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| An interdisciplinary field that examines how people use language to communicate ideas. |
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| The basic unit of spoken language, such as sounds a,k, and th. |
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| The basic unit of meaning. For example, the word reactivated actually contains 4 morphemes: re-, active, -ate, and –ed. |
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| The area of psycholinguistics that examines the meanings of words and sentences. |
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| Our organized knowledge about the world. |
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| Refers to the grammatical rules that govern how we organize words into sentences. |
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| Our knowledge of the social rules that underlie language use. |
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| Emphasizes that we construct a sentence by using a hierarchal structure based on constituents. |
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| Means that people have a set of specific linguistic abilities that do not follow the principles of other cognitive processes, such as memory and decision making. |
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| Grammatical building blocks. |
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| Devised to convert underlying, deep structure into the surface structure of a sentence. |
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| Represented by the words that are actually spoken or written. |
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| Also known as underlying structure it is the more abstract meaning of a sentence. |
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| Two sentences that have identical surface structures but very different deep structures. |
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| Used to convert surface structure to deep structure during understanding. |
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| Cognitive-functional approach |
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| This emphasizes that the function of human language is to communicate meaning to other individuals. |
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| A person who has difficulty communicating, caused by damage to the speech areas of the brain. |
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| damage to this typically produces speech that is hesitant, effortful, and grammatically simple. |
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| Damage to this causes serious difficulties in understanding speech, as well as language production that is too wordy and confused. |
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| Means that each hemisphere of the brain has somewhat different functions. |
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| Positron emission tomography (PET scan) |
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| Measures the changes in blood flow within regions of the brain in order to understand the pattern of brain activity. |
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| Functional magnetic resonance imaging (fMRI) |
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| Based on the principle that oxygen rich blood is an index of brain activity. |
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| Use this when you want to reach a certain goal, but the solution is not immediately obvious because obstacles are blocking your path. |
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| Use this when you want to reach a certain goal, but the solution is not immediately obvious because obstacles are blocking your path. |
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| Describes the situation at the begging of the problem. |
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| This is reached when you solve the problem. |
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| Describes the restrictions that make it difficult to proceed from initial state to the goal state. |
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| Requires you to go beyond the information you were given, thinking also has a goal such as a solution, a decision, or a belief. |
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| Mean you have constructed a mental representation of the problem based on the information provided to the problem and your own previous experience. |
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| A chart that shows all the possible combinations of items. |
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| Hierarchical tree Diagram |
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| A figure that uses a tree-like structure to specify various possible options in a problem. |
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| Situated-cognition approach |
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| This argues that our ability to solve a problem is tied into the specific context in which we learned to solve the problem. |
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| When the conditions in which the research is conducted are similar to the natural setting in which the results will be applied. |
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| A method that will always produce a solution to the problem. |
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| A method in which you try out all possible answers using a specified system. |
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| a general rules that is usually correct. |
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| When you reach a certain point using this you simple select the alternative that seems to lead more directly toward your goal state. |
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| Has 2 important components: first you divide the problem into a number of subproblems or smaller problems then you try to reduce the difference between the initial state and the goal state for each of the subproblems. |
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| When researcher write a computer program that will performa task the same way that a human would. |
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| General Problem Solver (GPS) |
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| A program whose basic strategy is means-end analysis. |
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| Problems where the goal is not obvious, means-ends analysis is therefore not useful. |
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| An approach were we use a solution to a similar, earlier problem to help solve a new one. |
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| Used to refer to a set of problems that have the same underlying structures and solutions, but different specific details. |
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| The specific objects and terms used in the question. |
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| The underlying core that must be understood in order to solve the problem correctly. |
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| Emphasizes the information about the stimulus, as registered on our sensory receptors. |
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| Emphasizes our concepts, expectations, and memory, which we have acquired from past experiences. |
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| Demonstrates consistently exceptional performance on representative tasks for a particular area. |
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| handles 2 or more items at the same time |
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| Handles’ only one item at a time. |
