cj47

9/cd-hl ./.-hl

Martin/np and/cc Stendler/np present/vb evidence/nn that/cs infants/nns and/cc young/jj children/nns can/md and/cc do/do solve/vb many/ap problems/nns at/in a/at relatively/ql simple/jj perceptual/jj level/nn simply/rb by/in combining/vbg objects/nns and/cc counting/vbg them/ppo ./.
After/cs they/ppss have/hv developed/vbn concepts/nns ,/, they/ppss are/ber free/jj from/in the/at necessity/nn of/in manipulating/vbg objects/nns ;/. ;/.
they/ppss do/do symbolically/rb what/wdt they/ppss once/rb had/hvd to/to do/do concretely/rb ./.
The/at ability/nn to/to think/vb seems/vbz to/to increase/vb consistently/rb with/in age/nn ./.
One/cd experiment/nn showed/vbd the/at greatest/jjt one-year/nn difference/nn occurring/vbg between/in the/at eleventh/od and/cc twelfth/od years/nns ./.
10/cd-hl ./.-hl

Many/ap studies/nns indicate/vb that/cs elementary-school/nn children's/nns$ interests/nns cover/vb the/at whole/jj field/nn of/in science/nn ;/. ;/.
that/cs their/pp$ questions/nns indicate/vb a/at genuine/jj interest/nn in/in social/jj processes/nns and/cc events/nns ;/. ;/.
and/cc that/cs as/cs they/ppss mature/vb their/pp$ interests/nns and/cc capabilities/nns change/vb and/cc broaden/vb ./.
Emotional/jj-hl characteristics/nns-hl 
How/wrb a/at child/nn feels/vbz about/in himself/ppl ,/, about/in other/ap people/nns ,/, and/cc about/in the/at tasks/nns confronting/vbg him/ppo in/in school/nn may/md have/hv as/ql much/ap influence/nn on/in his/pp$ success/nn in/in school/nn as/cs his/pp$ physical/jj and/cc intellectual/jj characteristics/nns ./.
A/at considerable/jj amount/nn of/in evidence/nn exists/vbz to/to show/vb that/cs an/at unhappy/jj and/cc insecure/jj child/nn is/bez not/* likely/jj to/to do/do well/rb in/in school/nn subjects/nns ./.
Emotional/jj maturity/nn is/bez the/at result/nn of/in many/ap factors/nns ,/, the/at principal/jjs ones/nns being/beg the/at experiences/nns of/in the/at first/od few/ap years/nns of/in the/at child's/nn$ life/nn ./.
However/rb ,/, the/at teacher/nn who/wps understands/vbz the/at influence/nn of/in emotions/nns on/in behavior/nn may/md be/be highly/ql influential/jj in/in helping/vbg pupils/nns gain/vb confidence/nn ,/, security/nn ,/, and/cc satisfaction/nn ./.


	Concerning/in this/dt responsibility/nn of/in the/at teacher/nn ,/, suggestions/nns for/in helping/vbg children/nns gain/vb better/jjr control/nn of/in the/at emotions/nns are/ber presented/vbn in/in Chapter/nn-tl 11/cd-tl ./.
The/at following/vbg generalizations/nns about/in the/at emotional/jj characteristics/nns of/in elementary-school/nn children/nns may/md be/be helpful/jj ./.
1/cd-hl ./.-hl

Typically/rb ,/, the/at young/jj child's/nn$ emotional/jj reactions/nns last/vb for/in a/at relatively/rb short/jj time/nn ,/, as/cs contrasted/vbn to/in those/dts of/in an/at adult/nn ./.
2/cd-hl ./.-hl

As/cs the/at child/nn grows/vbz older/jjr ,/, his/pp$ emotional/jj reactions/nns lead/vb to/in ``/`` moods/nns ''/'' ,/, or/cc emotional/jj states/nns drawn/vbn out/rp over/in a/at period/nn of/in time/nn and/cc expressed/vbn slowly/rb ,/, rather/rb than/cs in/in short/jj ,/, abrupt/jj outbursts/nns ./.
3/cd-hl ./.-hl

