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| the way in which information is processed and manipulated in remembering, thinking, and knowing. |
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| Pioneer to compare human mind to computer. |
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| A scientific field that focuses on creating machines capable of performing activities that require intelligence when they are done by people. |
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| The mental process of manipulating information mentally by forming concepts, solving problems, making decisions, and reflecting critically or creatively. |
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| A mental category that is used to group objects, events, and characteristics. |
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| A model emphasizing that when people evaluate whether a given item reflects a certain concept, they compare the item with the most typical item(s) in that category and look for a "family resemblance" with that item's properties. |
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| The mental process of finding an appropriate way to attain a goal when the goal is not readily available. |
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| 1st Step In Problem Solving |
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| 2nd Step In Problem Solving |
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| Develop Good Problem-Solving Strategies |
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| 3rd Step In Problem Solving |
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| 4th Step In Problem Solving |
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| Rethink and redefine problems and solutions over time. |
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| Intermediate goals or intermediate problems that put us in a better position for reaching the final goal or solution. |
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| Strategies--including formulas, instructions, and the testing of all possible solutions-that guarantee a solution to a problem. |
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| Shortcut strategies or guidelines that suggest a solution to a problem but do not guarantee an answer. |
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| Using a prior strategy and failing to look at a problem from a fresh new perspective. |
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| Failing to solve a problem as a result of fixation on a thing's usual functions. |
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| The mental activity of transforming information to reach conclusions. |
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| Reasoning from specific observations to make generalizations. |
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| Reasoning from a general case that is known to be true to a specific instance. |
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| The mental activity of evaluating alternatives and choosing among them. |
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| The tendency to search for and use information that supports our ideas rather than refutes them. |
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| The tendency to report falsely after the fact, that we accurately predicted an outcome. |
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| A prediction about the probability of an event based on the ease of recalling or imagining similar events. |
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| The tendency to ignore information about general principles in favor of very specific buy vivid information. |
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| The tendency to make judgments about group membership based on physical appearances or the match between a person and one's stereotype of a group rather than on available base rate information. |
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| THinking reflectively and productively and evaluating the evidence. |
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| The state of being alert and mentally present for one's everyday activities. |
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| The state of being receptive to other ways of looking at things. |
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| The ability to think about something in novel and unusual ways and to devise unconventional solutions to problems. |
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| Thinking that produces many solutions to the same problem. |
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| Thinking that produces the single best solution to a problem. |
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| Part of divergent thinking, when a group of people openly throw out a range of possible solutions to a problem, even some that might seem crazy. |
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| All-purpose ability to do well on cognitive tasks, to solve problems, and to learn from experience. |
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| Gave varied cognitive tests to test intelligence in 1904. |
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| The extent to which a test measures what it is intended to measure. |
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| The extent to which a test yields a consistent, reproducible measure of performance. |
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| The development of uniform procedures for administering and scoring a test, and the creation of norms (performance standards) for the test. |
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| An individual's level of mental development relative to that of others. |
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| A symmetrical, bell-shaped curve, with a majority of the scores falling in the middle of the possible range and few scores appearing toward the extremes of the range. |
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| Intelligence tests that are intended to be culturally unbiased. |
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| THe proportion of observable differences in a group that can be explained by differences in the genes of the group's members. |
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| Rapidly increasing test scores around the world. |
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| Possessing high intelligence (an IQ of 130 or higher) and/or superior talent in a particular area. |
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| A condition of limited mental ability in which an individual has a low IQ, usually below 70 on a tradition intelligence test, and has difficulty adapting to everyday life. |
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| Organic Intellectual Disability |
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| Caused by a genetic disorder or brain damage. |
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| Cultural-Familial Intellectual Disability |
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| Mental deficit with no evidence of organic brain damage. |
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| THe ability to perceive emotions in ourselves and others accurately. |
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| Triarchic Theory of Intelligence |
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| Sternberg's theory that intelligence comes in three forms: analytical, creative, and practical. |
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| The ability to analyze, judge, evaluate, compare, and contrast. |
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| THe ability to create, design, invent, originate, and imagine. |
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| THe ability to use, apply, implement, and put ideas into practice. |
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| SUggests there are nine types of intelligence. Verbal, Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist, and Existentialist. |
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| A from of communication -- whether spoken, written, or signed -- that is based on a system of symbols. |
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| THe ability of language to produce an endless number of meaningful sentences. |
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| A languages sound system. |
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| A language rules for word formation |
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| A language rules for combining words to form acceptable phrases and sentences. |
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| The meaning of words and sentences in a particular language |
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| The useful character of language and the ability of language to communicate even more meaning than is said. |
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| Linguistic Relativity hypothesis |
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| Language determines the way we think. developed by Benjamin Whorf |
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| Individual's interpretation of the events in their lives as harmful, threatening, or challenging and their determination of whether they have the resources to cope effectively with these events. |
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| Managing taxing circumstances, expending effort to solve life's problems, and seeking to master or reduce stress. |
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| Individuals interpret whether an event involves harm or loss that has already occurred, a threat of some future danger, or a challenge to be overcome. |
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| individuals evaluate their resources and determine how effectively they can be used to cope with the event. |
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| Regulating one's feeling about an experience by reinterpreting that experience or thinking about it in a different way or from a different angle. |
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| Looking at a stressful life event in a particular way, focusing on the good that has arisen in one's life as a result. |
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