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39 Cards in this Set
- Front
- Back
Cognition |
All the mental activities associated with thinking, knowing, remembering, and communicating. |
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Concept |
A mental grouping of similar objects, events, ideas, and people. |
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Prototype |
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) |
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Algorithm |
A methodical, logical rule or procedure that guarantees you will solve a particular problem. contrasts with the usually speedier--but also more error-prone--use of heuristics. |
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Insight |
a sudden realization of the solution to a problem; it contrasts with strategy-based solutions. |
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confirmation bias |
a tendency to search for information that supports our preconceptions and to ignore or distort evidence that contradicts them. |
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fixation |
the inability to see a problem from a new perspective; an obstacle to problem solving. |
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Intuition |
An effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning. |
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Availability heuristic |
Judging the likelihood of an event based on its availability in memory; if an event comes readily to mind (perhaps because it was vivid), we assume it must be common. |
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Overconfidence |
The tendency to be more confident than correct--to overestimate the accuracy of our beliefs and judgements |
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Belief perseverance |
Clinging to beliefs and ignoring evidence that proves they are wrong. |
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Framing |
The way an issue is posed; framing can significantly affect decisions and judgments. |
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Language |
Our spoken, written, or signed words the ways we combine them to communicate meaning. |
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Babbling Stage |
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. |
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One-Word Stage |
The stage in speech development, from about 1-2, during which a child speaks mostly in single words. |
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Two Words. |
The stage in speech development, from about 2, during which a child speaks mostly in two word statements. |
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Telegraphic Speech |
Early speech stage in which a child speaks like a telegram--"go car"--using mostly nouns and verbs. |
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Grammar |
In a specific language, a system of rules that enables us to communicate with and understand others. |
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Broca's Area |
Controls language expression--an area of the frontal lobe, usually in the left hemisphere, that directs the muscle movements involved in speech. |
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Wernicke's Area |
Controls language reception--A brain area involved in language comprehension and expression; usually in the left temporal lobe. |
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Intelligence |
Mental quality consisting of the ability to learn from experience, solve problems and use knowledge to adapt to new situations. |
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General Intelligence |
A general intelligence factor that, according to spearman and others, underlies specific mental abilities and is therefore measured bye very task on an intelligence test. |
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Savant syndrome |
a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing. |
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Emotional Intelligence |
The ability to perceive, understand, manage, and use emotions. |
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Intelligence test |
A method for assessing an individuals mental aptitudes and comparing them with those of others, using numerical scores. |
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Aptitude Test |
A test designed to assess what a person has learned. |
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Mental Age |
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 an average 8 year old is said to have a mental age of 8. |
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Stanford-Binet |
The widely used American revision (by Terman at Stanford University) of Binet's original intelligence test. |
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Intelligence Quotient (IQ) |
Defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ= ma/ca x 100). on contemporary intelligence tests, the average performance for a give age is assigned a score of 100. |
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Wechsler Adult Intelligence Scale (WAIS) |
The most widely used intelligence test; contains verbal and performance (nonverbal) subtests. |
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Standardization |
Defining uniformed testing procedures and meaningful scores by comparison with the performances of a pretested group |
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Normal Curve |
The bell-shaped curve that describes the distribution of many physical and psychological attributes. most scores fall near the average, and fewer and fewer scores lie near the extremes. |
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Reliability |
the extent to which a test yields consistent results, as assessed by the consistency of scores on tow halves of the test, on alternative forms of the test, or on retesting. |
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Validity |
The extent to which a test measures or predicts what it is supposed to. |
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Cross-Sectional Study |
A study in which people of different ages are compared with one another. |
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Longitudinal Study |
Research in which the same people are restudied and retested over a long period. |
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Crystallized Intelligence |
Our accumulated knowledge and verbal skills; tends to increase with age. |
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Fluid Intelligence |
Our ability to reason speedily and abstractly; tends to decrease during late adulthood. |
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Stereotype Threat |
A self-confirming concern that we will be judged based on a negative stereotype |