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| The mental activities associated with thinking, knowing remembering, and communicating |
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| A mental grouping of similar objects, events, ideas, and people |
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| 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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| A methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually spedier but lso more error-prone use of heuristics |
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| A simple thinking strategy that often allows us to make judgments and solve problems efficiently; usually speedier but also more error prone than algorithms |
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| A sudden realization of a problem's solution; contrasts with strategy-based solutions |
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| A tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence |
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| A tendency to approach a problem in one particular way, often a way that has been successful in the past |
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| An effortless, immediate, automatic feeling or thought, as contrasted with explicit, concious reasoning |
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| Estimating the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of their vividness), we presume such events are common |
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| The tendency to be more confident than correct - to overestimate the accuracy of our beliefs and judgments |
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| Clinging to one's initial conceptions after the basis on which they were formed has been discredited |
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| The way an issue is posed; how an issue is framed can significantly affect decisions and judgments |
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| The ability to produce novel and valuable ideas |
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| Narrows the available problem solutions to determine the single best solution |
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| Expands the number of possible problem solutions (creative thinking that diverges in different directions) |
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| Develped the theory that creativity has 5 components - Expertise, imaginative thinking skills, a venturesome personality, instinsic motivation, and a creative environment |
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| Our spoken, written, or signed words and the ways we combine them to communicate meaning |
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| In a language, the smallest distinctive sound unit |
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| In a language, the smallest unit that carries meaning; may be a word or a part of a word |
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| In a language, a system of rules that enables us to communicate with and understad others. In a given language, semantics is the st of rules for deriving meaning from sounds, and syntax is the set of rules for combining words into grammatically sensible sentences |
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| 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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| The stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words |
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| Beginning about age 2, the stage in speech development during which a child speaks mostly in two-word statements |
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| Early speech stage in which a child speaks like a telegram, using mostly nouns and verbs |
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| Impairment of language, usually caused by left-hemisphere damage either to Broca's area (impairing speaking) or to Wernicke's area (impairing understanding) |
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| 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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| Control's language reception - a brain area involved in language comprehension and expression; usually in the left temporal lobe |
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| Benjamin Lee Whorf's hypothesis that language determines the way we think |
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| Mental quality consisting of the ability to learn from experience, solve problems and use knowledge to adapt to new situations |
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| A general intelligence factor that, according to Charles Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test |
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| 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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| The ability to percieve, understand, manage, and use emotions |
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| A method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores |
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| Gardner's Multiple Intelligences Theory |
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| Our abilites are best classified into eight independent intelligences which include a broad range of skills beyondtraditional school smarts |
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| Sternberg's Triarchic Theory |
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| Our intelligence is best classified into three areas that predict real world success: analytical, creative, and practical |
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| Opposed the idea that one's intelligence is a fixed quantity which one cannot augment |
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| A test designed to predict a person's future performance; aptitude is the capacity to learn |
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| A test designed to assess what a person has learned |
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| 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 deos as well as an average 8-year-old is said to have a mental age of 8 |
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| The widely used American revision (by Lewis Terman at Stanford University) of Binet's original intelligence test |
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| Intelligence quotient (IQ) |
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| Defined originally as the ration of mental age to cronological age multiplied by 100. On contemporary intelligence tests, the average performance for a given age is assigned a score of 100 |
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| Wechsler Adult Intelligence Scale (WAIS) |
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| The WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests |
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| Defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group |
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| The bell-shaped curve that describes the distribution of many physical and psychological atributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes |
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| The extent to which a test yields consistent results, as assessed by the consistency of the scores on two halves of the test, or on retesting |
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| The extent to which a test measures or predicts what it is supposed to |
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| The extent to which a test samples the behavior that is of interest |
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| The success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior |
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| Crystallized Intelligence |
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| Our accumulated knowledge and verbal skills; tends to increase with age |
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| Our ability to reason speedily and abstractly; tends to decrease during late adulthood |
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| A condition of limited mental ability, indicated by an intelligence test score of 70 or below and difficulty in adapting to the demands of life (mental retardation) |
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| A condition of mild to severe intellectual disability and associated physical disoreders caused by and extra copy of chromesome 21 |
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| The proportion of variation among individuals that we can attribute to genes. The heritability of a trait may vary, depending on the range of populations and environments studied |
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| A self-confirming concert that one will be evaluated based on a negative stereotype |
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