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| a tendency to approach a problem in a particular way, often a way that hs been successful in the past. |
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| the set of ruels by which we derive meaning from morphems, words, and sentences in a given language; also, the study of meaning. |
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| clinging to one's initial conceptions after the basis of which they were formed has been discredited. |
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| a methodically logical rule or procedure that guarantees solving a particular problem; contrasts with the usually speedier--but also more error-prone--use of heuristics. |
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| the mental activities associated with thinking, knowing, remembering, and communicating. |
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| the tendency to think of things only in terms of their usual functions; an impediment to problem solving. |
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| in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix). |
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| the time for mastering certian aspects of language during childhood. |
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| begining at about age 2, the stage of development during which a child speaks two-word statements. |
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| a simple thinking strategy that often allows us to make judgements and solve problems efficiently; usually speedier, but also more error-prone than algorithms. |
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| the inability to see a problem from a new perspective; an impediment to problem solving. |
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| early speech stage in which a child speaks like a telegram--for example,"go car"--using mostly nouns and verbs and ommitting auxillary words. |
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| our spoken, written, or signed words and the ways we combine them to communicate meaning. |
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| the way an issue is posed; can significantly affect decisions and judgements. |
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| the underlying meaning of phonemes, morphemes, words, and sentences in a language. |
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| the tendency for one's preexisting beliefs to distort logical reasoning, sometimes by making invalid conclusions seem valid, or conclusions seem invalid. |
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| the tendency to be more confident than correct--to overestimate the accuracy of one's beliefs and judgements. |
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| a suddent and often novel realization of the solution to a problem; it contrasts with strategy-based solutions. |
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| the rules for combining words into gramatically sensible sentences in a given language. |
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| in a language, the smallest distinctive sound unit. |
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| a mental image or best example of a category; matching new items to this provides a quick and easy method for including items in a category (as when comparing featured creatures to a typical bird, such as a robin). |
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| begining at about 4 months, the stage of speech development in which the infant spontaneously utters various sounds at first unrelated to household language. |
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| these form many natural babbling sounds. |
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| a child's ability to comprehend speech, begining by 4 months of age. |
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| in a language, a system of rules that enables us to communicate with and understand others. |
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| language acquisition device |
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| theoritical biological predisposition in humans in which language switches are thrown as children experience their language; this theory contests that all human languages have a universal grammar (nouns, verbs, adjectives, etc.) |
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| a child's ability to produce words. |
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| specific phonemes, morphems, phrases, and sentences in a language. |
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| the theoretical "building blocks" of all human languages. |
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| a mental grouping of similar objects, events, ideas, or people. |
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| the tendency to seatch for information that confirms one's preconceptions. |
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| the stage in speech development from about age 1 to 2, during which a child speaks in single words. |
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| Whorf's hypothesis that language determines the way we think. |
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| estimating the likelihood of events based on their availability in memory; if instances cane readily to mind (perhaps because of their vividness), we presume such events are common. |
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| judging the likelihood of things in terms of how well they seem to represent, or match, particular prototypes; may lead one to ignore other relevant information. |
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