches tall, and the average boy is 4 feet, 9 inches tall. During the middle and late childhood years, children gain
about 5 to 7 pounds a year. The weight increase is due mainly to increases in the size of the skeletal and muscular systems, as
well as the size of some body organs. Proportional changes are among the most pronounced physical changes in middle and
late childhood. Head circumference and waist circumference decrease in relation to body height. A less noticeable physical
change is that bones continue to ossify during middle and late childhood but yield to pressure and pull more than mature
bones.
APA LO: 1.2

Bloom's: Remember
141.
Identify and describe the most common type of cancer in children.
The most common type of cancer in children is leukemia, a cancer in which bone marrow manufactures an abundance of
abnormal white blood cells, which crowd out normal cells, making the child susceptible to bruising and infection. Because of
advancements in cancer treatment, children with cancer are surviving longer than in the past (National Cancer Institute,
2014). Approximately 80 percent of children with acute lymphoblastic leukemia are cured with current chemotherapy
treatment.
APA LO: 1.1

APA LO: 1.2
Bloom's: Understand
Topic: Cancer
9-134
142.
Briefly describe the three types of learning disabilities. Discuss the various treatment options. Do you think that educators
treat learning disabilities appropriately? Provide reasons for your answer.
Three types of learning disabilities are dyslexia, dysgraphia, and dyscalculia. Dyslexia involves individuals who have a
severe impairment in their ability to read and spell. Dysgraphia is a learning disability that involves difficulty in handwriting.
Dyscalculia, also known as developmental arithmetic disorder, is a learning disability that involves difficulty in math
computation. The precise causes of learning disabilities have not yet been determined. Researchers also use brain-imaging
techniques, such as magnetic resonance imaging, to reveal any regions of the brain that might be involved in learning
disabilities. This research indicates that it is unlikely learning disabilities reside in a single, specific brain location. More
likely, learning disabilities are due to difficulty integrating information from multiple brain regions or subtle impairments in
brain structures and functions. Interventions with children who have a learning disability often focus on improving reading
ability. Intensive instruction over a period of time by a competent teacher can help many children.
APA LO: 1.1

APA LO: 1.2
Bloom's: Understand
143.
What are the treatment options available for children with attention deficit hyperactivity disorder (ADHD)?
Stimulant medication such as Ritalin or Adderall (which has fewer side effects than Ritalin) is effective in improving the
attention of many children with ADHD, but it usually does not improve their attention to the same level as children who do
not have ADHD. A meta-analysis concluded that behavior management treatments are effective in reducing the effects of
ADHD. Researchers have often found that a combination of medication, such as Ritalin, and behavior management improves
the behavior of children with ADHD better than medication alone or behavior management alone, although not in all cases.
APA LO: 1.1

APA LO: 1.2
Bloom's: Understand
9-135
144.
Discuss the key features of Individuals with Disabilities Education Improvement Act (IDEA).
Until the 1970s, most U.S. public schools either refused enrollment to children with disabilities or inadequately served them.
This changed in 1975 when Public Law 94-142, the Education for All Handicapped Children Act, required that all students
with disabilities be given a free, appropriate public education. In 1990, Public Law 94-142 was recast as the Individuals with
Disabilities Education Act (IDEA). IDEA was amended in 1997 and then reauthorized in 2004 and renamed the Individuals
with Disabilities Education Improvement Act. IDEA spells out broad mandates for services to children with disabilities of all
kinds. These services include evaluation and eligibility determination, appropriate education and an individualized education
plan (IEP), and education in the least restrictive environment (LRE).
APA LO: 1.2

Bloom's: Understand
145.
Compare and contrast convergent thinking with divergent thinking.
Convergent thinking produces one correct answer to a question, characteristic of the kind of thinking on standardized
intelligence tests. Divergent thinking produces many answers to the same question and characterizes creativity. For example,
a typical item on a conventional intelligence test is “How many quarters will you get in return for 60 dimes?” In contrast, the
following question has many possible answers: “What image comes to mind when you hear the phrase ‘sitting alone in a dark
room’ or ‘some unique uses for a paper clip’?”
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APA LO: 1.2
Bloom's: Understand
Topic: Thinking
9-136
146.
According to Robert J. Sternberg, which type of intelligence in students is most likely to be favored in conventional
schooling?
According to Robert J. Sternberg, students with high analytic ability tend to be favored in conventional schooling. They often
do well under direct instruction, in which the teacher lectures and gives students objective tests. They often are considered to
be "smart" students who get good grades, show up in high-level tracks, do well on traditional tests of intelligence and the
SAT, and later get admitted to competitive colleges.
APA LO: 1.2

