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Chapter 9
Language, Thought, and Intelligence
| Term | Definition |
|---|---|
| language | a system for communicating with others using signals that are com- bined according to rules of grammar and convey meaning |
| grammar | a set of rules that specify how the units of language can be combined to produce meaningful messages |
| phoneme | the smallest unit of sound that is recognizable as speech rather than as random noise |
| phonological rules | a set of rules that indi- cate how phonemes can be combined to produce speech sounds |
| morphemes | the smallest meaningful units of language |
| morphological rules | a set of rules that indi- cate how morphemes can be combined to form words |
| syntactical rules | a set of rules that indi- cate how words can be combined to form phrases and sentences |
| deep structure | the meaning of a sentence |
| surface structure | how a sentence is worded |
| fast mapping | a phenomenon whereby children can map a word onto an underly- ing concept after only a single exposure |
| telegraphic speech | speech that is devoid of function morphemes and consists mostly of content words |
| nativist theory | the view that language development is best explained as an innate, biological capacity |
| genetic dysphasia | a syndrome characterized by an inability to learn the grammatical structure of language despite having otherwise normal intelligence |
| aphasia | difficulty in producing or comprehending language |
| concept | a mental representation that groups or categorizes shared features of related objects, events, or other stimuli |
| family resemblance theory | the theory that members of a category have features that appear to be characteristic of category members but may not be possessed by every member |
| prototype | the “best” or “most typical member” of a category |
| exemplar theory | a theory of categorization that argues that we make category judg- ments by comparing a new instance with stored memories for other instances of the category |
| category-specific deficit | a neurological syndrome that is characterized by an inability to recognize objects that belong to a particular category although the ability to recognize objects outside the category is undisturbed |
| rational choice theory | the classical view that we make decisions by determining how likely something is to happen, judging the value of the outcome, and then multiplying the two |
| frequency format hypothesis | the proposal that our minds evolved to notice how fre- quently things occur, not how likely they are to occur |
| availability bias | the tendency to mistakenly judge items that are more readily available in memory as having occurred more frequently |
| conjunction fallacy | an error that occurs when people think that two events are more likely to occur together than either individual event |
| representativeness heuristic | a mental shortcut that involves making a probability judgment by comparing an object or event to a prototype of the object or event |
| framing effects | phenomena that occur when people give different answers to the same problem depending on how the problem is phrased (or framed) |
| sunk-cost fallacy | a framing effect in which people make decisions about a current situation based on what they have previously ously invested in the situation |
| prospect theory | the proposal that people choose to take risks when evaluating potential losses and avoid risks when evaluating potential gains |
| intelligence | the ability to direct one’s thinking, adapt to one’s circumstances, and learn from one’s experiences |
| ratio IQ | a statistic obtained by dividing a person’s mental age by the person’s physical age and then multiplying the quotient by 100 (see deviation IQ) |
| deviation IQ | a statistic obtained by dividing a person's test score by the average test score of people in the same age group and them multiplying the quotient by 100 |
| two-factor theory of intelligence | Spearman’s theory suggesting that every task requires a combination of a general ability (which he called g) and skills that are spe- cific to the task (which he called s) |
| fluid intelligence | the ability to see abstract relationships and draw logical inferences |
| crystallized intelligence | the ability to retain and use knowledge that was acquired through experience |
| prodigy | a person of normal intelligence who has an extraordinary ability |
| savant | a person of low intelligence who has an extraordinary ability |
| emotional intelligence | the ability to reason about emotions and to use emotions to enhance reasoning |
| fraternal twins (also called dizygotic twins) | twins who develop from two different eggs that were fertilized by two different sperm (see identical twins) |
| identical twins (also called monozygotic twins) | twins who develop from the split- ting of a single egg that was fertilized by a single sperm (see fraternal twins) |
| shared environment | those environmental factors that are experienced by all relevant members of a household (see nonshared environment) |
| nonshared environment | those environmental factors that are not experienced by all relevant members of a household (see shared environment) |
Created by:
honeymilk
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