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Psychology 101 > PSYC 9 > Flashcards

PSYC 9 Flashcards

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, and people.

A

Concept

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3
Q

A mental image or best example of a category. Matching new items to a prototype provides a quick and easy method for sorting items into categories (as when comparing feathered creatures to a prototypical bird, such as a robin).

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

Algorithm

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5
Q

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

A

Heuristic

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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 preconceptions and to ignore or distort contradictory evidence.

A

Confirmation Bias

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8
Q

A tendency to approach 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 their vividness), we presume such events are common.

A

Availability Heuristic

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11
Q

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

A

Overconfidence

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12
Q

Clinging to one’s initial conceptions after the basis on which they were formed has been discredited.

A

Belief Perseverance

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13
Q

The way an issue is posed; how an issue is framed can significantly affect decisions and judgments.

A

Framing

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14
Q

The ability to produce novel and valuable ideas.

A

Creativity

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15
Q

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

A

Convergent Thinking

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16
Q

Expands the number of possible problem solutions (creative thinking that diverges in different directions).

A

Divergent Thinking

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17
Q

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

A

Language

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18
Q

In a language, the smallest distinctive sound unit.

A

Phoneme

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19
Q

In a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix).

A

Morpheme

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20
Q

In a language, a system of rules that enables us to communicate with and understand others. In a given language, semantics is the set of rules for deriving meaning from sounds, and syntax is the set of rules for combining words into grammatically sensible sentences.

A

Grammar

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21
Q

Beginning at about 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

22
Q

The stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words.

A

One-Word Stage

23
Q

Beginning about age 2, the stage in speech development during which a child speaks mostly in two-word statements.

A

Two-Word Stage

24
Q

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

A

Telegraphic Speech

25
Q

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

A

Aphasia

26
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

27
Q

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

A

Wernicke’s Area

28
Q

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

A

Linguistic Determinism

29
Q

Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

A

Intelligence

30
Q

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

A

General Intelligence (g.)

31
Q

A condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.

A

Savant Syndrome

32
Q

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

A

Emotional Intelligence

33
Q

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

A

Intelligence Test

34
Q

A test designed to predict a person’s future performance; aptitude is the capacity to learn.

A

Aptitude Test

35
Q

A test designed to assess what a person has learned.

A

Achievement Test

36
Q

A measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. Thus, a child how does as well as an average 8-year-old is said to have a mental age of 8.

A

Mental Age

37
Q

The widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test.

A

Stanford-Binet

38
Q

Defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ = ma/ca x 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100.

A

Intelligence Quotient (IQ)

39
Q

The WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests.

A

Wechsler Adult Intelligence Scale (WAIS)

40
Q

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

A

Standardization

41
Q

The bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes.

A

Normal Curve

42
Q

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

A

Reliability

43
Q

The extent to which a test measures or predicts what it is supposed to. (See also content validity and predictive validity.)

A

Validity

44
Q

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

A

Content Validity

45
Q

The success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior. (Also called criterion-related validity.)

A

Predictive Validity

46
Q

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

A

Crystallized Intelligence

47
Q

Our ability to reason speedily and abstractly; tends to decrease during late adulthood.

A

Fluid Intelligence

48
Q

A condition of limited mental ability, indicated by an intelligence test score of 70 or below and difficulty in adapting to the demands of life. (Formerly referred to as mental retardation.)

A

Intellectual Disability

49
Q

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

A

Down Syndrome

50
Q

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

A

Heritability

51
Q

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

A

Stereotype Threat

Psychology 101 (15 decks)

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