Bloom's: Understand
147.
What are the barriers to creating culture-fair tests?
Most tests tend to reflect what the dominant culture thinks is important. If tests have time limits, that will bias the test against
groups not concerned with time. If languages differ, the same words might have different meanings for different language
groups. Even pictures can produce bias because some cultures have less experience with drawings and photographs. Because
of such difficulties in creating culture-fair tests, Robert Sternberg concludes that there are no culture-fair tests, only culture-
reduced tests.
APA LO: 1.2

APA LO: 2.5
Bloom's: Understand
Topic: Culture and Intelligence
9-137
148.
Is giftedness a product of heredity or environment? Give one example.
It is likely that giftedness is a product of both heredity and environment. Individuals who are gifted recall that they had signs
of high ability in a particular area at a very young age, prior to or at the beginning of formal training. This suggests the
importance of innate ability in giftedness. However, researchers have also found that individuals with world-class status in
the arts, mathematics, science, and sports all report strong family support and years of training and practice. Deliberate
practice is an important characteristic of individuals who become experts in a particular domain. For example, in one study,
the best musicians engaged in twice as much deliberate practice over their lives as did the least successful ones.
APA LO: 1.1

APA LO: 1.2
Bloom's: Understand
Topic: Giftedness
149.
What is bilingual education? What are the positive aspects of bilingual education?
Bilingual education teaches academic subjects to immigrant children in their native language while slowly teaching English.
Advocates of bilingual education programs argue that if children who do not know English are taught only in English, they
will fall behind in academic subjects. Research supports bilingual education in that (1) children have difficulty learning a
subject when it is taught in a language they do not understand, and (2) when both languages are integrated in the classroom,
children learn the second language more readily and participate more actively.
APA LO: 1.1

