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PSY 1010 > Chapter 9 - Language, Thought and Intelligence - > Flashcards

Chapter 9 - Language, Thought and Intelligence - Flashcards

1
Q

language

A

a system for communicating with others using signals that are combined according to rules of grammar and convey meaning

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2
Q

grammar

A

set of rules that specify how the units of language can be combined to produce meaningful messages

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3
Q

phonemes

A

smallest units of sound that are recognizable as speech rather than random noise

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4
Q

phonological rules

A

indicate how phonemes can be combined to produce speech sounds

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5
Q

morphemes

A

smallest meaningful units of language

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6
Q

morphological rules

A

set of rules that indicate how words can be combined to form words

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7
Q

content morphemes

A

morphemes that refer to things and events (e.g. “cat,” “dog,” “take”)

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8
Q

function morphemes

A

morphemes that serve grammatical functions such as conjunctions, articles, and prepositions (e.g. “and,” “the,” “into”)

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9
Q

syntactical rules

A

rules that indicate how words can be combined to form phrases and sentences

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10
Q

deep structure

A

meaning of a sentence

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11
Q

surface structure

A

how a sentence is worded

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12
Q

fast mapping

A

a phenomenon whereby children can map a word onto an underlying concept after only a single exposure

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13
Q

telegraphic speech

A

speech devoid of function morphemes and consists mostly of content words

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14
Q

nativist theory

A

view that language development is best explained as an innate, biological capacity (Noam Chomsky)

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15
Q

genetic dysphasia

A

a syndrome characterized by an inability to learn the grammatical structure of language despite having otherwise normal intelligence

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16
Q

view that although infants are born with the innate ability to acquire language, social interaction also plays a crucial role in language

A

interactionist approach

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17
Q

located in the left frontal cortex; it is involved in the production of sequential patterns in vocal and sign languages

A

Broca’s area

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18
Q

located in the left temporal cortex; it is involved in language comprehension

A

Wernicke’s area

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19
Q

difficulty in producing or comprehending language caused by the damaging of the language centers of the brain (Broca’s & Wernicke’s areas)

A

aphasia

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20
Q

is involved in language processing

A

right cerebral hemisphere

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21
Q

ability to understand

A

passive mastery

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22
Q

ability to speak

A

active mastery

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23
Q

mental representation that groups or categorizes shared features of related objects, events, or other stimuli

A

concept

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24
Q

the theory that members of a category have features that appear to be characteristic of category members but may not be possessed by every member (Eleanor Rosch)

A

family resemblance

25
Q

the “best” or “most typical member” of a category, possesses most (or all) of the most characteristic features of the category (Rosch); visual cortex involved in forming these

A

prototype

26
Q

exemplar theory

A

a theory of categorization that argues that we make category judgments by comparing a new instance with stored memories for other instances of the category; prefrontal cortex and basal ganglia are involved in learning these

27
Q

category-specific deficit

A

an inability to recognize objects that belong to a particular category although the ability to recognize objects outside the category is undisturbed

28
Q

difficulty in identifying humans

A

damage to the front part of the left temporal lobe

29
Q

difficulty identifying animals

A

damage to the lower left temporal lobe

30
Q

difficulty identifying tools

A

damage to the region where the temporal lobe meets the occipital and parietal lobes

31
Q

rational choice theory

A

the classical view that we make decisions by determining how likely something is to happen, judging the value of the outcome, and then multiplying the two

32
Q

frequency format hypothesis

A

the proposal that our minds evolved to notice how frequently things occur, not how likely they are to occur

33
Q

availability bias

A

the tendency to mistakenly judge items that are more readily available in memory as having occurred more frequently

34
Q

conjunction fallacy

A

an error that occurs when people think that two events are more likely to occur together than either individual event

35
Q

a mental shortcut that involves making a probability judgment by comparing an object or event to a prototype of the object or event

A

representative heuristic

36
Q

phenomena that occur when people give different answers to the same problem depending on how the problem is phrased (or framed)

A

framing effects

37
Q

a framing effect in which people make decisions about a current situation based on what they have previously invested in the situation

A

sunk-cost fallacy

38
Q

the proposal that people choose to take risks when evaluating potential losses and avoid risks when evaluating potential gains

A

prospect theory

39
Q

damage to the prefrontal cortex causes

A

risky decision making

40
Q

the ability to direct one’s thinking, adapt to one’s circumstances, and learn from one’s experiences

A

intelligence

41
Q

a statistic obtained by dividing a person’s mental age by the person’s physical age and then multiplying the quotient by 100 (usually administered to children)

A

ratio IQ

42
Q

a statistic obtained by dividing a person’s test score by the average test score of people in the same age group and then multiplying the quotient by 100 (usually administered to adults)

A

deviation IQ

43
Q

Spearman’s theory suggesting that every task requires a combination of a general ability (g) and skills that are specific to the task (s)

A

two-factor theory of intelligence

44
Q

primary mental abilities

A

Thurstone’s theory that instead of g, there are a few stable and independent mental abilities (word fluency, verbal comprehension, number, space, memory, perceptual speed, reasoning)

45
Q

8 middle-level abilities

A

According to John Carroll: memory and learning, visual perception, auditory perception, retrieval ability, cognitive speediness, processing speed, crystallized intelligence, fluid intelligence

46
Q

fluid intelligence

A

the ability to see abstract relationships and draw logical inferences; “processing part”

47
Q

crystallized intelligence

A

the ability to retain and use knowledge that was acquired through experience; “information” part

48
Q

Robert Sternberg

A

believes there are 3 kinds of intelligence: analytic intelligence, creative intelligence, practical intelligence

49
Q

prodigy

A

a person of normal intelligence who has an extraordinary ability

50
Q

savant

A

person of low intelligence who has an extraordinary ability

51
Q

Howard Gardner

A

believes there are 8 types of intelligence: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, interpersonal, and naturalistic

52
Q

emotional intelligence

A

the ability to reason about emotions and to use emotions to enhance reasoning (Mayer and Salovey)

53
Q

shared environment

A

those environmental factors that are not experienced by all relevant members of a household

54
Q

those environmental factors that are not all experienced by all relevant members of a household

A

nonshared environment

55
Q

generally stable over time

A

relative intelligence

56
Q

can change considerably over time; tends to increase across generations

A

absolute intelligence

57
Q

the average intelligence score has been rising by about .3% every year

A

Flynn Effect

58
Q

Economic status, education, nutrition, environment (pollution, violence, etc.), stress levels

A

Factors that can impact intelligence

59
Q

drugs that produce improvements in the psychological processes that underlie intelligent behavior (Ritalin, Adderall, ampakines: Modafinil)

A

cognitive enhancers

PSY 1010 (15 decks)

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