Studies/nns of/in the/at growth/nn and/cc decline/nn of/in children's/nns$ fears/nns indicate/vb that/cs fears/nns due/jj to/in strange/jj objects/nns ,/, noises/nns ,/, falling/vbg ,/, and/cc unexpected/jj movement/nn decline/vb during/in the/at preschool/jj years/nns ,/, but/cc that/cs fears/nns of/in the/at dark/nn ,/, of/in being/beg alone/rb ,/, and/cc of/in imaginary/jj creatures/nns or/cc robbers/nns increase/vb ./.
4/cd-hl ./.-hl

Ridiculing/vbg a/at child/nn for/in being/beg afraid/jj or/cc forcing/vbg him/ppo to/to meet/vb the/at feared/vbn situation/nn alone/rb are/ber poor/jj ways/nns of/in dealing/vbg with/in the/at problem/nn ;/. ;/.
more/ql effective/jj solutions/nns include/vb explanations/nns ,/, the/at example/nn of/in another/dt child/nn ,/, or/cc conditioning/vbg by/in associating/vbg the/at feared/vbn object/nn ,/, place/nn ,/, or/cc person/nn with/in something/pn pleasant/jj ./.
5/cd-hl ./.-hl

Children/nns need/vb help/nn in/in learning/vbg to/to control/vb their/pp$ emotions/nns ./.
The/at young/jj child/nn learns/vbz from/in parents/nns and/cc teachers/nns that/cs temper/nn tantrums/nns ,/, screaming/vbg ,/, kicking/vbg ,/, and/cc hitting/vbg will/md not/* get/vb him/ppo what/wdt he/pps wants/vbz ;/. ;/.
the/at older/jjr child/nn learns/vbz that/cs intense/jj emotional/jj outbursts/nns will/md not/* win/vb approval/nn by/in his/pp$ peers/nns ,/, and/cc ,/, therefore/rb ,/, makes/vbz a/at real/jj effort/nn to/to control/vb his/pp$ emotions/nns ./.
6/cd-hl ./.-hl

Children/nns differ/vb widely/rb in/in their/pp$ emotional/jj responses/nns ./.
Among/in infants/nns the/at patterns/nns of/in emotional/jj responses/nns are/ber similar/jj ;/. ;/.
as/cs the/at influence/nn of/in learning/vbg and/cc environment/nn are/ber felt/vbn ,/, emotional/jj behavior/nn becomes/vbz individualized/vbn ./.
Social/jj-hl characteristics/nns-hl 
Although/cs no/at national/jj norms/nns exist/vb for/in the/at social/jj development/nn of/in children/nns ,/, the/at teacher/nn can/md find/vb a/at great/jj deal/nn of/in information/nn concerning/in types/nns of/in social/jj behavior/nn normally/rb displayed/vbn by/in children/nns at/in various/ap age/nn levels/nns ./.
The/at following/vbg summary/nn will/md give/vb the/at student/nn some/dti idea/nn about/in the/at social/jj characteristics/nns of/in elementary-school/nn children/nns ;/. ;/.
the/at student/nn will/md certainly/rb want/vb to/to explore/vb more/ql deeply/rb into/in the/at fascinating/jj study/nn of/in immature/jj individuals/nns ,/, struggling/vbg to/to meet/vb their/pp$ developmental/jj needs/nns ,/, and/cc at/in the/at same/ap time/nn trying/vbg to/to learn/vb the/at rules/nns of/in the/at game/nn in/in the/at ever-expanding/jj number/nn of/in groups/nns in/in which/wdt they/ppss hold/vb membership/nn ./.
1/cd-hl ./.-hl

During/in early/jj childhood/nn ,/, children/nns are/ber more/ql interested/vbn in/in the/at approval/nn of/in their/pp$ parents/nns and/cc teachers/nns than/cs they/ppss are/ber in/in the/at approval/nn of/in other/ap children/nns ;/. ;/.
after/cs they/ppss have/hv been/ben in/in school/nn a/at few/ap years/nns ,/, their/pp$ interest/nn in/in playmates/nns of/in their/pp$ own/jj age/nn increases/vbz ,/, and/cc their/pp$ interest/nn in/in adults/nns decreases/vbz ;/. ;/.
the/at child/nn who/wps had/hvd once/rb considered/vbn it/ppo a/at treat/nn to/to accompany/vb his/pp$ parents/nns on/in picnics/nns and/cc family/nn gatherings/nns now/rb considers/vbz it/ppo a/at bore/nn ./.
In/in late/jj childhood/nn the/at influence/nn of/in the/at group/nn on/in the/at social/jj behavior/nn of/in the/at child/nn continues/vbz to/to increase/vb ;/. ;/.
the/at group/nn sets/vbz the/at styles/nns in/in clothing/nn ,/, the/at kind/nn of/in play/nn engaged/vbn in/in ,/, and/cc the/at ideals/nns of/in right/jj and/cc wrong/jj behavior/nn ./.
2/cd-hl ./.-hl