APA LO: 1.2
Bloom's: Understand
Topic: Bilingual Education
9-138
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get into touch with the disabled men as soon as they arrived from
France, tell them that the nation would engage to make them
economically efficient again and show them that their rehabilitation
depended only upon their own desire and energy. The crippled
soldier could choose any line of work, agriculture, industry,
commerce, any of the professions, and either add to the training he
had previously acquired, or, if it was necessary, undertake a new
kind of occupation. There lay before him the possibility of a variety of
education that ranged from six months of shop work to a complete
college course of four years. Whatever artificial limbs or appliances
he needed were supplied and if he were short of cash a civilian outfit
was furnished. Until this training was completed his pay continued at
the same rate as during his last month of active service, or it
equaled, if this were greater, the monthly sum to which he was
entitled under the War Risk Insurance law. Injured men in all
branches of the nation’s defense who needed this reëducation were
made to feel that in no sense were they receiving charity but that the
country was only, and gladly, discharging a sacred obligation.
Educational institutions all over the land offered their coöperation
and the use of all their facilities in the carrying out of this scheme of
re-training and so also did shops and factories and industrial and
commercial bodies of all sorts. A few months after the wounded
began to return about 13,000 men had registered with the Federal
Board for Vocational Education and it was estimated that there would
probably be about 10,000 more who would need to share in the
benefits of the plan.
CHAPTER VI
THE WELFARE OF THE SOLDIERS
Into the forming and shaping of the American Army for the World
War went something new in the making of armies, something
hitherto unthought of in the history of wars, for its training was based
upon a new idea, a bold innovation upon military traditions. The
method of army training had always been to minimize the
individuality of the fighting man, to lessen it to the disappearing point,
and so the more surely and easily and completely merge the
individual in the fighting mass. Only so, it was believed, could the
necessary discipline, unity and uniformity of an army be secured.
But when the United States entered the war and set about the
creation of a great fighting force its Secretary of War inspired the
task with a new ideal and the whole making of the American Army
was based on the idea of developing and heightening the
individuality of the soldier, of discovering, improving and utilizing his
personal qualities. The unceasing effort was to make of him a better
citizen, a better, finer and more capable man, in the conviction that
thus he would be also a better soldier. Believing that the higher the
grade of the individuals who compose an army the higher will be the
grade of the army, all the training, the environment and the treatment
of the soldier, from the time he entered the service until he was
discharged, were calculated to develop him physically, mentally and
morally as an individual, to inspire him as a person and, in general,
to make of him a more intelligent, resourceful, upright, self-
dependent, capable and moral man than he was before he entered
the army. The immediate purpose was to make a better army, an
army of thinking, reasoning units, and therefore an army so
intelligent and alert that it would at once perceive the fundamental
necessity for discipline and instant obedience and would gain more
speedily than by the old method the needful unity and uniformity,
while its composite individuals would be more capable of efficient
action if deprived by the chance of battle of their accustomed
leadership.
That was the first and chief purpose. But behind it lay also the
determination that these millions of American young men, the flower
of the nation, the beloved of their homes, should be, as far as
possible, enabled to preserve themselves from those debasements,
corruptions and blights of army life which the world, ages ago, had
grown accustomed to accept as inevitable. The purpose was that, so
far as foresight and effort could command so unprecedented a
result, these young men should bring back no scars or wounds other
than those dealt by the enemy. The outcome of this bold experiment
was a complete vindication of the vision and the faith of the man who
insisted it should be tried.
The preceding pages have shown this purpose of individual
development and betterment at work in the methods of training the
soldier, giving him at least some measure of education when he was
deficient in that respect, instilling in him the principles of good
citizenship, inspiring him with patriotism and enthusiasm for
American ideals, broadening his outlook, appealing to his
intelligence and ambition, discovering and improving his aptitudes
and assigning him to work for which he was fitted. Coöperating with
the methods and purposes of the system of military training was a
large and varied program of recreation designed to fill the soldier’s
leisure hours and to work hand in hand with that training to make him
at once a better man and a better soldier. A part of this program, that
of the Commission on Training Camp Activities, was created by and
carried on by the War Department, but many civilian organizations
constantly coöperated with it and seconded its efforts.
Within the War Department the Commission on Training Camp
