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| a mental category that groups objects,relations, activity's, abstractions, or qualities having common properties |
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| concepts that have a moderate number of instances and that are easier to acquire than those having few or many instances |
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| an especially representative examples of a concept |
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| a linguist and anthropologist who proposed that language moulds cognition and perception |
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| a unit of meaning that is made up of concepts, and expresses a single idea |
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| an integrated mental network of knowledge, beliefs, and expectations concerning a particular topic or aspect of the world |
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| a mental representation that mirrors or resembles the thing it represents; mental images occur in many and perhaps all sensory modalities |
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| mental processes occurring outside of conscious awareness but accessible to consciousness when necessary |
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| mental processes occurring outside of and not available to conscious awareness |
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| learning that occurs when you acquire knowledge about something without being aware of how you did so and without being able to state exactly what it is you have learned |
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| mental inflexibility, inertia, and obliviousness to the present context |
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| the drawing of conclusions or inferences from observations, facts, or assumptions |
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| a problem that can be solved using established methods and clearly specified information; you usually know when it has been solved, and there is a single right (or best) answer |
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| a problem-solving strategy guaranteed to produce a solution even if the user does not know how it works |
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| a form of reasoning in which a conclusion follows necessarily form certain premises; if the premises are true, the conclusion must be true |
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| a set of observations or propositions |
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| a form of reasoning in which the premises provide support for a conclusion, but it is still possible for the conclusion to be false |
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| Informal reasoning problems |
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| problems with no clearly correct solution in which many approaches, viewpoints, or possible solutions may compete; information may be incomplete, or people may disagree on what the premises should be |
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| a rule of thumb that suggests a course of action or guides problem solving but does not guarantee an optimal solution |
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| a process in which opposing facts or ideas are weighed and compared, with view to determining the best solution or resolving differences |
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| the tendency to consult one's emotions instead of estimating probabilities objectively |
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| the tendency to judge the probability of a type of event by how easy it is to think of examples or instances |
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| a sense of fairness often takes precedence over rational self-interest when people make economic choices |
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| the tendency to over-estimate one's ability to have predicted an event once the outcome is known; the "i knew it all along" phenomenon |
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| the tendency to look for or pay attention to only information that confirms ones own belief |
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| a state of tension that occurs when a person holds two cognitions that are psychologically inconsistent, or when a persons belief is incongruent with his or her behaviour |
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| in the theory of cognitive dissonance, tension that occurs when you believe you may have made a bad decision |
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| the tendency of individuals to increase their liking for something that they have worked hard or suffered to attain; a common form of dissonance reduction |
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| an inferred characteristic of an individual, usually defined as the ability to profit from experience, acquire knowledge, think abstractly, act purposefully, or adapt to changes in the environment |
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| a statistical method for analyzing the intercorrelations among various measure or test scores; clusters of measures or scores that are highly correlated are assumed to measure the same underlying trait, ability, or aptitude (factor) |
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| a general intellectual ability assumed by many theorists to underlie specific mental abilities and talents |
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| Psychometric approach to intelligence |
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| the measurement of mental abilities, traits, and processes |
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| a measure of mental development expressed in terms of the average mental ability of a given age |
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| Intelligence quotient (IQ) |
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| a measure of intelligence originally computed by dividing a person's mental age by his or her chronological age and multiplying by 100; it is now derived from norms provided for standardized intelligence tests |
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| Stanford-Binet intelligence scale |
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| Intelligence test first published in 1916 by Stanford's Lewis Terman, who had revised Binet's test and established norms for North American children. |
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| Wechler Adult Intelligence Scale (WAIS) |
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| Intelligence test for adults devised by David Wechsler that produces a general IQ score and also provides specific scores for different kinds of ablity |
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| Wechler Intelligence Scale for Children (WISC) |
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| intelligence test for children devised by David Wechsler that produces a general IQ score and also provides specific scores for different kinds of ability |
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| a burden of doubt a person feels about his or her performance, due to negative stereotypes about his or her group's abilities |
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| Cognative approach to intelligence |
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| assumes there are many kinds of intelligence and emphasizes the strategies people use when thinking about a problem and arriving at a solution |
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| Triarchic theory of intelligence |
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| a theory of intelligence that emphasizes information-processing strategies, the ability to creatively transfer skills to new situations, and the practical application of intelligence |
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| Componential intelligence |
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| the information-processing strategies you draw on when you are thinking intelligently about a problem |
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| the knowledge or awareness of one's own cognitive processes |
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| Experiential(creative) intelligence |
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| your creativity in transferring skills to new situations |
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| Contextual (practical) intelligence |
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| the practical application of intelligence, which requires you to take into account the different contexts in which you find yourself |
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| strategies for success that are not explicitly taught but that instead must be inferred |
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| the ability to identify you own and other people's emotions accurately, express your emotions clearly, and regulate emotions in yourself and others |
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| the study of cognitive processes in nonhuman animals |
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| a system of beliefs about the way one's own mind and the minds of others work, and of how individuals are affected by their beliefs and feelings |
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| the tendency to falsely attribute human qualities to nonhuman beings |
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| the tendency to think, mistakenly, that human beings have nothing in common with other animals |
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