In/in early/jj childhood/nn the/at choice/nn of/in a/at companion/nn is/bez likely/jj to/to be/be for/in another/dt child/nn of/in his/pp$ own/jj age/nn or/cc a/at year/nn or/cc two/cd older/jjr ,/, who/wps can/md do/do the/at things/nns he/pps likes/vbz to/to do/do ;/. ;/.
such/jj factors/nns as/cs sex/nn ,/, intelligence/nn ,/, and/cc status/nn in/in the/at group/nn do/do not/* influence/vb his/pp$ choice/nn much/rb at/in this/dt time/nn ./.
3/cd-hl ./.-hl

In/in later/jjr childhood/nn ,/, an/at interest/nn in/in team/nn games/nns replaces/vbz individual/jj play/nn ;/. ;/.
loyalty/nn to/in the/at group/nn ,/, a/at feeling/nn of/in superiority/nn over/in those/dts who/wps are/ber not/* members/nns ,/, and/cc unwillingness/nn to/to play/vb with/in members/nns of/in the/at opposite/jj sex/nn become/vb dominant/jj traits/nns ./.
4/cd-hl ./.-hl

During/in early/jj childhood/nn boys/nns tease/vb and/cc bully/vb ,/, on/in the/at average/jj ,/, more/rbr than/cs girls/nns ;/. ;/.
those/dts who/wps feel/vb inferior/jj or/cc insecure/jj engage/vb in/in these/dts activities/nns more/rbr than/cs do/do well-adjusted/jj children/nns ./.
5/cd-hl ./.-hl

During/in late/jj childhood/nn boys/nns like/vb to/to tease/vb ,/, jostle/vb ,/, and/cc talk/vb smart/rb to/in girls/nns ;/. ;/.
girls/nns ,/, who/wps are/ber more/ql mature/jj than/cs boys/nns ,/, frown/vb upon/in the/at youthful/jj antics/nns of/in boys/nns of/in their/pp$ own/jj age/nn ./.
6/cd-hl ./.-hl

By/in the/at time/nn pupils/nns reach/vb the/at sixth/od grade/nn ,/, their/pp$ ethical/jj and/cc moral/jj standards/nns are/ber fairly/ql well/rb developed/vbn ;/. ;/.
they/ppss exhibit/vb a/at keen/jj interest/nn in/in social/jj ,/, political/jj ,/, and/cc economic/jj problems/nns ,/, but/cc they/ppss frequently/rb have/hv vague/jj and/cc incorrect/jj notions/nns about/in the/at terms/nns they/ppss use/vb rather/ql glibly/rb in/in their/pp$ routine/jj school/nn work/nn ./.
7/cd-hl ./.-hl

Between/in the/at ages/nns of/in two/cd and/cc four/cd years/nns ,/, negativism/nn or/cc resistance/nn to/in adult/nn authority/nn is/bez noticeable/jj ;/. ;/.
after/in the/at fourth/od year/nn it/pps begins/vbz to/to decline/vb ./.
However/rb ,/, as/cs we/ppss have/hv seen/vbn ,/, in/in later/jjr childhood/nn the/at child/nn begins/vbz to/to substitute/vb the/at standards/nns of/in the/at peer/nn group/nn for/in those/dts of/in parents/nns and/cc teachers/nns ./.
8/cd-hl ./.-hl

The/at elementary-school/nn child/nn grows/vbz gradually/rb in/in his/pp$ ability/nn to/to work/vb in/in groups/nns ./.
The/at child/nn in/in the/at primary/jj grades/nns can/md play/vb harmoniously/rb with/in one/cd companion/nn ,/, but/cc his/pp$ desire/nn to/to be/be first/od in/in everything/pn gets/vbz him/ppo into/in trouble/nn when/wrb the/at group/nn gets/vbz larger/jjr ;/. ;/.
he/pps wants/vbz to/to be/be with/in people/nns ,/, but/cc he/pps hasn't/hvz* yet/rb learned/vbn to/to cooperate/vb ./.
In/in the/at middle/jj grades/nns ,/, however/rb ,/, he/pps begins/vbz to/to participate/vb more/ql effectively/rb in/in group/nn activities/nns such/jj as/cs selecting/vbg a/at leader/nn ,/, helping/vbg to/to make/vb plans/nns and/cc carry/vb on/rp group/nn activities/nns ,/, and/cc setting/vbg up/rp rules/nns governing/vbg the/at enterprise/nn ./.