Activities—it had its twin in the Navy Department—was appointed by
the Secretary of War to provide for the men in training such a
comprehensive recreational and educational program as would
entertain their leisure hours, stimulate and develop their faculties and
better their morale. The Commission, with its representatives in
every camp, aimed, as one of its purposes, to make the American
army a singing army. Trained musicians and song leaders developed
and encouraged vocal and instrumental ability and aided in the
forming and training of bands and singing groups. As much music as
possible was brought into the daily life and work of all the camps.
An athletic director in each camp organized sports and in
consequence baseball, football, cross-country running and other
competitive games were of frequent occurrence. Skilled instructors in
boxing, wrestling and other such personal sports improved the
resourcefulness and the physique of the men. Every large camp had
its Liberty Theater seating from one thousand to three thousand
men, built on modern lines and equipped for any ordinary
performance. Theater managers and dramatic directors and coaches
wearing the khaki of Uncle Sam’s service brought to the task of
entertaining the soldiers and developing dramatic ability among them
the knowledge and the skill gained by years of study and practical
experience. Theatrical attractions of every sort, vaudeville, drama,
moving pictures, musical artists, entertainers of varied kinds, made
the tour of these theaters and plays were given in them by amateur
companies formed among the men in the camps.
Educational work of such varied sort was constantly carried on as
part of the program of the Training Camp Committee as to give to
much of the leisure time of every camp almost an academic
atmosphere. The machinery of the university extension work and of
the educational department of the Y. M. C. A. was utilized to provide
for those wishing to take them a wide variety of college and
commercial school courses. English was taught to those of little
education and to those of foreign birth. Every camp had its classes in
French. There was instruction in subjects which would prepare men
to transfer from one branch of the service to another. And always
and everywhere there were schools or classes or courses of study
for intensive training in one or another phase of military affairs—
training for those who would have to undertake these specific and
varied duties, training for those who would instruct others in them,
training for officers. Every camp and cantonment buzzed with these
activities by which the men of a nation unused to military affairs and
hating war zealously trained themselves for battle and schooled
themselves in new methods of warfare.
The Commission on Training Camp Activities went vigorously into
the work of education in social hygiene and the enforcement of law
in order to make and keep the camp environment, the camps and
the men themselves morally wholesome, to the end that the army
should be of the best fighting material and that the men who
composed it should return to their homes as fine and clean as when
they left. A determined and unceasing effort was made to keep
alcohol and the prostitute away from the cantonments. Wide zones
in which the sale or gift of alcohol to soldiers was forbidden
surrounded each training area. One section of the Commission dealt
directly with the problem of woman and girl camp followers and
sought to lessen this evil by work among the women themselves, by
securing better enforcement of local police regulations and by
educational and reformatory work in camp communities. A great
educational program was carried on by the Government by which
instruction in sex hygiene was given in the training camps. During
the first six months of cantonment training more than a million men
were reached in this way, and the work was continued with equal
energy throughout the war period.
A system of government insurance, provided by act of Congress
and taking the place of the old-time pension system, enabled any
member of the fighting forces of the United States to insure himself
against death or total permanent disability at a low premium, which
was taken from his monthly pay. At the end of hostilities 4,000,000 of
these insurance policies had been taken out by officers and men of
the Army and Navy, totaling over $37,000,000,000. Most of them
were for the maximum amount of $10,000. Arrangements were
made that would enable each holder of a policy to continue it, if he
so desired, after leaving the service. Allotments of pay which could
be made directly to dependents and allowances paid by the United
States to the families of men in service, if such allowance was
necessary, helped to relieve the mind of the soldier of worry as to the
welfare of his loved ones.
Unique in all history and an integral part of the War Department’s
purpose to make army service become a means of personal
development and betterment for every individual soldier was the
extensive educational scheme for the Expeditionary Forces in
France. The War Department and the Army Educational Commission
of the Y. M. C. A. coöperated in the devising and carrying out of this
plan, which enabled the officers and men of the American Army in
France to continue their school, academic, technical or professional
training while in camp. Worked out and put into operation in the
summer of 1918, when the armistice was signed some 200,000 men,
chiefly in the Service of Supply, had already begun studies of various
kinds, but the scheme did not reach full development until some
weeks later.
Interior of a Cantonment Library

