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| The way in which information is processed and manipulated in remembering, thinking, and knowing. |
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| A scientific field that focuses on creating machines capable of performing activities that require intelligence when they are done by people. |
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| Approaches that sought to explain observable behavior by investigating mental processes and structures that we cannot directly observe. |
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| The mental process of manipulating information mentally by forming concepts, solving problems, making decisions, and reflecting critically or creatively. |
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| A mental category that is used to group objects, events, and characteristics - allow us to generalize, allow us to associate experiences and objects, aid memory by making it more efficient each time we come across a new piece of information, provide clues about how to react to a particular object or experience. |
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| A model emphasizing that when people evaluate whether a given item reflects a certain concept, they compare the item with the most typical item(s) in that category and look for a "family resemblance with that item's properties. |
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| The mental process of finding an appropriate way to attain a goal when the goal is not readily available. Problem-solving consists of four steps in psychological research - find and frame problems, develop good problem-solving strategies, evaluate solutions, rethink and redefine problems and solutions over time. |
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| Intermediate goals or intermediate problems that put us in a better position for reaching the final goal or solution. |
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| Strategies - including formulas, instructions, and the testing of all possible solutions - that guarantee a solution to a problem. |
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| Shortcut strategies or guidelines that suggest a solution to a problem but do not guarantee an answer. |
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| Using a prior strategy and failing to look at a problem from a fresh new perspective. |
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| Failing to solve a problem as a result of fixation on a thing's usual functions. |
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| The mental activity of transforming information to reach conclusions. |
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| Reasoning from specific observations to make generalizations. |
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| Reasoning from a general case that is known to be true to a specific instance - the drawing of general conclusions based on specific facts. |
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| The mental activity of evaluating alternatives and choosing among them. |
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| Systems of Reasoning and Decision Making - Automatic (System 1) |
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| Processing that is rapid, heuristic, and intuitive. Following hunches or gut feelings about a particular decision or problem. |
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| Systems of Reasoning and Decision Making - Controlled(System 2) |
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| Processing that is slower, effortful, and analytical. If involves conscious reflection about an issue. |
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| Knowing that something feels right even if the reason why is unknown. |
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| The tendency to search for and use information that supports our ideas rather than refutes them. |
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| The tendency to report falsely, after the fact, that we accurately predicted an outcome. |
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| A prediction about the probability of an event based on the ease of recalling or imagining similar events. |
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| The tendency to ignore information about general principles in favor of very specific but vivid information. |
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| Representativeness Heuristic |
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| The tendency to make judgments about group membership based on physical appearances or the match between a person and one's stereotype of a group rather than on available base rate information. |
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| Thinking reflectively and productively and evaluating the evidence. |
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| The state of being alert and mentally present for one's everyday activities. |
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| The state of being receptive to other ways of looking at things. |
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| The ability to think about something in novel and unusual ways and to devise unconventional solutions to problems. |
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| Thinking that produces many solutions to the same problem. |
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| Thinking that produces the single best solution to a problem. |
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| Characteristics of creative thinkers |
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| Flexibility and playful thinking, Inner motivation, Willingness to face risk, Objective evaluation of work. |
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| All-purpose ability to do well on cognitive tasks, to solve problems, and to learn from experience. |
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| The extent to which a test measures what it is intended to measure. (Does the test measure what is purports to measure?) |
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| The extent to which a test yields a consistent, reproducible measure of performance. (Is test performance consistent?) |
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| The development of uniform procedures for administering and scoring a test, and the creation of norms (performance standards) for the test. (Are uniform procedures for administering and scoring the test used?) |
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| An individual's level of mental development relative to that of others. |
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| French scientist who constructed the first intelligence test in 1904. |
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| Intelligence Quotient (IQ) |
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| An individual's mental age divided by chronological age multiplied by 100. (IQ=(MA/CA) x 100) |
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| A symmetrical, bell-shaped curve, with a majority of the scores falling in the middle of the possible range and few scores appearing toward the extremes of the range. |
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| Intelligence tests that are intended to be culturally unbiased. |
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| An organism's genetic material |
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| The actual characteristics an organism possesses. |
