Unit 5 - Other Terms

Question 1

Overconfidence

Answer 1

Tendency to overestimate the accuracy of our beliefs and judgements; We become more confident than correct.

Question 2

Framing

Answer 2

Way an issue is posed; How an issue is framed can significantly affect decisions and judgments.

Question 3

Belief Perseverance

Answer 3

Tendency to cling to our beliefs in the face of contrary evidence.

Question 4

Intuition

Answer 4

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

Question 5

Intelligence

Answer 5

Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations; Flynn Effect - A finding that describes how intelligence has been increasing throughout the century.

Question 6

Eugenics

Answer 6

Improving a human population by controlled breeding to increase the occurrence of desirable, heritable characteristics.

Question 7

Alfred Binet and Intelligence

Answer 7

Developed questions that would predict children’s future progress in Paris, France, 1905.

Question 8

Mental Age (Binet)

Answer 8

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 who does as well as the average 8-year old is said to have a mental age of 8.

Question 9

IQ / IQ Formula

Answer 9

On contemporary intelligence tests, the average performance for a given age is assigned a score of 100, with scores assigned to relative performance above or below average.

Question 10

Lewis Terman and the Stanford-Binet Test

Answer 10

He adapted Binet’s test for American schoolchildren.

Question 11

Charles Spearman’s General Intelligence (g) Theory

Answer 11

Idea that general mental capacity can be expressed by a single intelligence score; measure by every task on an intelligence test.

Question 12

Factor Analysis

Answer 12

Statistical procedure that identifies clusters of related items (called factors) on a test.

Question 13

Howard Gardner’s Multiple Intelligence Theory

Answer 13

We do not have an intelligence, but have multiple intelligences that are independent of each other.

Question 14

Savant Syndrome

Answer 14

Person otherwise limited in mental ability has an exceptional specific skill.

Question 15

Robert Sternberg’s Triarchic Theory

Answer 15

Three intelligences: Analytical intelligence (assessed through intelligence tests), Creative intelligence (makes us adapt to novel situations), Practical intelligence (required for everyday tasks).

Question 16

Emotional Intelligence (Daniel Goleman)

Answer 16

Ability to perceive, understand, and use emotions.

Question 17

GRIT

Answer 17

Non-cognitive trait based on an individual’s passions for a particular long-term goal, couple with a powerful motivation to achieve.

Question 18

Aptitude Tests

Answer 18

Predict your ability to learn a new skill (ACT/SAT)

Question 19

Achievement Tests

Answer 19

Reflect what you have already learned (Final Exam).

Question 20

Standardization

Answer 20

Administering the test to a representative sample to establish a basis for meaningful comparison.

Question 21

Normal Curve

Answer 21

(68%, 95%, 99%) Normal distribution; bell shaped; average IQ is 100.

Question 22

Reliability

Answer 22

Yields consistent results; Split-half Reliability; Reliability using different tests: different forms of the test; Test-Retest Reliability.

Question 23

Validity

Answer 23

What the test is supposed to measure or predict.

Question 24

Content Validity

Answer 24

Extent a test measures a particular behavior or trait.

Question 25

Predictive Validity

Answer 25

Function of a test in predicting a particular behavior or trait.

Question 26

Crystallized Intelligence

Answer 26

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

Question 27

Fluid Intelligence

Answer 27

Person’s ability to reason speedily and abstractly. Fluid intelligence tends to decline with age.

Question 28

Recognition

Answer 28

A measure of memory in which the person need only identify items previously learned, as on a multiple-choice test.

Question 29

Recall

Answer 29

A measure of memory in which the person must retrieve information learned earlier, as on a fill-in-the-blank test.

Question 30

Relearning

Answer 30

A measure of memory that assesses the amount of time saved when learning material again.

Question 31

Deja Vu

Answer 31

That eerie sense that “I’ve experience this before.” Cues from the current situation may unconsciously trigger retrieval of an earlier experience.

Question 32

Phonemes

Answer 32

In a language, the smallest distinctive sound unit.

Question 33

Morpheme

Answer 33

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

Question 34

Grammar

Answer 34

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.

Question 35

Semantics

Answer 35

Set of rules by which we derive meaning from/

Question 36

Syntax

Answer 36

Rules for combining words into grammatically sensible sentences.

Question 37

Babbling Stage

Answer 37

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.

Question 38

Two-word stage`

Answer 38

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

Question 39

Telegraphic Speech

Answer 39

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

Question 40

Noam Chomsky - Language Acquisition Device (LAD)

Answer 40

Language acquisition is like a box: Grammar switches are thrown as children experience their language.

Question 41

Benjamin Whorf and Linguistic Determinism

Answer 41

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

Question 42

Concept

Answer 42

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

Question 43

Prototype

Answer 43

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).

Question 44

Creativity

Answer 44

The ability to produce novel and valuable ideas.

Question 45

WAIS (David Weschler)

Answer 45

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

Question 46

Mental Retardation

Answer 46

An old and outdated term used to described intellectual disability. Intellectual disability is a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life.

Question 47

Down Syndrome

Answer 47

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

Question 48

Heritability

Answer 48

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

Question 49

Early intervention

Answer 49

Early neglect from caregivers impoverishes children’s intelligence; Only influential in a negative way.

Question 50

Ethnic Differences

Answer 50

It is concluded that these differences are due to environmental factors.

Question 51

Stereotype Threat

Answer 51

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