As finally established in the winter of 1919, this educational plan
ran the whole gamut of mental training, from learning to spell to post-
graduate work in science, art and the professions. In the Army of
Occupation there were compulsory schools for all illiterates, but
otherwise the work was optional, and took the place of part of the
hours of daily drill. Post schools were established for units of 500 or
more men, and generally there were forty such schools for each
division. Enrollment at the post schools ran as high as 2,000 and
more. Correspondence courses were arranged for men with smaller
isolated units. In each army division a high school gave both regular
and vocational courses.
Located at Beaune, in the Cote d’Or region, where the huge base
hospital had been built, in the great series of buildings no longer
needed for trainloads of wounded men was the “Khaki University,” at
which were given academic, agricultural, professional, commercial
and technical courses of three months each. Of its many buildings
four hundred were used for class room purposes and others were
converted into laboratories, dormitories, libraries and recreation
halls. Fourteen colleges comprised this Khaki University which,
including the agricultural college associated with it but located
elsewhere, became for the time of its existence the largest
educational institution in the world. Its colleges gave instruction in
language, literature, philosophy, science, fine and applied arts,
journalism, education, engineering, music, business, medicine, and
all other subjects usually provided for at educational institutions of
every sort, whether technical, academic, commercial or professional.
Especial attention was paid to agriculture. The engineering school
offered a full variety of courses in civil, electrical, mining, mechanical
and sanitary engineering. The college of arts, with an art training
center near Paris, had 1,000 students and gave instruction in
architecture, sculpture, painting, interior decoration, town planning,
industrial art, landscape gardening, and furnished guidance for the
study of art museums and structures of esthetic value. In the libraries
of the Khaki University were 500,000 volumes. Its faculty numbered
500 members and 15,000 men, all of them privates and officers of
the A. E. F., enrolled when the institution opened. The Y. M. C. A.,
whose Army Educational Commission had devised and organized
the entire huge educational scheme, turned it all over to the War
Department in the spring of 1919.
Many of the faculty members of important universities and
colleges in the United States aided in the working out of this
comprehensive educational plan and, under the direction of the Army
Educational Commission of the Y. M. C. A. and army officers,
coöperated with them in the immediate supervision of the schools.
Nearly 50,000 officers and men whose record cards showed them to
have been school teachers or university or college professors before
they were soldiers were detailed from the army for the work of
teaching this huge body of pupils in the post schools and at Beaune.
French and British universities and colleges threw open their doors
for those who were prepared to undertake collegiate and post-
graduate work. With the Sorbonne leading the list, thirty French
institutions offered lectures and courses of study, while at Oxford,
Cambridge, Dublin, Liverpool, Manchester, St. Andrews, and
elsewhere in the British Isles a welcome awaited the American army
man. Furloughs were granted to officers and enlisted men for this
work and during the latter part of the winter and the spring of 1919
2,000 worked at British universities, filling to the last one the
possibility for their accommodation, although four times as many had
applied for the privilege. As many more attended the Sorbonne and
other institutions in Paris, while the provincial universities and
colleges of France had also their quota.
Solicitous for the welfare of the Expeditionary Force and
determined that its members should not fall below the high standard
it had established of individual worth and soldierly quality, the War
Department met the problem of leaves of absence in a strange land
by establishing “leave areas” in especially interesting sections of
France wherein was offered a varied program of rest, change,
recreation and entertainment. More than a dozen famous resorts in
the Alps, the Pyrenees, along the Riviera and elsewhere were
leased in whole or in part and put in charge of the Y. M. C. A., which
saw to it that the men on leave had a thoroughly good time. Once in
four months each soldier in service was entitled to a week’s outing at
whichever one of these leave areas he preferred to visit. Beginning
in the winter of 1918, during the first year of the operation of this
system 220,000 soldiers were thus given an opportunity for
recreation and sent back to their duties wholesomely refreshed.
Several civil organizations coöperated with the War Department in
work for the welfare of the soldier in training and overseas and very
greatly aided the Government in its effort to enable the men who
composed the army to return to their homes better and more capable
men than they were when they left upon their country’s service.
These and their activities are described in more detail in the chapter
on “Big Brothering the Army.” But here the Young Men’s and Young
Women’s Christian Associations, the War Camp Community Service,
the Jewish Welfare Board, the Knights of Columbus, the Salvation
Army and the American Library Association must be referred to
briefly because of the very great importance of what they did for the
welfare of the American soldiers and because of their influence upon
the character of the American Army.
More than five hundred service buildings were operated by these
organizations in the various camps and cantonments in this country
alone, and many hundreds more overseas. They furnished to the
men wholesome club life, in comfortable houses, with music, games,
lectures, reading and writing facilities and athletic equipment. The
Young Women’s Christian Association built, furnished and officered
at least one hostess house in every camp, wherein the women
relatives and friends of the soldiers could meet them in homelike
surroundings. The American Library Association installed in the
camps specially designed buildings, manned them with trained
workers and provided many thousands of volumes which were kept
in constant circulation.
The War Camp Community Service worked in the localities
surrounding the camp, where it aided the citizens in efficient
expression of their universal spirit of hospitality and friendliness
toward the troops, maintained clubs for soldiers on leave, provided
information bureaus, recreation and entertainment, and, in general,
helped to create and preserve between the men in training and the
community in which they were located a normal and helpful social
relationship.
So, in a year and a half, America expanded her army of 212,000
into an army of 2,000,000 men overseas, a million and a half in
training, and two million more preparing, as these latter were sent
across the ocean, to take their places in the cantonments. She
turned this democratically chosen material from raw civilians of
peace-loving traditions into gallant fighters and fused a
heterogeneous mass of nationalities into a solid body inspired by
and fighting for American ideals. It was an army so eager to get into
the struggle for liberty and justice against militarism and autocracy
and its spirit was so high and unanimous that every regiment leaving
a cantonment for overseas service celebrated the coming of its
orders with enthusiasm and was envied by all those not yet chosen.
It was an army that, above everything else, was the expression of
the mind, the heart and the soul of the American people. Almost
every home in the nation had some part in it and it went upon its war
adventure with the prayers, the blessings, the love and the ardent
wish to serve its needs of the whole people. Never was an army sent
to war so fathered and mothered, so big-sistered and big-brothered,
so loved and cheered by an entire nation and provided for by its
Government with such care and far-seeing vision as this that sailed
from the ports of America for the battlefields of France.
CHAPTER VII
MAINTAINING THE ARMY IN FRANCE
To receive, care for and handle the army in France made