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| The proportion of observable differences in a group that can be explained by differences in the genes of the group's members. |
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| The effect of education on intelligence that is evident by the rapid rise in scores on IQ tests. |
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| Possessing high intelligence (an IQ of 130 or higher) and/or superior talent in a particular area. |
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| A condition of limited mental ability in which an individual has a low IQ, usually below 70 on a traditional intelligence test, and has difficulty adapting to everyday life. |
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| Organic Intellectual Disability |
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| Disability which is caused by a genetic disorder or brain damage. |
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| Cultural-familial Intellectual Disability |
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| Disability due to a mental deficit with no identifiable evidence of organic brain damage. |
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Conceptual Skills - Literacy and understanding of numbers, money, and time
Social Skills - Interpersonal skills, responsibility, self-esteem, and ability to follow rules and obey
Practical Skills - Activities of daily living such as personal care, occupational skills, health care, travel/transportation, and use of the telephone. |
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| The ability to perceive emotions in ourselves and others accurately. |
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| Triarchic theory of intelligence |
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| Sternberg's theory that intelligence comes in three forms: analytical, creative, and practical. |
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| Analytical Intelligence (Sternberg) |
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| The ability to analyze, judge, evaluate, compare, and contrast. |
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| Creative Intelligence (Sternberg) |
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| The ability to create, design, invent, originate, and imagine. |
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| The ability to use, apply, implement, and put ideas into practice. |
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| Howard Gardner's Nine Types of Intelligence (frames of mind) |
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| Verbal, Mathematical, Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist, Existentialist |
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| Verbal Intelligence (Gardner) |
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| The ability to think in words and use language to express meaning. (author, journalist, speaker) |
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| Mathematical Intelligence (Gardner) |
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| The ability to carry out mathematical operations. (scientist, engineer, accountant) |
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| Spatial Intelligence (Gardner) |
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| The ability to think three-dimensionally. (architect, artist, sailor) |
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| Bodily-kinesthetic Intelligence (Gardner) |
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| The ability to manipulate objects and to be physically adept. (surgeon, craftperson, dancer, athlete) |
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| Musical Intelligence (Gardner) |
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| The ability to be sensitive to pitch, melody, rhythm, and tone. (composer, musician) |
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| Interpersonal Intelligence (Gardner) |
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| The ability to understand and interact effectively with others. (teacher, mental health professional) |
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| Intrapersonal Intelligence (Gardner) |
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| The ability to understand oneself. (theologian, psychologist) |
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| Naturalist Intelligence (Gardner) |
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| The ability to observe patterns in nature and understand natural and human-made systems. (farmer, botanist, ecologist, landscaper) |
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| Existentialist Intelligence (Gardner) |
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| The ability to grapple with the big questions of human existence, such as the meaning of life and death, with special sensitivity to issues of spirituality. (philosopher) |
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| A form of communication-whether spoken, written, or signed-that is based on a system of symbols. |
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| The ability of language to produce an endless number of meaningful sentenced. |
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| A language's sound system. |
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| The basic sounds of language. |
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| A language's rules for word formation. |
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| A language's rules for combining words to form acceptable phrases and sentences. |
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| The meaning of words and sentences in a particular language. |
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| The useful character of language and the ability of language to communicate even more meaning than is said. |
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| Linguistic Relativity Hypothesis (Benjamin Whorf) |
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| A view which says language determines the way we think. |
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| Babbling (4-6 months), Single words (10-13 months, Two-word statements (18-24 months) |
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| Individual's interpretations of the events in their lives as harmful, threatening, or challenging and their determinations of whether they have the resources to cope effectively with the events. |
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| Managing taxing circumstances, expending effort to solve life's problems, and seeking to master or reduce stress. (primary appraisal - secondary appraisal) |
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| Interpretation of whether an event involves harm or loss that has already occurred, a threat of some future danger, or a challenge to be overcome. |
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| An evaluation of available resources to determine how effectively they can be used to cope with an event. |
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| Regulating's one feelings about an experience by reinterpreting that experience or thinking about it in a different way or from a different angle. |
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| Looking at a stressful life event in a particular way, focusing on the good that has arisen in one's life as a result. |
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