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| Investigated the role of schemata in memory; concluded that memory is largely a reconstructive process |
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| Divided intelligence into fluid intelligence and crystallized intelligence and looked at how they change throughout the lifespan |
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| Distinguished between the surface structure and fluid intelligence and looekd at how they change throughout the lifespan |
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| Devised the spreading activation model of semantic memory |
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| Collins, A. and Loftus, E. |
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| Developed the levels of processing-theory of memory as an alternative to the stage-theory of memory |
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| Craik, F. and Lockhart R. |
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| Studied memory using nonsense syllables and the method of savings |
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| Proposed a theory of multiple intelligences that divides intelligence into seven different types, all of which are equally important; traditional IQ tests measure only two of the seven types |
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| Devised divergent thinking test to measure creativity |
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| Investigated that use of heuristics in decision-making; studied the availability heuristic and the representativeness heuristic |
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| Kahneman, D. and Tversky A. |
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| Studied eyewitness memory and concluded that our memories can be altered by presenting new information or by asking misleading questions |
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| Used the water-jar problem to study the effect of mental sets on problem-solving |
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| Found support for gender differences in verbal ability |
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| Macoby, E. and Jacklin, C. |
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| Suggested that the brain processes information using parallel distributed processing (PDP) |
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| McClelland, J. and Rumelhart, D. |
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| Found that the capacity of short-term memory is seven (plus or minus two) items |
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| Proposed dual-code hypothesis |
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| Devised the semantic feature comparison model of semantic memory |
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| Smith, E., Shoben, E., and Rips L |
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| Suggested that individual differences in intelligence were largely due to difference in amount of a general factor called g |
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| Studied the capacity of sensory memory using the partial-report method |
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| Proposed triarchic theory that divdes intelligence into three types: componential, experiential, and contextual |
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| Used factor analysis to study primary mental abilities - factors more specific thatn g but more general than s |
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| Hypothesized that languages determines how reality is perceived |
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