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Psychology 122
Chapter 7
| Question | Answer |
|---|---|
| Cognition | The mental activities involved in acquiring, retaining, and using knowledge. |
| Thinking | The manipulation of mental representations of information in order to draw inferences and conclusions. |
| Mental Image | A mental representation of objects or events that are not physically present. |
| Concept | A mental category of objects or ideas based on properties they share. |
| Formal Concept | A mental category that is formed by learning the rules or features that define it. |
| Natural Concept | A mental category that is formed as a result of everyday experiences. |
| Prototype | The most typical instance of a particular concept. |
| Exemplars | Individual instances of a concept or category, held in the memory. |
| Problem Solving | Thinking and behavior that is directed toward attaining a goal that is not readily available. |
| Trial and Error | A problem-solving strategy that involves attempting different solutions and eliminating those that do not work. |
| Algorithm | A problem-solving strategy that involves following a specific rule, procedure, or method that inevitably produces the correct solution. |
| Heuristic | A problem-solving strategy that involves following a general rule of thumb to reduce the number of possible solutions. |
| Insight | The sudden realization of how a problem can be solved. |
| Intuition | Coming to a conclusion or making a judgment without conscious awareness of the thought process involved. |
| Functional Fixedness | The tendency to view objects as functioning only in their usual or customary way. |
| Mental Set | The tendency to persist in solving problems with solutions that have worked in the past. |
| Availability Heuristic | A strategy in which the likelihood of an event is estimated on the basis of how readily available other instances of the event are in memory. |
| Representativeness Heuristic | A strategy in which the likelihood of an event is estimated by comparing how similar it is to the prototype of the event. |
| Language | A system of combining arbitrary symbols to produce an infinite number of meaningful statements. |
| Linguistic Relativity Hypothesis | The hypothesis that differences among languages can cause differences in the thoughts of their speakers. |
| Animal Cognition | The study of animal learning, memory, thinking, and language. |
| Intelligence Quotient | The measure of general intelligence derived by comparing an individual’s score with the scores of others in the same age group. |
| Achievement Test | A test designed to measure a person’s level of knowledge, skill or accomplishment in a particular area. |
| Aptitude Test | A test designed to asses a person’s capacity to benefit from education or training. |
| Standardization | The administration of a test to a large, representative sample of people under uniform conditions for the purpose of establishing norms. |
| Normal Curve (Normal Distribution) | A bell-shaped distribution of individual differences in a normal population in which most scores cluster around the average score. |
| Reliability | The ability of a test to produce consistent results when administered on repeated occasions under similar circumstances. |
| Validity | The ability of a test to measure what it is intended to measure. |
| G Factor (General Intelligence) | The notion of a general intelligence factor that is responsible for a person’s overall performance on tests of mental ability. |
| Triarchic Theory of Intelligence | Sternberg’s theory that there are three distinct forms of intelligence: analytic, creative, and practical. |
| Heritability | The percentage of variation within a given population that is due to heredity. |
| Stereotype Threat | A psychological predicament in which fear that you will be evaluated in terms of negative stereotype about a group to which you belong creates anxiety and self-doubt, lowering performance in a particular domain that is important to you. |
| Creativity | A group of cognitive processes used to generate useful, original, and novel ideas or solutions to problems. |
| Alfred Binet (1857-1911) | French psychologist who along with French psychiatrists Theodore Simon, developed the first widely used intelligence test. |
| Howard Gardner (b.1943) | Contemporary American psychologist whose theory of intelligence states that there is not one intelligence, but multiple independent intelligences. |
| Charles Spearman (1863-1945) | British psychologist who advanced the theory that a general intelligence factor, called the g factor, is responsible for overall intellectual functioning. |
| Robert Sternberg (b.1949) | Contemporary American psychologist whose Triarchic theory of intelligence identifies three forms of intelligence (analytic, creative, and practical). |
| Lewis Terman (1877-1956) | American psychologist who translated and adapted the Binet-Simon intelligence test for use in the United States; he also began a major longitudinal study of the lives of gifted children in 1921. |
| Louis L. Thurstone (1887-1955) | American psychologist who advanced the theory that intelligence is composed if several primary mental abilities and cannot be accurately described by an overall general or g factor measure. |
| David Wechsler (1896-1981) | American psychologist who developed the Wechsler Adult Intelligence Scale, the most widely used intelligence test. |
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SaraMcKenzie
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