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| method of studying how we process, store, and use information and how this information, in turn, influences what we notice, perceive, learn, remember, believe, and feel. |
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| involves mental processes that are used to form concepts, solve problems, and engage in creative activities. |
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| special form of communication in which we learn and use complex rules to form and manipulate symbols that are used to generate an endless number of meaningful sentences. |
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| a way to group or classify objects, events, animals, or people based on features, traits, or characteristics that they all share in common. |
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| says that you form a concept of an object, event, animal, or person by making a mental list of the actual or essential characteristics of that particular thing. |
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| says that you form a concept by creating a mental image that is based on the average characteristics of an object; this average looking object is called a prototype; to identify a new object, you match it to one of your already formed prototypes of objects, people, or animals. |
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| involves searching for some rule, plan, or strategy that results in our reaching a certain goal that is currently out of reach. |
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| a fixed set of rules that, if followed correctly, will eventually lead to a solution. |
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| are rules of thumb, or clever and creative mental short-cuts, that reduce the number of operations and allow one to solve problems more easily and quickly. |
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| says that we rely on information that is more prominent or easily recalled and overlook other information that is available but less prominent or notable. |
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| refers to a mental set that is characterized by the inability to see an object as having a function different from its usual one. |
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| the sudden grasp of a solution after many incorrect attempts. |
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| a strategy for finding a similarity between the new situation and an old, familiar situation. |
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| a strategy that involves breaking down the overall problem into separate parts that, when completed in order, will result in a solution. |
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| a combination of flexibility in thinking and reorganization of understanding to produce innovative ideas and new or novel solutions. |
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| someone who regularly solves problems, fashions products, or defines new questions that make an impact on his or her society. |
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| means beginning with a problem and coming up with a single correct solution. |
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| means beginning with a problem and ending up with many solutions. |
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| 10% of autistic individuals who show some incredible memory, music, or drawing talent. |
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| an arbitrary pairing between a sound or symbol and a meaning. |
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| refers to a set of rules for combining words into phrases and sentences to express an infinite number of thoughts that can be understood by others. |
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| specifies how we make the meaningful sounds that are used by a particular language. |
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| the basic sounds of consonants and vowels. |
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| the system that we use to group phonemes into meaningful combinations of sounds and words. |
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| the smallest meangingful combination of sounds in a language. |
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| a set of rules that specifies how we combine words to form meaningful phrases and sentences. |
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| specifies the meaning of words or phrases when they appear in various sentences or contexts. |
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| refers to the actual wording of a sentence, as it is spoken. |
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| refers to an underlying meaning that is not spoken but is present in the mind of the listener. |
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| are procedures by which we convert our ideas from surface structures into deep structures and vice versa. |
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| Chomsky's Theory of Language |
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| says that all languages share a common universal grammar and that children inherit a mental program to learn this universal grammar. |
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| refer to all infants going through five different stages- crying, babbling, singles words, two words, and sentences. |
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| distinctive pattern of speaking in which the child omits articles, prepostitions, and verb parts. |
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| means applying a grammatical rule to cases where it should not be used. |
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| genetically programmed physiological and neurological features that facilitate our making speech sounds and acquiring language skills. |
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| begins with making a general assumption that you know or believe to be true and then drawing specific conclusions based on this assumption; general to particular. |
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| Theory of Linguistic Relativity |
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| states that the differences among languages result in smiliar differences in how people think and perceive the world. |
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