necessary prodigious works that, like everything else in the
prosecution of the war, had to be planned and executed at the
highest possible speed. While the making of the army, the building of
cantonments, the development of flying fields, the creation of an
industry for the supplying of munitions, the building of shipyards and
ships, the expansion of the navy, and all the multitude of wartime
tasks to which the nation at once turned its energies were being
pushed breathlessly forward, a vast development of facilities had to
be begun and carried on in France before our army and its supplies
could even be landed upon French shores and transported to the
front.
The chief ports of France were already being utilized to their
utmost capacity by France and England, and for either of these
nations to give up any portion of the port facilities they were using
would have meant a serious detriment to their war effort. Therefore it
was necessary for the United States to develop sufficiently for our
needs the smaller and more backward harbors and port towns. Our
shipments of troops and supplies began to land in France at the end
of June, 1917, and at once the ports it was possible for America to
use became badly congested because of the lack of unloading
facilities. In response to the sore need of our war associates and
their urgent request our khaki-clad men were sent over in a
constantly increasing stream that grew month by month to ever
larger proportions. With each 25,000 men it was necessary to
dispatch simultaneously enough supplies of every sort to maintain
those men for four months. And at the same time had to be shipped
the varied kinds and immense amounts of material for the
development of the ports, the building of storehouses, the making of
camps, the providing of railways and rolling stock, and all the rest of
the work to be done.
As the vessels carrying all these war necessities crowded into the
small and undeveloped French ports in the summer of 1917 they had
to wait their turns at the docks. It often happened that a ship would
discharge the most needed part of its cargo, give up its place to
some other ship which also carried sorely needed supplies and wait
for another turn to land the rest of its load. Sometimes, so great was
the congestion because of the lack of berthing and unloading
facilities, a ship would find it better, rather than wait for another
opportunity, to return to the United States with part of its original
cargo still aboard, reload and cross the ocean again, when it would
appear at the French port by the time its next turn came around.
By the following summer, a year after these things were
happening, so enormous were the developments and improvements
this country had made, that with 250,000 and sometimes even
300,000 soldiers per month pouring into the French ports, with all the
vast amounts of food, equipment, clothing and munitions for their
use that went in with them, and with all the huge and varied
quantities of construction material also being landed, the port
facilities were equal to all needs and docks, warehouses and
unloading machinery were ready for the still greater demands upon
them which would presently have followed if the war had not come to
an end.
A great part of the material for this development had to be shipped
from the United States, as well as the tools with which the work was
done. The piles for the building of the docks, the lumber for the
barges on which to place the pile drivers, the material for long blocks
of storehouses, the rails and cars and locomotives for the making
and operating of hundreds of miles of track, lumber for the building of
barracks for the thousands of workmen, dredges, cranes, steam
shovels, tools and materials of every sort—almost all had to be
shipped from the United States and unloaded at the small,
congested French ports, which were being enlarged and developed
all the time that this work of unloading was going on in the cramped
and crowded space.
In all, more than a dozen French ports were used by the American
Government and in each one more or less expansion and
development had to be done to make it serviceable, and in all the
more important ones a very great amount of development work was
instituted and carried through at breakneck speed. So much was
done that through the last months of the war it would have been of
little strategic value to the Germans if they could have gained
possession of the Channel ports of France, for which they had
striven mightily in order to cut off communications between England
and the British armies in the field, for by that time there was room for
them also at the more southerly ports. St. Nazaire was opened first
and was followed by Bordeaux, Brest, Le Havre, La Rochelle,
Rochefort, Rouen, Marans, Tonnay-Charente, Marseilles and others.
One of the Docks in a French Port Developed by the United

