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A.P. Psychology > Thinking, Language, Intelligence > Flashcards

Thinking, Language, Intelligence Flashcards

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1
Q

cognition

A

all mental activities associated with thinking, knowing, remembering, and communicating

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2
Q

concept

A

mental grouping of similar objects, events, ideas, people

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3
Q

prototype

A

a mental imagee or best example of a category

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4
Q

algorithm

A

a rule of procedure that when followed properly will always lead to the correct solution

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5
Q

heuristic

A

shortcut or rule of thumb that allows to solve problems/make judgements more quickly - more prone to error

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6
Q

insight

A

a sudden realization of problem’s solution

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7
Q

incubation effect

A

tendency to arrive at a solution after a period of time away from the problem

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8
Q

confirmation bias

A

tendency to seek information that confirms rather than disproves our ideas

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9
Q

fixation

A

inability to see a problem from a new perspective

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10
Q

mental set

A

tendency to approach a problem in a particular way, usually one that was successful in the past

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11
Q

functional fixedness

A

inability to see a new use for an object

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12
Q

creativity

A

the ability to produce new and valuble ideas

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13
Q

divergent thinking

A

generate multiple solutions to a problem

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14
Q

convergent thinking

A

narrow thinking to find single best solution

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15
Q

Kahneman’s System 1

A

arrive at decisions quickly, intuitive and automatic

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16
Q

Kahenman’s System 2

A

slower controlled processing, requires effort and analysis

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17
Q

many errors in thinking comes from

A

over reliance on System 1

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18
Q

representativeness heuristic

A

judging likelihood of something dependting on how well it matches of represents out prototypes (system 1 error)

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19
Q

availability heuristic

A

estimate the likelihood of something based on how easily it comes to mind; if more readily available, we judge it as more likely

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20
Q

anchoring heuristic

A

decision makers anchor on an initial number and fail to adjust sufficiently

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21
Q

sunk cost fallacy

A

tendency to invest more money or resources after some have already been invested

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22
Q

framing

A

the way in which something is worded or presented

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23
Q

overconfidence

A

tendency to be more confident than correct

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24
Q

belief perserverance

A

maintaining one’s initial beliefs even in the face of contradictory evidence; arguing for a point only strengthens it

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25
Q

belief bias

A

tendence for pre-existing beliefs to distort our logic

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26
Q

which psychologists are defined the different heuristics

A

Kahneman and Tversky

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27
Q

language

A

spoken, written, or signed words and combining them to communicate meaning

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28
Q

phoneme

A

smallest distinctive sound unit (40 in English)

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29
Q

morpheme

A

smallest unit that carries meaning

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30
Q

semantics

A

set of rules by which we derive from phonemes and morphemes

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31
Q

syntax

A

rules used to order or comine words into sentences

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32
Q

receptive language

A

abiliy to comprehend speech - develops first

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33
Q

productive language

A

ability to produce words - develops later

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34
Q

motherese/parentese

A

how people talk to babies (or dogs)

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35
Q

babbling stage

A

spontaneously utter sounds that are unrelated to native speech (age 4 months)

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36
Q

when does babbling represent native language

A

9 months

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37
Q

one word stage

A

child speaks in one word, age 1

38
Q

two word stage

A

child speaks in two word statemends at age 2

39
Q

telegrpahic speech

A

child speaks like telegrams using mostly nouns and verbs -sign of starting to learn grammar

40
Q

overgeneralization

A

applying grammatical rule to cases where it should not be used

41
Q

Skinner’s thoughts on language

A

nurture: language through operant conditioning

42
Q

Chomsky’s thoughts on language

A

nature: language acquisition device - all children born with ability to learn language and develop language in same way

43
Q

Chomsky: surface structure

A

actual wording of sentence

44
Q

Chomsky: deep structure

A

underlying meaning of sentence

45
Q

linguistic determinism

A

language determines way we think; Whorf

46
Q

what is a more accurate definiton of linguistic determinism

A

language influences way we think, vice versa

47
Q

intelligence

A

ability to learn from experience, solve problems, and use knowledge to adapt to new situations

