Unit 6 Flashcards
Cognition
The mental process of thinking, knowing and remembering
Concept
A mental grouping of similar things, ideas or people
Prototype
The best example of a concept
Algorithm
A step by step method that always gives the right answer
Algorithm
A step by step method that always gives the right answer
Heuristic
A quick, simple thinking shortcut that may not always be correct
Confirmation bias
Only looking for information that supports what you already believe
Fixation
Being stuck on one way of solving a problem
Mental set
Using past solutions instead of trying new ones
Functional fixedness
Only seeing objects for their usual purpose, not new uses
Representativeness heuristic
Judging something based on how similar it is to a stereotype
Availability heuristic
Judging something based on how easily examples come to mind
Overconfidence
Thinking you are more right that you actually are
Framing
The way something is presented, which can change how we think about it
Belief bias
Letting what you already believe affect logical thinking
Belief perseverance
Sticking to a belief even when proven wrong
Phoneme
The smallest sound in a language
Morpheme
The smallest unit of meaning in a language
Morpheme
Semantics
The meaning of words and sentences
Syntax
The rules for putting words in the right order in a sentence
Babbling stage
When babies make random sounds
One word stage
When babies speak single words (around one year old)
Two word stage
When toddlers start using two word sentences (around two years old)
Telegraphic speech
Early speech using only essential words
Linguistic determinism
The idea that language shapes how we think º
Intelligence
Ability to learn from experience and solve problems
Reification
Belief that intelligence is one measurable factor
Factor analysis
A method to find patterns in data by grouping related traits
General intelligence (g factor)
The idea that intelligence is a general ability affecting all mental tasks
Savant syndrome
A condition where a person has a specific amazing ability but struggles in other areas
Emotional intelligence
The ability to understand and manage emotions in yourself and others
Creativity
The ability to come up with new and useful ideas
Intelligence test
A test designed to measure a person’s mental abilities
Stanford-Binet:
a well-known intelligence test used to measure IQ
Intelligence quotient
A number that represents a person’s intelligence based in a test
WAIS
A popular IQ test for adults
Reliability
When a test gives consistent results over time
Validity
When a test actually measures what it is supposed to measure
Content validity
When a test covers all parts of what it is measuring
Criterion
A standard used to judge something, like a test score predicting success
Predictive validity
How well a test predicts future performance
Down’s syndrome
A genetic disorder causing intellectual and physical differences
Stereotype threat
When fear of a stereotype affects someone’s performance
Standardization
Making a test the same for everyone so results can be compared fairly
Aptitude test
Tests ability to learn things
Achievement test
Tests how much you’ve learned about something
Prompt question
To create a fair and effective school-wide intelligence test, we need reliability and validity to ensure accurate and consistent results. The test should be standardized for all students and measure multiple intelligences, including logical, linguistic, and emotional intelligence. A mix of algorithmic and heuristic questions will assess both problem-solving and creative thinking. We must avoid confirmation bias and ensure predictive validity so scores reflect future academic success. This approach will provide a well-rounded measure of student growth.
