Unit 7 & 8 Review Flashcards
Mental activity associated with thinking, knowing, remembering, and communicating information:
Cognition
Mental grouping of similar objects, events, or people:
Concept
Levels of Concept:
Superordinate
Basic
Subordinate
Mental image of the best example of a specific category or concept:
Prototype
Ability to produce novel and valuable ideas within any discipline:
Creativity
Active control and awareness of your thinking:
Metacognition
Process by which we try out different solutions until we find one that works:
Trial and Error
Methodical, logical procedure that guarantees success because it explores every possibility:
Algorithm
“Rule of thumb” or simple thinking strategy that often allows us to make judgments and solve problems efficiently:
Heuristic
Tendency to judge the likelihood of things in terms of their usual functions or how it matches a prototype:
Representative Heuristic
Tendency to estimate the likelihood of events based on their availability of memory:
Availability Heuristic
Sudden and often novel realization of the solution of a problem:
Insight
What we know without knowing how we know it:
Intuition
Mental approach to problems and issues:
Mindset
Mental approach that believes we can improve:
Growth Mindset
Mental approach that believes there will never be a change:
Fixed Mindset
Obstacle to problem solving in which people tend to search for info that validates their preconceptions:
Confirmation Bias
Inability to approach a problem in a new way or fresh point of view:
Fixation
Tendency to apply a problem-solving strategy that has been successful in the past but may not be useful now:
Mental Set
Type of fixation in which a person can think of things only in terms of their usual functions:
Functional Fixedness
Tendency to overestimate the accuracy of one’s beliefs and judgments:
Overconfidence
Way an issue or question is posed:
Framing
The “either you are with us or against us” way of thinking with no middle ground:
False Dichotomy
Tendency for a person’s preexisting beliefs to distort their logical reasoning:
Belief Bias
Tendency for people to cling to a belief/initial conception even after the info that led to the formation of the belief is discredited:
Belief Perserverance
Cognitive bias favoring the first info offered:
Anchoring Effect
Form concepts or thoughts about a specific group based on the larger group:
Deductive Reasoning
Form concepts or thoughts about a large group based upon specific examples:
Inductive Reasoning
Computer circuits that stimulate the brain’s interconnected neural cells and perform tasks such as learning to recognize visual patterns and smells:
Computer Neural Networks
Spoken, written, or gestured words and how we combine them to communicate meaning:
Language
Smallest units of sound in a language that are distinctie for speakers of the language:
Phonemes
Smallest unit of language that convey meaning:
Morphemes
System of rules that enables us to communicate with and understand others:
Grammar
Aspect of grammar that specifies the rules used to derive meaning from morphemes, words, and sentences in each language:
Semantics
Aspect of grammar specifying the rules for combining words into grammatical sentences in each language:
Syntax
Knowing when to use certain kinds of language in social situations:
Pragmatics
Begins around 3/4 months, characterized by spontaneous utterance of speech sounds:
Babbling Stage
Typical of a one year old but may be between age 1 and 2:
One-Word Stage
Language of a one year old where one word expresses an entire idea:
Holophrase Speech
Typical of a two year old:
Two-Word Stage
Speech of children in two-word stage:
Telegraphic Speech
Application of grammar rules in instances where they don’t apply:
Overgeneralization
Benjamin Whorf’s hypothesis that language determines the way we think and view the world:
Linguistic Determinism
Hypothesis that assumes the language and thoughts have influences on each other:
Linguistic Relativity
Specific time in which a landmark is developed that will not/cannot occur later:
Critical Period
Believed to be around age 13/adolescence because neural pruning is active at this age:
Critical Period for Language
Believed to be around age 7:
Critical Period for Learning a Second Language
Proposed a nativist theory of language acquisition, posting that people are born with language acquisition devices, and all people have an inborn capacity to learn language:
Noam Chomsky
Proposed that people learn language through conditioning and observational learning:
B.F. Skinner
Documented the insight method of solving problems with the chimps:
Wolfgang Kohler
Ability to learn from experience, solve problems, and use knowledge to adapt to new solutions:
Intelligence
Measure people’s mental aptitudes and compare them to others’ through numerical scores:
Intelligence Tests
Skilled mathematicians who statistically analyze results and focus on measuring and assessing several traits including intelligence:
Psychometrics Psychologists
Genetic bases:
Heritability
Promoting the reproduction of the highly intelligent and potential sterilization for those who have less desirable traits:
Eugenics
Chronological age that most typically corresponds to a given level or performance; concept introduced by Binet and Simon:
Mental Age
Lewis Terman’s widely used revision of Binet’s original intelligence test:
Stanford-Binet
Defined as the ratio of mental age to chronological age multiplied by 100:
IQ
Statistical procedure that identifies factors, or clusters of related items, that seem to define a common abilities:
Factor Analysis
Factors identified by LL Thurstone such as memory, numerical ability, word fluency, verbal comprehension, spatial ability, perceptual speed, and inductive reasoning:
Primary Mental Abilities
Underlying each of the more specific mental abilities identified through factor analysis; identified by Spearman:
G Factor
Person with a very low IQ yet possesses one exceptional ability:
Savant
Person with an average IQ yet possesses one exceptional ability in one area:
Prodigy
Ability to perceive, express, understand, and regulate emotions:
Emotional Intelligence
Think about many ways to use someting as possible:
Divergent Thinker
Think about the most efficient/best way to do something:
Convergent Thinker
Designed to predict future performance and measures your capacity to learn new information:
Aptitude Tests
Measures a person’s current knowledge and tests thier skills in different areas:
Achievement Tests
Tendency for the extreme or unusual scores to fall back toward the average:
Regression to the Mean
A procedure for statistically combining the results of many different research studies:
Meta-Analysis
Aspects of intellectual ability and learned knowledge:
Crystallized Intelligence
Cognitive abilities that require speed and rapid learning:
Fluid Intelligence
Most widely used intelligence test; individually administered and contains 11 subjects:
WAIS
Bell–shaped curve that represents the distribution of many physical and psychological attributes:
Normal Curve
Average distance from the mean:
Standard Deviation
Process of defining meaningful scores on a test by pretesting a large, representative sample of people by ensuring the procedures by which an exam is created, administered, and scored are the same:
Standardization
Extent to which a produces consistent results:
Reliability
Degree to which an assessment yields similar results each time it is taken:
Test-Retest Reliability
Degree to which different versions of the assessment yield similar results:
Alternate Forms Reliability
Degree to which two halves of an exam have equal difficulty:
Split-Half Reliability
Degree to which the raters/graders of the exam agree on a score:
Interrater Reliability
Degree to which a test measures or predicts what it is supposed to:
Validity
Test samples the content, subject, or behavior that is of interest:
Content Validity
Test is valid to the test taker:
Face Validity
The behavior the test is deisgned to predict:
Criterion
Extent to which a test forecasts performance on a future measure:
Predictive Validity
Indicate the percentage of people who scored at or below an individuals score:
Percentile Rank
IQ has increased over time so tests must be renormed, so more questions need to be answered correctly to earn the same score:
Flynn Effect
Phenomenon in which a person’s concern that they will be evaluated based on a negative stereotype is followed by lower performance:
Stereotype Threat
Result of an extra chromosome in the person’s genetic makeup:
Down Syndrome
Inherited disorder in which the enzyme defect causes amino acid to build up in the body causing an IQ of <20:
PKU
An IQ below 70 and difficulty adapting to the normal demands of independent living:
Intellectually Disabled
Believed intelligence is inherited, can be quantitatively measured, and popularized the phrase nature and nurture:
Sir Francis Galton
Created separate norms for students per their chronological age suggesting that intelligence is realtive to age:
Binet and Simon
Father of modern intelligence testing:
Alfred Binet
Founder of the Stanford-Binet test:
Lewis Terman
Derived the IQ:
William Stern
Used factor anaylsis and identified the G factor:
Charles Spearman
Created a series of age-based intellignece tests:
David Wechsler
Used twin studies to investigate the similarity between identical twins raised apart:
Thomas Bouchard
Stressed the importance of emotional intelligence:
Daniel Goleman
Believes that traditonal tests are not good at assessing overall intelligence and proposes the triarchic theory:
Robert Sternberg
Expanded on the idea that intelligence is made up of more than single factor and criticized traditional tests for placing too much emphasis on skills we have associated with academic success; identified 8 different types of intelligence:
Howard Gardner