States
St. Nazaire, through which poured immense numbers of American
troops and vast quantities of supplies, in the early summer of 1917
was a sleepy little fishing village with a good natural harbor which
was used only by occasional tramp steamers and coastwise
shipping. The berthing and unloading facilities were meager, small,
old and dilapidated. The harbor basin was dredged and enlarged,
piers were built affording three times the former berthing capacity,
the unloading facilities were multiplied by ten. At Bordeaux, in June,
1917, there were berths for seven ships and no more than two ships
per week could be unloaded. Dredging and construction made it
possible for seven ships at the existing pier to discharge their
cargoes at the same time and inside of eight months docks a mile
long, which the French told the American engineers could not
possibly be finished in less than three years, were built on swampy
land, concrete platforms, railroad tracks, and immense warehouses
were erected and huge electric cranes were set up for lifting cases of
goods from ships to cars. Approximately 7,000,000 cubic feet of
lumber were used in this construction, nearly all of it shipped from
the United States. In less than a year it was possible to unload,
instead of two ships in a week, fourteen ships all at the same time.
The amount of development, of dredging and construction, that had
to be done at these two ports alone indicates the size of the task
which awaited the United States Government overseas before our
men and their supplies could even be landed in France.
There were very few supplies available in Europe for the American
Army. Practically everything for their maintenance had to be shipped
from the home base, and no chances could be taken with the
possible cutting of the line of supply by enemy operations at sea.
Therefore, for every soldier sent to France there went an amount of
food and clothing sufficient to meet his needs for four months—an
immediate supply for thirty days and a reserve for ninety days. The
supply was kept at that level by adding to the amount already sent,
with each fresh unit of 25,000 men embarked from America, the
increase needed for them. As our Army overseas grew to 500,000,
to 1,000,000, to 2,000,000, and with each new leap of the numbers
subsistence and clothing for their four months’ use also crossed the
ocean, great cities of warehouses sprang up, almost overnight, for
the storing of these immense quantities of goods. Each port had its
base supply depot a few miles back from the shore where were
stored the materials as they were unloaded from the ships. Here was
kept, in the depots of all the ports, a part of the reserve sufficient to
maintain the entire Army, whatever its size at any given time, for
forty-five days. Well inland, midway between the base ports and the
front lines, was another series of warehouse cities to which the
goods were forwarded from the base warehouses and from which
they were distributed to the final long line of storage depots
immediately behind the battle zones. In the intermediate warehouses
was kept constantly a thirty days’ supply for all the American forces
in France and in the distributing warehouses behind the front and at
hospital, aircraft and other centers of final distribution there was
always on hand a sufficient supply for fifteen days. Most of the
material for all this vast network of storage houses had to be shipped
from the United States. This was especially true of the base supply
depots and the early construction. Later, much of the wood was cut
by American engineering troops in French forests. Let two or three of
these warehouse cities afford an idea of the immensity of the task of
housing the supplies for our armies.
At the St. Nazaire supply depot nearly two hundred warehouses
afforded 16,000,000 square feet of open and covered storage. Back
of Bordeaux there was wrought in a few months a transformation
from miles of farms and vineyards to long rows upon rows of iron
and steel warehouses, each fifty by four hundred feet and affording,
all told, nearly ten million feet of storage. At Gievres, what was a
region of scrub growth upon uncultivated land became in a few
months an intermediate supply depot of three hundred buildings,
covering six square miles, needing 20,000 men to carry on its affairs
and having constantly in storage $100,000,000 worth of supplies.
These and all the other depots had to have their barracks for the
housing of the thousands of men for their operation. In each one a
sufficient supply of pure water had to be developed, for nowhere in
France was there enough wholesome water for American needs.
Usually either artesian wells were sunk or existing sources were
enlarged and purified, and reservoirs, tanks and piping were
installed. One water-works and pumping station had a capacity of
6,000,000 gallons a day. Let a supply depot at which 8,000 enlisted
men were employed illustrate them all. Rows of neat, two-story
barracks housed the men and a huge mess hall, which served also
as church, theater and entertainment hall, accommodated 3,100
men at a sitting and allowed 6,200 to dine in an hour. Planned on
scientific principles, its overhead service, from which the food was
heaped on the mess kits of the doughboys, enabled them to pass
quickly in an unbroken line from the serving stations, of which there
was one for each company, to the dining tables. Four smaller dining
halls seating 500 each added the accommodations necessary for the
entire camp. The food was cooked in two large, concrete-floored
kitchens, each 312 by 60 feet and having thirteen big stoves, and in
two smaller kitchens of three stoves each. An underground sewer
carried the camp refuse to the sea, there were plenty of hot and cold
shower baths and the whole was lighted by electricity.
At all large supply stations and permanent camps there were huge
bakeries, each baking thousands of pounds of bread every day,
coffee roasting and grinding plants—one of these prepared 70,000
pounds of coffee per day—ice and cold storage plants that made
their own ice, of which one had a daily capacity of 500 tons of ice
and held 6,500 tons of beef, big vegetable gardens cultivated by
soldiers temporarily unfit for duty at the front, hospitals, nurses’ and
officers’ quarters.
Within a few weeks after our entrance into the war, and before the
first troops had sailed for France, a railroad commission was at work
there studying the transportation problem which would have to be
solved and preparing for the huge organization which would have to
be set up before we could give efficient aid. At first the American
Army was simply a commercial shipper over French lines, then
American cars and engines were sent over and operated by
American personnel on the French roads, under French supervision,
and a little later most of the American lines of communication were
taken over by the American Army. And hundreds of miles of railroads
and switches were built and operated at terminals, between base
ports and supply depots, in the supply stations, at the front, and
between camps and other centers.
At first American locomotives were shipped in knocked-down parts
and set up again after their arrival in France. But this method
consumed too much time, when time cost high in human life and
treasure. A hurried search was made for ships with holds and
hatches big enough to receive such burdens. The first ship that went
thus loaded carried thirty-three standard locomotives and tenders
tightly packed in bales of hay. Each one was lifted from the rails
beside the dock by a huge derrick, as easily as a cat lifts a kitten,
and on the other side was lifted from its place in the hold to the rails,
ready for express service to the front, in forty-six minutes. In all,
1,500 locomotives, either knocked-down or ready for service, were
transported and 20,000 freight cars were taken over in knocked-
down parts and erected again at a big assembling station. There
were constructed 850 miles of standard gauge railroads for needs
which the existing French railways did not meet, of which 500 miles
were built in the last five months of the war. In addition, there were
constructed 115 miles of light railway, while 140 miles of German
light railway were repaired and made fit for operation. In order to
carry our own lines across French roads without interfering with
traffic it was necessary to build many miles of switches and cut-offs.
Americans operated 225 miles of French railways. The
