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| refers to all the mental activities associated with thinking, knowing, remembering, and communicating information |
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| is a mental grouping of similar objects, events, and people |
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| is the best example of a particular catergory |
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| is a methodical, logical procedure that, while sometimes slow, guarantees success |
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| is the simple thinking strategy that often allows us to make judgements and solve problems efficiently. Although heurtistics are more efficient than algorithms, they do not guarantee success and sometimes even impede problem solving |
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| is a sudden and often novel realization of the solution to a problem. Insight contrasts with trail and error and, indeed, may often follow an unsuccessful episode of trail and error |
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| is an obstacle to problem solving in which people tend to search for information that supports their preconceptions |
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| is an inability to approach a problem in a new way |
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| refers to the tendency to continue applying a particular problem-solving strategy even when it is no longer helpful |
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| is a type of fixation in which a person can think of things only in terms of their usual functions |
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| Representativeness Heuristic |
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| is the tendency to judge the likelihood of things in terms of how well they match particular prototype |
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| is based on estimating the probability of certain events in terms of how readily they come to mind |
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| refers to the tendency to overestimate the accurancy of our beliefs and judgements |
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| is the tendency for people to cling to a particular belief even after the information that led to the formation of the belief is discredited |
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| refers to the way an issue or question is posed. It can affect people's perception of the issue or answer to the question |
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| refers to spoken, written, or signed words and how we combine them to communicate meaning |
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| are the smallest units of sound in a language that are distinctive for speakers of the language |
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| are the smallest units of language that carry meaning |
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| is the system of rules that enables us to communicate with and understand others |
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| is the set of rules used to derive meaning from morphemes,words, and sentences in a given language |
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| is the rules for combining words into grammatically sensible sentences in a given language |
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| of speech development, which begins around 4 months, is characterized by the spontaneous utterance of speech sounds |
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| between 1 and 2 years of age, children speak mostly in single words during linguistic development |
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| beginning about age 2 and speak in two word sentences |
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| is the economical, telegram like speech of children in the two word stage. Utterances consist mostly of nouns and verbs; however, words occur in the correct order showing that the child has leanrned some of the language's syntactic rules |
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| is an impairment of language as a result of damage to any of several cortical areas, including Broca's area and Wernicke's area |
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| located in the left frontal lobe, is involved in controlling the motor ability to produce speech |
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| located in the left temporal lobe, is involved in language comprehension and expression |
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| in Benjamin Whorf's hypothesis the language determines the way we think |
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| measure people's mental aptitudes and compare them with those of others, 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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| according to Spearman and others, is a general intelligence factor that underlies each of the more specific mental abilities identified through factor analysis |
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| a statistical procedure that indentifies factors, or clusters or related items, that seem to define a common ability. Using this procedure, psychologists have identified several clusters, including verbal intelligence, spatial ability, and reasoning ability factors |
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| has a very low intelligence score, yet possesses one exceptional ability, for example, in music or drawing |
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| refers to an ability to produce novel and valuable ideas. People with high IQs may or may not be creative, which indicates that intelligence is only one component of creativity |
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| is the ability to preceive, manage, understand, and use emotions |
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| is the chronological age that most typically corresponds to a given level of performance |
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| is Lewis Terman's widely used revision of Binet's original intelligence test |
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| was defined originally as the ratio of mental age to chronological age multiplied by 100. Comptemporary tests of intelligence assign a score of 100 to the average performance for a given age and define other scores as deviations from this average |
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| measure a person's current knowledge |
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| are designed to predict future performance. They measure your capacity to learn new information, rather than measuring what you already know |
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| Wechsler Adult Intelligence Scale |
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| is the most widely used intelligence test. It is individually administered, contains 11 subtests, and yields separate verbal and performance intelligence scores, as well as an overall intelligence scores,as well as an overall intelligence |
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| is the process of defining meaningful scores by comparison with a pretested standardization |
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| is a bell-shaped curve that represents the distribution of many physical and psychological attributes. The curve is symmetrical, with most scores near the average and fewer near the extremes |
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| is the extent to which a test produces consistent results |
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| is the degree to which a tst measures on predicts what it is supposed to |
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| of a test is the extent to which it samples the behavior that is of interest |
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| is the extent to which a test predicts the behavior it is designed to predict |
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| are IQ below 70 and difficulty adapting to normal demands of independent living |
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| is the result of an extra chromosome on 21 |
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| is the phenonmenon in which a person's concern that he or she will be evaluated based on a negative stereotype is actually followed by lower performance |
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