Why/wrb-hl the/at-hl teacher/nn-hl should/md-hl study/vb-hl the/at-hl individual/jj-hl pupil/nn-hl 
Much/ap progress/nn has/hvz been/ben made/vbn in/in the/at last/ap two/cd decades/nns in/in developing/vbg techniques/nns for/in understanding/vbg children/nns ,/, yet/cc in/in almost/rb any/dti classroom/nn today/nr can/md be/be found/vbn children/nns whose/wp$ needs/nns are/ber not/* being/beg met/vbn by/in the/at school/nn program/nn ./.
Some/dti are/ber failing/vbg to/to achieve/vb as/ql much/ap as/cs their/pp$ ability/nn would/md permit/vb ;/. ;/.
others/nns never/rb seem/vb able/jj to/to enter/vb fully/rb into/in the/at life/nn of/in the/at classroom/nn ./.
These/dts children/nns have/hv been/ben described/vbn as/cs those/dts who/wps were/bed trying/vbg to/to say/vb something/pn to/in adults/nns who/wps did/dod not/* understand/vb ./.


	Many/ap school/nn systems/nns now/rb employ/vb school/nn psychologists/nns and/cc child/nn guidance/nn specialists/nns ./.
These/dts specialists/nns perform/vb valuable/jj services/nns by/in helping/vbg teachers/nns learn/vb to/to identify/vb children/nns who/wps need/vb special/jj attention/nn ,/, by/in suggesting/vbg ways/nns of/in meeting/vbg the/at needs/nns of/in individual/jj children/nns in/in the/at regular/jj classroom/nn ,/, and/cc by/in providing/vbg clinical/jj services/nns for/in severely/ql maladjusted/jj children/nns ./.
It/pps is/bez the/at classroom/nn teacher/nn ,/, however/rb ,/, who/wps has/hvz daily/jj contacts/nns with/in pupils/nns ,/, and/cc who/wps is/bez in/in a/at unique/jj position/nn to/to put/vb sound/jj psychological/jj principles/nns into/in practice/nn ./.
Indeed/rb ,/, a/at study/nn of/in the/at individual/jj child/nn is/bez an/at integral/jj part/nn of/in the/at work/nn of/in the/at elementary-school/nn teacher/nn ,/, rather/rb than/cs merely/rb an/at additional/jj chore/nn ./.


	Teachers/nns and/cc administrators/nns in/in many/ap elementary/jj schools/nns have/hv assumed/vbn that/cs dividing/vbg the/at pupils/nns in/in any/dti grade/nn into/in groups/nns on/in the/at basis/nn of/in test/nn scores/nns solves/vbz the/at problem/nn of/in meeting/vbg the/at needs/nns of/in individuals/nns ./.
What/wdt they/ppss should/md recognize/vb is/bez that/cs children/nns who/wps have/hv been/ben placed/vbn in/in one/cd of/in these/dts groups/nns on/in a/at narrow/jj academic/jj basis/nn still/rb differ/vb widely/rb in/in attributes/nns that/wps influence/vb success/nn ,/, and/cc that/cs they/ppss still/rb must/md be/be treated/vbn as/cs individuals/nns ./.
Although/cs the/at teacher/nn must/md be/be concerned/vbn with/in maintaining/vbg standards/nns ,/, he/pps must/md also/rb be/be concerned/vbn about/in understanding/vbg differences/nns in/in ability/nn ,/, background/nn ,/, and/cc experience/nn ./.
Factors/nns-hl that/wps-hl inhibit/vb-hl learning/vbg-hl and/cc-hl lead/vb-hl to/in-hl maladjustment/nn-hl 
Studies/nns conducted/vbn in/in various/ap sections/nns of/in the/at United/vbn-tl States/nns-tl indicate/vb that/cs many/ap children/nns in/in elementary/jj schools/nns are/ber maladjusted/jj emotionally/rb ,/, and/cc that/cs many/ap of/in them/ppo are/ber failing/vbg to/to make/vb satisfactory/jj progress/nn in/in school/nn subjects/nns ./.
One/cd study/nn ,/, which/wdt involved/vbd 1,524/cd pupils/nns in/in grades/nns one/cd to/in six/cd ,/, found/vbd that/cs 12/cd percent/nn of/in the/at pupils/nns were/bed seriously/ql maladjusted/jj and/cc that/cs 23/cd percent/nn were/bed reading/vbg a/at year/nn below/in capacity/nn ./.
It/pps is/bez apparent/jj ,/, therefore/rb ,/, that/cs the/at teacher/nn needs/vbz to/to know/vb what/wdt factors/nns have/hv a/at vital/jj bearing/nn on/in the/at learning/nn and/cc adjustment/nn of/in children/nns ./.
When/wrb a/at child/nn fails/vbz to/to meet/vb the/at standards/nns of/in the/at school/nn in/in his/pp$ rate/nn of/in learning/vbg ,/, insecurity/nn ,/, unhappiness/nn ,/, and/cc other/ap forms/nns of/in maladjustment/nn frequently/rb follow/vb ./.
These/dts maladjustments/nns in/in turn/nn inhibit/vb learning/vbg ,/, and/cc a/at vicious/jj cycle/nn is/bez completed/vbn ./.