transportation system made use also of 400 miles of inland
waterways on which hundreds of barges towed by tugs sent over for
that purpose carried army supplies. This entire huge transportation
system was planned, developed, operated and manned by American
railroad men, from railway company presidents and general
managers to brakemen, and required the services of more than
70,000 men.
The aviation program called for big construction works in France,
where seventeen large flying fields, divided into several air
instruction centers, were developed. One of these aviation centers
covered thirty-six square miles and was a city complete in itself, as
was each of the other centers, with their barracks, dining halls,
hangars, repair and assembly shops, hospital, officers’ and nurses’
quarters, welfare buildings. And all of these complete, self-contained
cities, each housing thousands of people, grew in less than a year
upon farming lands.
Hospitals were built upon a standardized system that could
expand the number of available beds by from one thousand to five
thousand in one day. When the armistice was signed there were in
operation 219 base and camp hospitals and twelve convalescent
camps and the hospital service was ready to provide a total of
284,000 beds. One of these hospital centers, the huge institution at
Beaune, afterwards utilized by the “Khaki University,” was
constructed in a few months, its 600 buildings of a permanent type
including the necessary operating rooms, laboratories, administration
buildings, officers’ and nurses’ quarters, and buildings for patients for
a series of ten hospitals, each devoted to its own specialty and
having its own staff of surgeons, physicians, nurses and men. For
the building of this hospital center railways were run to the site and
concrete mixers set up to provide the material, and work was kept
going at high speed day and night until it was ready to receive
patients.
Hundreds of construction projects were constantly under way for
the housing, care, training and welfare of the army whose numbers
were growing by tens of thousands every week and would in a few
months more have amounted to four million men. There were
receiving camps of tents and wooden barracks and dining halls and
welfare structures, each of which had its water works and electric
lighting and sewage disposal plants, for the debarking men; training
camps; schools for the instruction of cooks, chauffeurs, Salvage
Corps workers, Tank Corps men, candidates for the Engineering
Corps, cavalry officers, coffee roasters, statistical officers, trench
artillerymen, and for scores of other specialties in fighting and in
caring for the fighting men, by intensive work through long hours
every day; nearly a hundred factories in which were made candy,
chocolate, crackers, hard bread and macaroni and coffee was
roasted and ground, by which much tonnage was saved per month
and costs were reduced; huge salvage and repair work; big laundry
and sterilizing plants in one of which more than half a million pieces
were washed or sterilized per week; motor truck depots and
reconstruction parks—one of these latter transformed in two months
from a thousand acres of farm land into a great motor plant with
shops of steel and concrete covering 125,000 square feet, railways
and switches, storehouses and offices; and dozens of other
structures and developments in which great buildings had either to
be erected or leased and adapted to new purposes.
Upon the shoulders of the Engineering Corps of the United States
Army fell the task of achieving this miracle of construction and
development in France. At our entrance into the war it consisted of
256 commissioned officers and 2,100 enlisted men, in seven
organizations. A year and a half later it had expanded to 9,000
officers and 255,000 enlisted men, in 309 organizations of which
each did a specialized kind of work. A quarry regiment got out stone
from French quarries; forestry regiments, under the permission and
supervision of the French Government, went into French forests and
cut down trees, set up saw mills and carried on lumbering operations
in order to help supply the immense lumber needs of our
construction projects and so lessen the pressure upon the shipping
service; highway regiments repaired roads and built new ones;
railroad regiments laid hundreds of miles of railway track; a
camouflage regiment composed of architects, painters, sculptors and
engineers protected and disguised army operations and ran a factory
for the making of camouflage material; map-making regiments
printed maps immediately behind the battle lines; others developed
water and electric power and installed plants for our manufacturing
necessities in more than three hundred localities; still others dug
trenches and tunneled under the enemy’s lines and built bridges in
the rear of the fleeing foe for the immediate passage of American
troops in pursuit; and sometimes they threw down picks and shovels
and with hastily seized rifles and bayonets showed themselves to be
as good fighters as workers.
All this vast and varied achievement in France, of which it is
possible to mention here only illustrative parts of a mere outline, was
made possible by the big, closely knit and smoothly working
organization of the two branches of the A. E. F., the Army and its
Service of Supply. At the head of it all, organizer and administrator
as well as soldier and general, was General Pershing, Commander
in Chief. Under him the five great divisions of General Head
Quarters,—the section that saw to it that all the needed elements of
warfare, men, munitions, supplies, and materials for construction,
were landed in France; the section that received and distributed all
these elements; the section that trained the personnel of every sort;
the sections that operated the troops and secured information
concerning the enemy and safe-guarded that concerning our own
affairs,—carried on each its own work in a great, widely ramifying
organization, systematized and highly organized down to its last
detail. Running all these organizations on business principles, in
addition to the army officers who directed the phases dealing with
combat, were successful business and professional men from
private life in the United States who gave up big salaries and
important positions to work for their country in France on the pay of
an army officer. Among them and spending twelve, sixteen, even
twenty hours out of the twenty-four on the job of speeding each his
own particular work to success were engineers of international
renown who had put through mighty projects of bridging and
damming rivers, building railroads and tunneling the earth, experts in
financial law, in mechanics, in construction, in finance,
manufacturers of automobiles, leaders in steel industries, organizers
of big business, officials of important railway companies.

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Multiple Choice Questions

APA LO: 1.2

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During elementary school years, head circumference and waist circumference:

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Advances in the _____ of the brain are linked to children's _____.

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Being overweight is defined in absolute relation to a person's _____.

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9. In 2011–2012, _____ percent of 6- to 11-year-old U.S. children were classified as obese,

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Cardiovascular disease is _____ in children.

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The incidence of cancer in children has _____ in recent years.

APA LO: 1.2

Which type of cancer is most prevalent in children?

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_____ are characterized by an uncontrolled proliferation of abnormal cells.

APA LO: 1.2

Children with cancer:

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APA LO: 1.1

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Research indicates that it is unlikely learning disabilities:

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APA LO: 1.1

APA LO: 1.2

APA LO: 1.2

ADHD occurs _____ more frequently in boys than in girls.

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A number of causes for ADHD have been proposed, including:

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Advances in the _ of the brain are linked to children's _.