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| the mental activities associated with thinking, knowing, remebering, and communicating |
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| a mental grouping of similar objects, events, ideas, or people |
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| a mental image or best example of a category. matching new items to a protype provides a quick and easy method of 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 gurantees solving a particular problem. Contrasts with the usually speedier but also more error prone use of heuristic |
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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 and often novel realization of the solution to a problem it 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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| the inability to see a problem from a new perspective by employing a different metal set |
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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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| representativeness heuristic |
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| judging the likelihood of things in terms of things in terms of how well they seem to represent or match particular prototypes may lead us to ignore other relevant information |
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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 ones initial conceptions after the basis on which they were formed has been discredited |
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| an effortless immediate automatic feeling or thought as contrasted with explicit conscious reasoning |
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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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our spoken, written, or signed words and the ways we combine them to communicate meaning
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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 two word statements |
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| beginning about age 2 the stage in speech development during which a child speaks mostly two word statements |
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| early speech stage in which a child speaks like a telegram "go car" using mostly nouns and verbs |
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| Whorfs 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 spearman and others underlies specific mental abilities and is therefore measured by every task on an intelligence test |
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| a statistical procedure that identifies clusters of related items (called factors) on a test, used to identify different dimmensions of performance that underlie a person total score |
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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 produce novel and valuable ideas |
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| the ability to perceive understand manage and use emotions |
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| a method for assessing an individuals mental aptitudes and comparing them with those of others using numerical score |
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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 does as well as the average 8 year old is said to have a mental age of 8 |
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| the widely used American revision ( by terman at stanford university) of Binets original intelligence test |
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| intelligence quotient (IQ) |
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| defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 thus IQ=malcax100 on contemporary intelligence test the average performance for a given age is assigned a score of 100 |
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| wechsler adult intelligence score (WAIS0 |
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| the WAIS is the most widely used intelligence test contains verbal and performance (nonverbal) subtests |
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| defining meaningful scores by comparison with the performance of a pretested group |
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| the symmetrical bell shaped curve that describes the distribution of many physical and psychological attributes most scores fall near the average and fewer and fewer scores lies near the extremes |
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| the extent to which a test yields consistent results as assessed by the consistent results as assessed by the consistency of 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 (see also content validity and predicitve validity) |
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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 behaviors (also calld criteron related validity) |
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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 enviroments studied |
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| a self confirming concern that one will be evaluated based on a negative stereotype |
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| a need or desire that energizes and directs behavior |
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| a complex behavior that is rigidy patterened throughout a species and is unlearned |
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| the idea that a physiological need creates an aroused tension state ( a drive) that motivates an organism to satisfy the need |
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| a tendency to maintain a balanced or constant internal state the regulation of any aspect of body chemistry such as blood gluclose around a particular level |
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| a positive or negative enviromental stimulus that motivates behavior |
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| maslows pyramid of human needs beginning at the base with physiological needs that must first be satisfied before higher level safety needs and then psychologiclal needs become active |
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| http://upload.wikimedia.org/wikipedia/commons/thumb/6/60/Maslow's_Hierarchy_of_Needs.svg/450px-Maslow's_Hierarchy_of_Needs.svg.png |
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| the form of sugar that circulates in the blood and provides the major source of energy for body tissues when its level is low we feel hunger |
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| the point at which an individual weight thermostat is supposedly set when the body falls below this weight an increase in hunger and a lowered metabolic rate may act to restore the lost weight |
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| the bodys resting rate of energy expenditure |
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| an earing disorder in which a person (usually an adolescent female) diest and becomes significantly (15% or more ) underweight yet still feeling fat continues to starve |
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| an eating disorder characterized by episodes of overeating usually of high calorie foods followed by vomiting , laxative use, fasting, or excessive exercise |
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| significant binge eating episodes followed by distress disgust or guilt but without the compensatory purging fasting or excessive that marks bulimia nervosa |
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| the four stages of sexual responding described by Masters and Johnson excitement, plateau, orgasm, and resolution |
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| a resting period after orgasm during which a man cannot achieve another orgasm |
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| a problem that consistently impairs sexual arousal or functioning |
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| sex hormones such as estradiol secreted in greater amounts by females than by males and contributing to female sex characteristics. In nonhuman female mammals estrogen levels peak during ovulation promoting sexual receptivity |
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| the most important of the male sex hormones both males and females have it but the additional testosterone in males stimulates the growth of the male sex organsin the fetus and the development of the male sex characteristics during puberty |
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| an enduring sexual attraction toward members of either oens own sex (homosexual orientation) or the other sex(heterosexual orientiation) |
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| a response of the whole organism involving (1) physiological arousal, (2) expressive behaviors, and (3) consciously experienced thoughts and feelings |
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| the theory that our experiences of emotion is our awareness of our physiological resposes to emotion arousing stimuli |
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| the theory that an emotion arousing stimulus simultaneously triggrs (1) physiological response (2) the subjuctive experience of emotion |
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| the schachter singer theory that to experience emotion one must (1) be physically aroused and (2) cognitively label the arousal |
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| emotional release the catharsis hypothesis maintains that releasing aggressive energy (through action or fantasy) relieves aggressive urges |
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| feel-good do good phenomenon |
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| peoples tendency to be helpful when already in a good mood |
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| self perceived happiness or satisfication with life used along with measures of objective well being (for example physical and economic indicators) for evaluate peoples quality of life |
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| adaption level phenomenon |
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| our tendency to form judgments (of sounds of lights of income) relative to a neutral level defined by our prior experience |
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| the perception that we are worse off relative to those with whom compare ourselves |
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