	It/pps is/bez easy/jj for/cs the/at teacher/nn to/to rationalize/vb that/cs the/at child/nn who/wps is/bez not/* achieving/vbg in/in accordance/nn with/in his/pp$ known/vbn ability/nn is/bez just/rb plain/ql lazy/jj ,/, or/cc that/cs the/at child/nn who/wps lacks/vbz interest/nn in/in school/nn ,/, who/wps dislikes/vbz the/at teacher/nn ,/, or/cc who/wps is/bez overaggressive/jj is/bez a/at hopeless/jj delinquent/nn ./.
The/at causes/nns of/in retardation/nn and/cc maladjustment/nn may/md be/be found/vbn in/in physical/jj factors/nns ,/, such/jj as/cs defective/jj speech/nn or/cc hearing/nn ,/, impaired/vbn vision/nn ,/, faulty/jj motor/nn coordination/nn ,/, a/at frail/jj constitution/nn ,/, chronic/jj disease/nn ,/, malnutrition/nn ,/, and/cc glandular/jj malfunctioning/nn ./.
They/ppss may/md be/be caused/vbn by/in poor/jj health/nn habits/nns ,/, such/jj as/cs faulty/jj eating/vbg and/cc sleeping/vbg habits/nns ./.
They/ppss may/md be/be related/vbn to/in mental/jj immaturity/nn or/cc lack/nn of/in aptitude/nn for/in certain/ap types/nns of/in school/nn work/nn ./.
The/at curriculum/nn may/md be/be too/ql difficult/jj for/in some/dti and/cc too/ql easy/jj for/in others/nns ./.
Teaching/vbg methods/nns ,/, learning/vbg materials/nns ,/, and/cc promotion/nn policies/nns may/md inhibit/vb learning/vbg and/cc lead/vb to/in maladjustments/nns for/in some/dti children/nns ./.
Unwholesome/jj family/nn relations/nns ,/, broken/vbn homes/nns ,/, and/cc undesirable/jj community/nn influences/nns may/md also/rb be/be contributing/vbg factors/nns ./.
This/dt is/bez only/rb a/at minimum/jj list/nn of/in the/at factors/nns that/wps inhibit/vb learning/vbg and/cc contribute/vb to/in maladjustment/nn among/in children/nns ./.
Moreover/rb ,/, these/dts conditions/nns do/do not/* influence/vb all/abn children/nns in/in the/at same/ap manner/nn ./.
A/at vision/nn handicap/nn that/wps may/md produce/vb nervous/jj tension/nn and/cc reading/vbg disability/nn for/in one/cd child/nn may/md spur/vb another/dt child/nn on/rp to/in even/ql greater/jjr achievement/nn in/in reading/vbg ./.
An/at impoverished/jj home/nn that/wps may/md discourage/vb one/cd child/nn may/md constitute/vb the/at motivation/nn causing/vbg another/dt to/to work/vb harder/rbr for/in successful/jj achievement/nn in/in school/nn ./.
At/in any/dti rate/nn ,/, the/at teacher/nn who/wps recognizes/vbz common/jj causes/nns of/in retardation/nn and/cc maladjustment/nn can/md frequently/rb do/do a/at great/jj deal/nn to/to eliminate/vb the/at causes/nns of/in pupil/nn discouragement/nn ,/, failure/nn ,/, and/cc maladjustment/nn ./.



