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the manipulation of mental representations of information |
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representations in the mind that resemble an object or event |
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a mental grouping of similar objects, events, or people |
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typical, highly representative examples of a concept |
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a rule that guarantees a solution to a problem |
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a rule that may lead to a solution but sometimes leads to errors |
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algorithms are rules that ______ provide a solution, while heuristics are shortcuts that ______ provide a solution |
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The three steps of problem solving are: ______ , ______ , and ______ . |
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preparation production judgement (PPJ) |
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repeated tests for differences between the desired outcome and the actual results |
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sudden awareness of the relationships among various elements that have previously appeared independent of each other |
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the tendency to think of an object only in terms of its typical use |
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the tendency for old patters of problems to exist |
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the tendency to seek out information that supports one's hypothesis, while ignoring information that doesn't support it |
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sentences in which words not critical to the sentence are left out |
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ability to create an out-of-the-box (but working) responses to problems |
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ability to produce responses based on knowledge and logic |
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Divergent thinking produces ______ and ______ responses, while convergent thinking produces more ______ kinds of responses. |
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different diverse commonsense |
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when children apply language rules even when the application results in an error |
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theory that suggests that the language follows reinforcement and conditioning |
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the smallest units of speech |
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ways in which words and phrases can be combined to form sentences |
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the rules that govern the meaning of words and sentences |
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all the world's languages share a common underlying structure called universal grammar |
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language-acquistion device |
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a system of the brain that permits understanding of language (theory by Noam Chomsky) |
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the environment allows us to develop the right software to understand language |
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linguistic-realitivity hypothesis |
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language shapes how people in a particular culture perceive and shape the world |
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single, general factor for mental ability |
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intelligence that reflects information-processing capabilities, reasoning, and memory |
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crystallized intelligence |
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the accumulation of information, skills and strategies that are learned through experience and can be applied to problem solving |
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theory of multiple intelligences |
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there are 8 spheres of intelligence (Gardner) |
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intelligence related to overall success in living |
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the set of skills that underlie that accurate assessment, evaluation, expression, and regulation of emotions |
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someone's average level of performance |
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IQ score is calculated by: |
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most common cause of mental retardation |
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no apparent biological reason for retardation, but there is a family history |
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IQ test that does not discriminate against any member of a minority group |
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the degree in which a characteristic is related to genetic, inherited factors |
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the branch of psychology that studies the patterns of growth and change that occur throughout life |
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research that studies people of different ages at the same time |
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research that studies the same people as they grow older |
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combination of cross-sectional and longitudinal research, different age groups together and at additional times |
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the point that a fetus could survive premature birth |
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environmental agents (drugs, chemical, virus) that can cause a birth defect |
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baby's toes fan out when the bottom of their foot is touched |
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decrease in response to a stimulus after it has been presented many times |
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firm, punish often, value obedience |
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give relaxed or inconsistent direction, not needed |
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firm, set clear limits, reason with children, explain decisions |
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development of one's interactions, understanding of each other, and knowledge and understanding of themselves as members of society |
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birth to 1.5 years old, develops trust and mistrust |
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autonomy vs shame and doubt stage |
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1.5 to 3 years old, develop independence and autonomy if freedom is encouraged and develop shame and self doubt if restricted or over protected |
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initiative vs guilt stage |
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3 to 6 years old, develops awareness of the conflict between freedom of action and consequences of actions |
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industry vs inferiority stage |
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6 to 12 years old, develop positive social interactions with others or feel inadequate and become less social |
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the child's understanding changes with age and experience |
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birth to 2 years old, develop object permanence, motor skills |
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2 to 7 years old, develop language and symbolic thinking, egocentric thought |
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people and objects exist even when out of sight |
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viewing the world entirely from one's own perspective |
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concrete operational stage |
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7 to 12 years old, development of conservation, masters reversibility |
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changes can be undone by reversing an earlier action |
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principle of conservation |
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the same no matter what it looks like, cannot be changed or destroyed |
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most people do not reach, 12 years old to death, development of logic and abstract thought |
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awareness and understanding of one's own cognitive processes |
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zone of proximal development (ZPD) |
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the level at which a child can almost, but not fully, comprehend or perform a task on his own |
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Girls: 11 or 12 Boys: 13 or 14 |
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identity vs role confusion stage |
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time of majority testing in adolescence to determine one's qualities |
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intimacy vs isolation stage |
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time in early adulthood that focuses on developing close relationships |
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generativity vs stagnation stage |
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time in middle adulthood where we take stock of our contributions to family and society |
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ego integrity vs despair stage |
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a time in late adulthood to death where we view life's accomplishments and failures |
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genetic preprogramming theory of aging |
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the body has a built in time limit of when they are able to reproduce |
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wear and tear theory of aging |
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mechanical functions of the body will all eventually stop working properly |
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disengagement theory of aging |
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discredited theory, aging produces a gradual withdraw from society |
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elderly will be most successful when active and maintaining their interests |
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thoughtful consideration of a issue and it's counterpoints |
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peripheral route processing |
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consideration of the source and related information, rather than the message itself |
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the conflict that occurs when a person holds two contrary attitudes/thoughts |
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the process by which people understand and make sense of themselves and others |
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set of cognitions about people and social experiences |
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the major traits considered in forming impressions of others |
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situational causes of behavior |
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based on environmental facts |
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dispositional causes of behavior |
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based on internal factors or personality traits |
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understanding that a person has positive effects, then inferring more |
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the tendency to think of others as being similar to oneself when meeting them for the first time |
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the tendency to attribute personal success to personal factors (skill, ability, effort) and blaming failure on outside factors |
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fundamental attribution error |
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overattribute characteristics of someone else by their internal causes rather than environmental causes |
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the one person in the group who doesn't agree with the general consensus, and makes non-conformity easier for the others |
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thinking exactly like the group |
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behavior that occurs in response to direct social pressure |
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industrial-organizational psychology |
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focusing on work-related issues- worker motivation, satisfaction, safety, and productivity |
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reciprocity-of-liking effect |
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the tendency to like those who like us |
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the release of built-up aggressive energy |
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diffusion of responsibility |
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the tendency of people to feel that the responsibility of acting is shared among those present |
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helping behavior that is beneficial to others but clearly self sacrifice |
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