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| the mental activities associated with thinking, knowing, and remembering. |
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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. |
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| a methodical, logical rule or procedure that guarantees solving a particular problem. |
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| a rule-of-thumb 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 realization of the solution to a problem; it contrasts with strategy-based solutions |
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| a tendency to search for information that confirms one's preconceptions. |
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| the inability to see a problem from a new perspective; an impediment to problem solving. |
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| a tendency to approach a problem in a particular way, especially a way that has been successful in the past but may or may not be helpful in solving a new problem |
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| the tendency to think of things only in terms of their usual functions; an impediment to problem solving |
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| representativeness heuristic |
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| a rule of thumb for judging the likelihood of things in terms of how well they seem to represent, or match, particular prototypes; may lead one to ignore other relevant information |
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| estimating the likelihood of events based on their availability in memory; if instances come readily to mind, we presume such events are common. |
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| the tendency to be more confident than correct-- to overestimate the accuracy of one's beliefs and judgments. |
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| the way an issue is posed; how an issue is framed can significantly affect decisions and judgments. |
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| the tendency for one's preexisting beliefs to distort logical reasoning, sometimes by making invalid conclusions seem valid, and vis versa. |
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| clinging to one's initial conceptions after the basis on which they were formed has been discredited. |
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| artificial intelligence (AI) |
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| the science of designing and programming computer systems to do intelligent things... |
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| computer circuits that mimic the brain's interconnected neural cells, performing tasks such as learniing to recognize visual patterns and smells. |
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| our spoken, written or gestured words and the ways we combine them to communicate meaning. |
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| in a spoken language, the smallest distinctive sound unit |
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| in a language, the smallest unit that carries meaning; may be a word or a part of a word |
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| a system of rules in a language that enables us to communicate with and understand others. |
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| the set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning. |
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| the rules for combining words into grammatically sensible sentences in a given language |
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| beginning at 3 to 4 months, the stage of speech development in which the infant spontaneously utters various sounds to 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 in 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 the child speaks like a telegram--"go car"-- using mostly nouns and verbs and omitting "auxiliary" words |
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| Whorf's hypothesis that language determines the way we think |
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| a method for assessing an individual's mental aptitudes and comparing htem with those of otehrs, using numerical scores. |
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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 statistical procedure that identifies clusters of related items on a test; used to identify different dimensions of performance that underlie one's total score |
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| a general intelligence factor taht Spearman and otehrs 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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| the ability to perceive, express, understand, and regulate emotions |
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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. |
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| the widely used American revision (by Terman at Stanford) of Binet's original intelligence test. |
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| intelligence quotient (IQ) |
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| mental age/chronological age X 100 = IQ |
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| Wechsler Adult Intelligence Scale (WAIS) |
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| the WAIS is the most widely used intelligence test; it contains verbal and performance (nonverbal) subtests. |
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| a test designed to predict a person's future performance; aptitude is the capability to learn |
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| a test designed to assess waht a person has learned |
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| defining meaningful scores by comparison with the performance of a pretested group |
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| the symmetrical bell-shaped curve that describes the distribution of many physical and psychological attributes. |
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| the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the text, on alternate forms of the text, 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 extent to which a test samples the behavior that it is of interest |
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| the behavior that a test is desgined to predict; thus,the measure used in defining whether the test has predictive validity |
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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 |
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| the ability to produce novel and valuable ideas |
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