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PSYCH 100 PT. 2 > CH. 9: Thinking, Language, and Intelligence > Flashcards

CH. 9: Thinking, Language, and Intelligence Flashcards

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1
Q

All the mental activities associated with thinking, knowing, remembering, and communicating.

A

Cognition

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2
Q

A mental grouping of similar objects, events, ideas, or people.

A

Concepts

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3
Q

A mental image or best example of a category.

Matching new ideas to a _____ provides a quick and easy method for sorting items into categories.

A

Prototype

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4
Q

A methodical, logical rule or procedure that guarantees solving a particular problem.

Contrasts with the usually speedier - but also more error-prone - use of heuristics.

A

Algorithms

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5
Q

A simple thinking strategy that often allows us to make judgements and solve problems efficiently; usually speedier but also more error-prone than algorithms.

A

Heuristics

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6
Q

A sudden realization of a problem’s solution; contrasts with strategy-based solutions.

A

Insight

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7
Q

A tendency to search for information that supports our perceptions and to ignore or distort contradictory evidence.

A

Confirmation Bias

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8
Q

A tendency to approach a problem in one particular way, often a way that has been successful in the past.

A

Mental Set

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9
Q

An effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning.

A

Intuition

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10
Q

Estimating the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of the vividness), we presume such events are common.

A

Availability Heuristic

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11
Q

What are some reasons why we fear the wrong things?

A

1) We fear what our ancestral history has prepared us to fear.
2) We fear what we cannot control.
3) We fear what is immediate.
4) Thanks to the availability heuristic, we fear what is most readily available in memory.

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12
Q

The tendency to be more confident than correct - to overestimate the accuracy of our beliefs and judgements.

A

Overconfidence

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13
Q

Clinging to one’s initial conception after the basics on which they were formed has been directed.

A

Belief Perseverance

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14
Q

The way an issue is posted; how an issue is _____ can significantly affect decision and judgements.

A

Framing

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15
Q

How can Framing become a persuasive tool?

A

1) Encouraging citizens to be organ donors.
2) Nudging employees to save for their retirement.
3) Boosting student morale: When 70% on an exam feels better than 72%.

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16
Q

How do smart thinkers use intuition?

A

1) Intuition is analysis “frozen into habit”
2) Intuition is usually adaptive, enabling quick reactions.
3) Intuition flows from unconscious processing.

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17
Q

The ability to produce new and valuable ideas.

A

Creativity

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18
Q

Narrowing the available problem solutions to determine the single best solution.

A

Convergent Thinking

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19
Q

Expanding the number of possible problem solutions: creative thinking that diverges in different directions.

A

Divergent Thinking

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20
Q

Robert Sternberg and his colleagues believe creativity has what five (5) components?

A

1) Expertise - well developed knowledge.
2) Imaginative Thinking Skills - the ability to see things in novel ways.
3) A Venturesome Personality - seeks new experiences and perseveres in overcoming obstacles.
4) Intrinsic Motivation - driven by interest, satisfaction, and challenge than by external pressure.
5) A Creative Environment - sparks, supports, refines creative ideas.

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21
Q

What are some ideas on helping those seeking to boost the Creative Process?

A

1) Develop your Expertise.
2) Allow time for incubation.
3) Set aside time for the mind to roam freely.
4) Experience other cultures and ways of thinking.

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22
Q

Our spoken, written, or signed words and the ways we combine them to communicate meaning.

A

Language

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23
Q

What are the 3 building blocks of a spoken language?

A

1) Phonemes - the smallest distinctive sound units in a language.
2) Morphemes - the smallest language units that carry meaning.
3) Grammar - the system of rules that enables us to communicate.

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24
Q

The smallest distinctive sound units in a language.

A

Phonemes

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25
Q

The smallest language units that carry meaning.

A

Morphemes

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26
Q

The system of rules that enables us to communicate.

A

Grammar

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27
Q

Beginning at 4 months, the stage of speech development in which the infant spontaneously utters various sounds at first unrelated to the household language.

A

Babbling Stage

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28
Q

The stage in speech development from 1-2 years old, during which a child speaks mostly in single words.

A

One-Word Stage

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29
Q

Beginning at age 2, the stage in speech development during which a child speaks mostly in two-words

A

Two-Word Stage

30
Q

Early stage in which a child speaks like a telegram - “go car” - using mostly nouns and verbs.

A

Telegraphic Stage

31
Q

What is the difference between Receptive and Productive Language?

A

1) Infants develop Receptive Language skills around 4 months of age - the ability to understand what is said to and about oneself.
2) Infants develop Productive Language skills around 4 months and beyond - the ability to produce sounds and eventually words.

32
Q

Why is it so difficult to learn a new language as an adult?

A

Our brain’s critical period for language learning is in Childhood (When we can absorb language structure effortlessly). As we move past that stage, our brain’s development diminishes rapidly.

33
Q

Impairment of language, usually caused by left hemisphere damage either to Broca’s area (impairing speaking) or to Wernicke’s area (impairing understanding).

