Textbook 6.1, 6.2, 7.2, & 8.4 Flashcards
Cognitive actions that can be performed on objects or ideas:
Mental Operations
A characteristic of formal-operational thought that involves drawing conclusions from facts:
Deductive Reasoning
A strategy in which information to be remembered is structured so that related information is placed together:
Organization
A memory strategy in which information is embellished to make it more memorable:
Elaboration
A person’s informal understanding of memory, including the ability to diagnose memory problems accurately and to monitor the effectiveness of memory strategies:
Metamemory
A person’s knowledge and awareness of cognitive processes:
Metacognitive Knowledge
The ability to use one’s own and others’ emotions effectively for solving problems and living happily:
Emotional Intelligence
In Sternberg’s theory of successful intelligence, the ability to analyze problems and generate different solutions:
Analytic Ability
In Sternberg’s theory of successful intelligence, the ability to deal adaptively with novel situations and problems:
Creative Ability
In Sternberg’s theory of successful intelligence, the ability to know which solutions to a problem are likely to work:
Practical Ability
In intelligence testing, a measure of children’s performance corresponding to the chronological age of those whose performance equals the child’s:
Mental Age
A mathematical representation of how a person scores on an intelligence test in relation to how other people of the same age score:
IQ
Focuses specifically on cognitive processes that appear most important for most cognitive tasks:
Inclusive Intelligence Testing
The ability to recognize that numbers, objects, or mental categories can be reversed, changed, and/or returned to their original condition:
Reversibility
The ability to pay attention to multiple aspects of a problem rather than focusing only on a single aspect:
Decentration
The ability to order items along a quantitative dimension, such as length:
Seriation
The ability to mentally order items (if A > B and B > C, then A > C):
Transitive Inference
A voluntary relationship between two people involving mutual liking:
Friendship
Conversations about personal problems, common among adolescent girls:
Co-Rumination
A small group of friends who are similar in age, sex, race, and attitudes:
Clique
A large group including many cliques that have similar attitudes and values:
Crowd
The ordering of individuals within a group in which group members with lower status defer to those with greater status:
Dominance Hierarchy
Children who are liked by many classmates:
Popular Children
Children who are disliked by many classmates:
Rejected Children
Children who are both liked and disliked intensely by classmates:
Controversial Children
Children who are both liked and disliked by classmates with relatively little intensity:
Average Children
Neither liked nor disliked by their classmates - ignored:
Neglected Children
Aggression used to achieve an explicit goal:
Instrumental Aggression
Unprovoked aggression that seems to have the sole goal of intimidating, harassing, or humiliating another child:
Hostile Aggression
Moral reasoning is based on external forces:
Preconventional Level
The belief that adults know what is right and wrong:
Obedience Orientation
Moral reasoning is based on the aim of looking out for one’s needs:
Instrumental Orientation
Moral reasoning is based on society’s norms:
Conventional Level
Moral reasoning is based on winning the approval of others:
Interpersonal Norms
Moral reasoning is based on maintaining order in society:
Social System Morality
Moral reasoning is based on a personal moral code:
Postconventional Level
Moral reasoning is based on the belief that laws are for the good of all members of society:
Social Contract