48
Q

Spearman theory on intelligence

A

one general intelligence (g) that underlies our abilities in various areas

49
Q

factor analysis

A

statistical procedure that identifies clusters of related test items (factors)

50
Q

how factor analysis supports general intelligence

A

people who showed exceptional level in one area tended to score above average in other areas

51
Q

Thurstone theory on intelligence

A

identified 7 clusters of intelligence (but his theory still indicates evidence of g)

52
Q

Gardner’s multiple intelligence theory

A

identified 8 relatively independent intelligences

53
Q

gardner’s ninth intelligence

A

existential intelligence: pondering life, death, and existence

54
Q

savant syndrome

A

person has limited mental abilities but some exceptional skill

55
Q

Sternberg’s Triarchic Theory

A

agrees that there are multiple intelligences, but only 3: analytic, creative, and practical

56
Q

analytic intelligence

A

logical reasoning, academic problem solving

57
Q

creative intelligence

A

ability to generate novel ideas, design, and invent

58
Q

practical intelligence

A

required for everyday tasks

59
Q

emotional intelligence

A

ability to perceive, understand, manage, and use emotions

60
Q

psychometrics

A

branck of psychology that is concerned with mental testing

61
Q

aptitude test

A

designed to predict future performance

62
Q

achievement test

A

desicned to assess what a person has learned

63
Q

intelligence test

A

method for assesssing an individual’s mental aptitude and compares them to others using numerical score

64
Q

where/how did intelligence testing start

A

1900s France - pass law that requires children to attend school – test to find which students were behind

65
Q

Alfred Binet (and Theodore Simon)

A

designed the test for French schooling system to use; test level of development

66
Q

mental age

A

chronological age for a typical level of performance

67
Q

3 categories for the french students

A

moron, imbeciles, idiot

68
Q

Binet’s fear

A

the intelligence test would be used to measure innate intelligence - his fear came true

69
Q

Lewis Terman

A

professor at Stanford who wanted to use Binet’s test

70
Q

Stanford Binet

A

redesigned test to match age norms in U.S. - one of more widely used standardized intelligence tests today

71
Q

Stanford Binet introduced what into the U.S.

A

IQ - intelligence quotient

72
Q

intelligence quotient

A

(mentalage/chronological age) x 100

not used anymore

73
Q

what did Terman think about the IQ

A

it was a measure of innate intelligence - not what Binet wanted

74
Q

how did the Standford Binet impact field of psychology

A

helped legitimize psychology as field of science

75
Q

WAIS

A

most widely used intelligence test that contains verbal and performance sections

76
Q

WISC and WPPSI

A

intelligence test for children and preschool kids

77
Q

differences in WAIS score can indicate

A

cognitive strength OR weakness

78
Q

standardization

A

defining meaningful scores by comparing a person’s performance with that of a pretested group (compared to others your age)

79
Q

standard deviation of IQ score

A

15 (average score is 100)

80
Q

Flynn effect

A

rise in intelligence test performance - must restandardize over timet

81
Q

low end of IQ bell curve

A

70 or below - intellectual disability, difficult adapting to demands of everyday life

82
Q

high end of IQ bell curve

A

score of 130 or above - giftedness

83
Q

IQ tests before age 3

A

not very predictive except at extremes

84
Q

crystallized intelligence

A

one’s accumulated knowledge that increases with age

85
Q

fluid intelligence

A

ability to reason speedily and abstractly - decrease begins age 20-30s

86
Q

IQ scores of identical twins raised together

A

similar to one person taking same test twice (0.85 correlation)

87
Q

how can environment effect cognitive development

A

decificient environment can have negative effect

88
Q

heritability

A

extent to which differences can be attributed to genes (high heritability means differences are highly linked to difference in genes)

89
Q

heritabiliity for intelligence

A

50-80%

90
Q

what happens to heritability as ennvironment becomes more similar

A

increases

A.P. Psychology (18 decks)

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