A

Aphasia

34
Q

Controls language expression - an area of the frontal lobe, usually in the left hemisphere, that directs the muscle movements involved in speech.

A

Broca’s Area

35
Q

Control language reception - a brain area involved in language comprehension and expression; usually in the left temporal lobe.

A

Wernicke’s Area

36
Q

Whorf’s hypothesis that language determines the way we think.

A

Linguistic Determinism

37
Q

The mental potential to learn from experience, solve problems, and use knowledge to adapt to new situations.

A

Intelligence

38
Q

A general intelligence factor that, accord to Spearman and others, underlies specific mental abilities and is therefore measured by every task on a intelligence test.

A

General Intelligence

39
Q

A condition in which a person otherwise limited in mental ability

A

Savant Syndrome

40
Q

What are Sternberg’s three Intelligences?

A

1) Analytical Intelligence - traditional academic problem solving.
2) Creative Intelligence - the ability to adapt to new ideas and generate novel ideas.
3) Practical Intelligence - skills at handling everyday tasks.

41
Q

The ability to perceive, understand, manage, and use emotions.

A

Emotional Intelligence

42
Q

Describe the four abilities of Emotional Intelligence.

A

1) Perceiving Emotions - recognizing them in faces, music, and stories.
2) Understanding Emotions - predicting them and how they may change and blend.
3) Managing Emotions - knowing how to express them in varied situations.
4) Using Emotions - to enable adaptive or creative thinking.

43
Q

A method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores.

A

Intelligence Test

44
Q

A test designed to predict a person’s future performance.

A

Aptitude Test

45
Q

The capacity to learn.

A

Aptitude

46
Q

A test designed to assess what a person has learned.

A

Achievement Test

47
Q

A measure of intelligence test performance devised by Binet; The chronological age that most typically corresponds to a given level of performance.

A

Mental Age

48
Q

The widely used American revision of Binet’s original intelligence test.

A

Stanford - Binet

49
Q

Defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100.

A

Intelligence Quotient (IQ)

50
Q

The WAIS and its companion versions for children are the most widely used intelligence tests; contain verbal and performance subtests.

A

Wechsler Adult Intelligence Scale (WAIS)

51
Q

Defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group.

A

Standardization

52
Q

(Normal Distribution) A symmetrical, bell-shaped curve that describes the distribution of many types of data; most scores fall near the mean and fewer and fewer near the extremes.

A

Normal Curve

53
Q

The extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternative forms of the test, or on retesting.

A

Test Reliability

54
Q

The extent to which a test measures or predicts what it is supposed to.

A

Test Validity

55
Q

The extent to which a test samples the behavior that is of interest.

A

Content Validity

56
Q

The success with which a test predicts the behavior it is designed to predict; it is accessed by computing the correlation between test scores and the criterion behavior.

A

Predictive Validity

57
Q

What are the three criteria that a psychological test must meet in order to be widely accepted?

A

1) Standardized - presented on a representative sample of people.
2) Reliable - yielding consistent results.
3) Valid - measuring what it is supposed to measure.

58
Q

Our accumulated knowledge and verbal skills; tends to increase with age.

A

Crystallized Intelligence

59
Q

Our ability to reason speedily and abstractly; tends to decrease with age, especially during late adulthood.

A

Fluid Intelligence

60
Q

Research in which the same people are restudied and retested over a long period.

A

Longitudinal Study

61
Q

A study in which people of different ages are compared with one another.

A

Cross-Sectional Study

62
Q

A condition of limited mental ability, indicated by an intelligence test score of 70 or below and difficulty adapting to the demands of life.

A

Intellectual Disability

63
Q

List the two criteria that The American Association on Intellectual and Developmental Disabilities use as a guideline for a diagnosis of Intellectual Disability.

A

1) A score of approximately 70 or below.

2) Difficulty adapting to the normal demands of independent living.

64
Q

What are 3 adaptive skills to the normal demand of living?

A

1) Conceptual Skills - language, literacy, and concepts of money, time, and numbers.
2) Social Skills - interpersonal skills, social responsibility, following basic rules and laws, and avoiding being victimized.
3) Practical Skills - daily personal care, occupational skill, travel, and health care.

65
Q

A condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21.

A

Down Syndrome

66
Q

The proportion of variation among individuals that we can attribute to genes. Traits may vary, depending on the range of populations and environments studied.

A

Heritability

67
Q

The heritability of intelligence scores will be greater in a society marked by equal opportunity than in a society of peasants and aristocrats. Why?

A

Perfect environmental equality would create 100% heritability, because genes alone would account for any remaining human differences.

68
Q

What are the three camps of the debate over racial differences and intelligence?

A

1) Genetically disposed racial differences.
2) Socially Influenced racial differences.
3) Racial differences in test scores, but test scores are biased.

69
Q

A self-conforming concern that one will be evaluated based on a negative stereotype.

A

Stereotype Threat

70
Q

How and why do racial and ethnic groups differ in mental ability scores?

A

The evidence suggests that environmental differences are responsible for these group differences.

PSYCH 100 PT. 2 (4 decks)

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