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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 into categories (as when comparing feathered creatures to a prototypical bird, such asa robin). |
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| a methodical, logical rule or procedure that guarantees 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 more error-prone than algorithms |
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| a sudden and often novel relization of the solution to a problem, it conrasts with strategy-based solutions |
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| a tendancy 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 menetal set |
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| a tendency to aproach 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 likelohood 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 one's initial conceptions after the basis on which they were formed has be discredited |
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| an effortless, immediate, automatic feeling or thought, as contrasted with explicit, concious reasoning |
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| the way an issue is posed; how an issue is famed can significantly affect decisions and judgements |
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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 vaerious 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 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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| 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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| 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 assesing an individual's mental aptitudes and comaring them with those of others, using numerical scores |
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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 wel 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 for a given age is assigned a score of 100 |
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| Wechsler Adult Intelligence Scale (WAIS) |
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| the WAIS is the most widely used intelligence test; cintains verbal and performance (nonverbal) subtests |
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| the extent to which a test measures or predicts what it is supposed to |
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| the extent to which a test samples the behavio that is of interest |
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| the success with which a test preidicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior |
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| 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-conforming concern that one will be evaluated based on a negative stereotpe |
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