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| When you keep trying the same solution you have used in previous problems, even though the problem could be solved by a different, easier method. |
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| Refers to a kind of automatic thinking in which we are entrapped in old categories, without being aware of new information available in the environment. |
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| We create new categories, we are eager to learn new information, and we are willing to look at the world from a different point of view. |
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| Means that the functions or uses we assign to objects tend to remain fixed or stable. |
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| Organized, widely shared sets of beliefs about the characteristics of females and males. |
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| A problem that seems impossible to solve, but an alternative approach suddenly enters a person’s mind, the problem solver immediately realizes that the solution is correct. |
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| A problem that is solved gradually, using memory, reasoning skills, and a routine set of procedures. |
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| A measurement of creativity in terms of the number of varied responses made to each test item. |
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| The motivation to work on a task for its own sake, because it is interesting, exciting, or personally challenging. |
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| In conditional reasoning, this phrase means that one is saying that the “If..” part of the sentence is true. This kind of reasoning leads to an correct conclusion. |
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| In conditional reasoning, this phrase means that one is saying that the “then..” part of the sentence is true. This kind of reasoning leads to an incorrect conclusion. |
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| In decision making, the first approximation in the anchoring and adjustment heuristic. |
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| Anchoring-Adjustment Heuristic |
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| A decision-making heuristic in which people begin with a first approximation (an anchor) and then make adjustments to that number on the basis of additional information. Typically, people rely too heavily on the anchor, and their adjustments are too small. |
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| In conditional reasoning, the proposition or statement that comes first; the antecedent is contained in the “if…” part of the sentence. |
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| A decision-making heuristic in which frequency or probability is estimated in terms of how easy it is to think of examples of something. |
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| in decision making, an error in which people underemphasize important information about base rate. |
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| The frequency of occurrence of an item in the population. |
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| The rule that judgment should be influenced by two factors: base rate and the likelihood ration. In decision making, people tend to overemphasize the likelihood ratio and underemphasize the base rate. |
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| A situation in reasoning when people make judgments based on prior beliefs and general knowledge, rather than on the rules of logic. |
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| A kind of deductive reasoning that concerns the relationship between conditions, using an “if…then..” format. Also known as propositional reasoning. |
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| In reasoning, the phenomenon that people would rather rey to confirm a hypothesis then try to disprove it. |
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| In conditional reasoning, the proposition that follows the antecedent; it is the consequence. |
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| In problem solving, the process of finding a solution that is novel, high quality, and useful. |
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| The thought process for assessing and choosing among several alternatives. |
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| The reasoning process in which specific premises are given, and a person decides whether those premises allow a particular logical conclusion to be drawn. In reasoning, the premises are either true or false, and formal logic specifies the rules for drawing conclusions. |
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| In conditional reasoning, this phrase means tha tone is saying that the “if..” part of the sentence is false. Denying the antecedent leads to an incorrect conclusion. |
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| In conditional reasoning, this phrase means tha tone is saying that the “then..” part of the sentence is false. Denying the antecedent leads to an correct conclusion. |
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| The motivation to work on a task in order to earn a promised reward or to win a competition. |
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| A phenomenon in which the outcome of a decision is influenced by either of the two factors: (1) the background context of the choice or (2) the way in which a question is worded. |
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| A situation in which people believe that two variables are statistically related, even thought there is no real evidence for this relationship. |
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| A situation in which a person is initially unsuccessful in solving a problem, but he or she becomes more likely to solve the problem after taking a break, rather than continuing to work on the problem without interruption. |
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| Investment Theory of Creativity |
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| A theory, proposed by Robert Sternberg and T.I. Lubart, in which the essential attributes of creativity are intelligence, knowledge, motivation, an encouraging environment, an appropriate thinking style, and an appropriate personality. |
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| In decision making, the proposition that large samples will be representative of the population from which they are selected. |
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| in decision making, the assessment of whether a description is more likely to apply to population A or population B. |
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| In decision making, a type of sample that is similar in important characteristics to the population from which it was selected, for example, if one tosses a coin six times, the outcome THHTHT seems representative. |
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| A decision-making heuristic by which a sample is judged likely if it is similar to the population from which it was selected. |
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| The incorrect assumption that small samples will be representative of the population from which they were selected. |
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| Social Cognition Approach |
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The perspective that stereotypes are formed by means of normal cognitive process, which rely on strategies such as the availability heuristic. Syllogism: |
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| In logical reasoning, a system for categorizing the kinds of reasoning used in analyzing propositions or statements. |
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