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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, or 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 inot categories (as when comparing feathered creatures to a proto-typical bird, such as a robin.) |
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a methodical, logical rule or procedure that gauntness solving a particular problem.
Contrasts with the usually speedier, but also 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 even more error prone then "algorithms." |
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| a sudden and often novel realization of the solution to the problem; it contrats with strategy based solutions. |
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| a tendency to search through 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 mental 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 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 vividness), we presume such events are common. |
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| the tendency to be more confident than is 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 have been formed have been discredited. |
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| and effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning. |
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| the way an issue is posted; how an issue is framed and 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 household language. |
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| the stage in speech development, form about age one to two, 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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| early speech stage in which a child speaks like a telegram, "go car", using mostly nouns and verbs. |
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| Whorf's hypothesis that language determines the way we think. |
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| 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 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 dimensions of performance that underlie a person's 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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| Know Gardner's eight intelligence s...p. 315. |
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the ability to produce novel and valuable ideas.
look up the four parts...p. 317 |
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| the ability to perceive, 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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| a measure of intelligence test performance devised by Binet; the chronological age thta 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 Binet's 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=ma.ca x 100). On contemporary intelligence tests, the average performance of a given age is assigned a score of 100. |
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| know who Alfred Binet is??? |
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| Wechsler Adult Intelligence Scale? (WAIS) |
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| the WAIS is the most widely used intelligence test; contains verbal performance (nonverbal) subsets. |
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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 lie near the extremes. |
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| the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on the retesting. |
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| the extent to which a test measures or predicts what it is suppose to. (see also "content validity" and "predictive validity.") |
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| the extent to which a test samples the behavior that is of interest. |
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| the sucess 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. (also called "related validity.") |
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| (formerly referred to as mental retardation) a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound. |
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| a condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 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 concern that one will be evaluated based on a negative stereotype. |
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