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Psychology > Unit 6 > Flashcards

Unit 6 Flashcards

1
Q

Cognition

A

The mental process of thinking, knowing and remembering

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2
Q

Concept

A

A mental grouping of similar things, ideas or people

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3
Q

Prototype

A

The best example of a concept

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4
Q

Algorithm

A

A step by step method that always gives the right answer

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5
Q

Algorithm

A

A step by step method that always gives the right answer

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6
Q

Heuristic

A

A quick, simple thinking shortcut that may not always be correct

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7
Q

Confirmation bias

A

Only looking for information that supports what you already believe

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8
Q

Fixation

A

Being stuck on one way of solving a problem

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9
Q

Mental set

A

Using past solutions instead of trying new ones

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10
Q

Functional fixedness

A

Only seeing objects for their usual purpose, not new uses

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11
Q

Representativeness heuristic

A

Judging something based on how similar it is to a stereotype

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12
Q

Availability heuristic

A

Judging something based on how easily examples come to mind

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13
Q

Overconfidence

A

Thinking you are more right that you actually are

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14
Q

Framing

A

The way something is presented, which can change how we think about it

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15
Q

Belief bias

A

Letting what you already believe affect logical thinking

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16
Q

Belief perseverance

A

Sticking to a belief even when proven wrong

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17
Q

Phoneme

A

The smallest sound in a language

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18
Q

Morpheme

A

The smallest unit of meaning in a language

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19
Q

Morpheme

A
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20
Q

Semantics

A

The meaning of words and sentences

21
Q

Syntax

A

The rules for putting words in the right order in a sentence

22
Q

Babbling stage

A

When babies make random sounds

23
Q

One word stage

A

When babies speak single words (around one year old)

24
Q

Two word stage

A

When toddlers start using two word sentences (around two years old)

25
Q

Telegraphic speech

A

Early speech using only essential words

26
Q

Linguistic determinism

A

The idea that language shapes how we think º

27
Q

Intelligence

A

Ability to learn from experience and solve problems

28
Q

Reification

A

Belief that intelligence is one measurable factor

29
Q

Factor analysis

A

A method to find patterns in data by grouping related traits

30
Q

General intelligence (g factor)

A

The idea that intelligence is a general ability affecting all mental tasks

31
Q

Savant syndrome

A

A condition where a person has a specific amazing ability but struggles in other areas

32
Q

Emotional intelligence

A

The ability to understand and manage emotions in yourself and others

33
Q

Creativity

A

The ability to come up with new and useful ideas

34
Q

Intelligence test

A

A test designed to measure a person’s mental abilities

35
Q

Stanford-Binet:

A

a well-known intelligence test used to measure IQ

36
Q

Intelligence quotient

A

A number that represents a person’s intelligence based in a test

37
Q

WAIS

A

A popular IQ test for adults

38
Q

Reliability

A

When a test gives consistent results over time

39
Q

Validity

A

When a test actually measures what it is supposed to measure

40
Q

Content validity

A

When a test covers all parts of what it is measuring

41
Q

Criterion

A

A standard used to judge something, like a test score predicting success

42
Q

Predictive validity

A

How well a test predicts future performance

43
Q

Down’s syndrome

A

A genetic disorder causing intellectual and physical differences

44
Q

Stereotype threat

A

When fear of a stereotype affects someone’s performance

45
Q

Standardization

A

Making a test the same for everyone so results can be compared fairly

46
Q

Aptitude test

A

Tests ability to learn things

47
Q

Achievement test

A

Tests how much you’ve learned about something

48
Q

Prompt question

A

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.

Psychology (4 decks)

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