Sources/nns-hl of/in-hl information/nn-hl about/in-hl children/nns-hl 
Successful/jj teaching/nn involves/vbz getting/vbg enough/ap information/nn about/in each/dt pupil/nn to/to understand/vb why/wrb he/pps behaves/vbz as/cs he/pps does/doz in/in certain/ap situations/nns and/cc how/wrb his/pp$ achievement/nn in/in school/nn is/bez being/beg influenced/vbn by/in various/ap factors/nns in/in his/pp$ environment/nn ./.
The/at classroom/nn teacher/nn cannot/md* be/be expected/vbn to/to be/be as/ql proficient/jj in/in the/at use/nn of/in the/at techniques/nns of/in child/nn study/nn as/cs the/at clinical/jj psychologist/nn ;/. ;/.
he/pps cannot/md* be/be expected/vbn to/to administer/vb all/abn the/at tests/nns and/cc gather/vb all/abn the/at information/nn needed/vbn about/in each/dt child/nn in/in his/pp$ classroom/nn ./.
He/pps can/md be/be expected/vbn ,/, however/rb ,/, to/to examine/vb and/cc interpret/vb the/at information/nn already/rb available/jj ;/. ;/.
to/to refine/vb and/cc extend/vb his/pp$ own/jj techniques/nns for/in studying/vbg individual/jj children/nns ;/. ;/.
and/cc to/to utilize/vb opportunities/nns ,/, arising/vbg in/in connection/nn with/in regular/jj classroom/nn activities/nns ,/, for/in gaining/vbg a/at better/jjr understanding/nn of/in his/pp$ pupils/nns ./.
This/dt section/nn deals/vbz with/in some/dti of/in the/at sources/nns of/in information/nn that/wps can/md be/be tapped/vbn by/in the/at classroom/nn teacher/nn ;/. ;/.
Chapter/nn-tl 15/cd-tl provides/vbz more/ql detailed/vbn information/nn about/in specific/jj techniques/nns used/vbn in/in evaluating/vbg pupil/nn progress/nn ./.
Cumulative/jj-hl records/nns-hl 
Most/ap school/nn systems/nns today/nr maintain/vb a/at system/nn of/in cumulative/jj records/nns of/in pupils/nns ./.
These/dts records/nns ,/, when/wrb systematically/rb maintained/vbn ,/, provide/vb much/ap information/nn about/in the/at children/nns ,/, which/wdt the/at teacher/nn can/md use/vb in/in guidance/nn ,/, instruction/nn ,/, grouping/vbg ,/, and/cc reporting/vbg to/in parents/nns ./.
Each/dt teacher/nn has/hvz in/in his/pp$ classroom/nn a/at metal/nn file/nn ,/, equipped/vbn with/in a/at lock/nn ,/, which/wdt is/bez used/vbn to/to store/vb cumulative/jj record/nn folders/nns ./.
During/in summer/nn vacation/nn periods/nns these/dts records/nns are/ber stored/vbn in/in the/at office/nn of/in the/at principal/nn ./.
Only/rb the/at teacher/nn and/cc other/ap professional/jj personnel/nns are/ber permitted/vbn to/to see/vb or/cc use/vb these/dts records/nns ./.
Each/dt new/jj teacher/nn to/in whom/wpo the/at pupil/nn goes/vbz is/bez expected/vbn to/to study/vb the/at information/nn in/in the/at cumulative/jj record/nn and/cc to/to bring/vb it/ppo up/rp to/in date/nn ./.
Some/dti school/nn systems/nns provide/vb written/vbn instructions/nns to/in principals/nns and/cc teachers/nns designating/vbg when/wrb certain/ap information/nn is/bez to/to be/be recorded/vbn on/in cumulative/jj record/nn forms/nns and/cc explaining/vbg how/wrb the/at information/nn is/bez to/to be/be summarized/vbn and/cc used/vbn ./.