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| Our spoken,written,or signed words and the ways we combine them as we think and communicate |
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| How many words are learned after the age of one? |
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| What age can babies read lips and discriminate speech sounds |
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| spontaneously utter a variety of sounds such as ah-goo |
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| What age does babbling changes so that a trained ear can identify the language of the household |
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| Revealed that at 6 months infants can preceive subtle sound differences in other languages by 12 months they cannot |
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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 child speaks mostly two-word statements. |
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| A child speaks like a telegram example "go car" using mostly nouns and verbs omitting "auxilliary" words |
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| The English-speaking child typically says a adjectives before |
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| Words are in a sensible order |
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| When does the child understand complex sentences? |
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| Believed that we can explain language development with familiar learning principles such as association,imitation,and reinforcement. |
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| Views language development as "helping a flower to grow in its own way" |
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| Whorf's hypothesis that language determines the way we think |
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| A mental picture of how you do something. |
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| The mental abilities needed to select, adapt to, and shape environments. It involves the abilities to profit from experience, solve problems, reason, and successfully meet challenges and achieve goals |
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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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| What does thinking refer to? |
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| Thinking, or cognition, refers to all the mental activities associated with processing, understanding, remembering, and communicating |
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| The widely used American revisions (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/CAx100). On contemporary intelligence test, the average performance for a given age is assigned a score of 100. |
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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 one’s total score. |
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| Thinking, or cognition, refers to all the mental activities associated with processing, understanding, remembering, and communicating |
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| Concepts are mental groupings of similar objects, events, and people. |
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| A general intelligence factor that Spearman and others believed 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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| translate meanings into speech |
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| meanings of words change over time |
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| Name some strategies that we use to solve problems. |
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| Trail and error, algorithm, heuristics, and insight |
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| no inherent connection between word and meaning |
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There are 3 types of intelligence associated with multiple intelligence.
Analytical Intelligence, Creative Intelligence, Practical Intelligence |
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| a step-by-step procedure that guarantees a solution. |
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| Assessed by intelligence test, which present well-defined problems having a single right answer |
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| Demonstrated in reacting adaptively to novel situations and generating novel ideas. |
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| words/symbols mean something and that meaning is important |
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| a simple thinking strategy that often allows us to make judgments and solve problems efficiently. |
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| Often requires for everyday tasks, which are frequently ill-defined, with multiple solutions |
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| The ability to perceive, express, understand, and regulate emotions. |
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| a sudden and often novel realization of the solution to a problem. |
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| Name some obstacles to problem solving |
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| Confirmation bias, fixation and functional fixedness |
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The ability to produce novel and valuable ideas. There are 5 components of creativity.
Expertise, Imaginative Thinking Skills, A Venturesome Personality, Intrinsic Motivation, A Creative Environment. |
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| a tendency to search for information that confirms one’s preconception. |
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| A well-developed base of knowledge |
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| Imaginative Thinking Skills |
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| Provide the ability to see things in new ways, to recognize patterns, to make connections. |
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| the inability to see a problem from a new perspective. |
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| A Venturesome Personality |
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| Tolerates ambiguity and risk, perseveres in overcoming obstacles, and seeks new experiences rather than following the pack. |
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| Creativity’s fourth component |
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| the tendency to think of things only in terms of their usual functions. |
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| Sparks, supports, and refines creative ideas |
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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. |
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Term
| Wechsler Adult Intelligence Scale (WAIS) |
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Definition
| The WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests. |
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| A test designed to predict a persons future performance; aptitude is the capacity to learn. |
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| estimating the likelihood of events based on their availability in memory. |
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| – A test designed to asses what a person has learned |
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| Defining meaningful scores by comparison with the performance of a pretested “standardization 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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| a tendency to overestimate the accuracy of our knowledge and judgments. |
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| The extent to which a test yields constant results, as assessed by the consistency of scores on two halves of the test, on alternate forms 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 way an issue is posed. |
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| The extent to which a test samples the behavior that is of interest (such as a driving test that samples driving tasks). |
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| our tendency to cling to our beliefs in the face of contrary evidence. |
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| The behavior (such as future college grades) that a test (such as the SAT) is designed to assess; thus, the measure used in defining whether the test has predictive validity. |
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| Yes they do think and communicate |
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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. ( Also called criterion-related validity.) |
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| Consumers respond more positively to ground beef described as “75 percent lean” rather than “25 percent fat.” In this case people’s reactions were influenced by what? |
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| A self-confirming concern that one will be evaluated based on a negative stereotype. |
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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 stranger tells you about a person who is short, slim, and likes to read poetry, and then asks you to guess whether this person is more likely to be a professor of classics at an Ivy League university or a truck driver. Given these two choices, you incor |
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Definition
| The representativeness heuristic |
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