CHAP 8
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| Cognition | Mental activities involved in acquiring, storing, retrieving, and using knowledge.
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| Mental Image | Mental representation of a previously stored sensory experience, including visual, auditory, olfactory, tactile, motor, or gustatory imagery. (e.g. seeing a train and hearing it's horn).
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| Concept | Mental representation of a group or category that shares similar characteristics.
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| Prototype | A representation of the best or most typical example of a category (e.g. baseball is a prototype of the concept of sports).
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| Algorithm | A set of steps that if followed correctly will eventually solve the problem.
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| Heuristics | Strategies, or simple rules, used in a problem solving and decision making that do not guarantee a solution but offer a likely shortcut to it.
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| Mental Set | Persisting in using problem solving strategies that have worked in the past rather than trying new ones.
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| Functional Fixedness | Tendency to think of an object functioning only in its usual or customary way.
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| Confirmation Bias | Preferring information that confirms preexisting positions or beliefs, while ignoring or discounting contradictory evidence.
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| Availability Heuristic | Judging teh likelihood of an event based on how readily available other instances of the event are in memory.
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| Representativeness Heuristic | Estimating the probability of something based on how well the circumstances match our previous prototype.
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| Creativity | The ability to produce valued outcomes in a novel way.
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| Divergent Thinking | Thinking that produces many alternatives or ideas; a major element of creativity. (e.g. finding as many uses possible for a paper clip).
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| Convergent Thinking | Narrowing down a list of alternatives to converge an a single correct answer (e.g. standard academic tests generally require convergent thinking).
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| Language | Form of communication using sounds and symbols combined according to specified rules.
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| Phoneme | Smallest basic unit of speech or sound.
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| Morpheme | Smallest meaningful unit of language, formed from a combination of phonemes.
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| Grammar | Rules that specify how phonemes, morphemes, words, and phrases should be combined to express thoughts.
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| Syntax | Grammatical rules that specify how words and phrases should be arranged in a sentence to convey meaning.
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| Semantics | Meaning, or the study of meaning, derived from words and word combination.
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| Cooing | Vowel-like sounds infants produce beginning around 2-3 months.
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| Babbling | Vowel/consonant combinations that infants begin to produce at about 4 to 6 months of age.
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| Overextension | Overly broad use of a word to include objects that don't fit the word's meaning (e.g. calling all men daddy).
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| Telegraphic Speech | Two or three word sentences of young children that contain only the most necessary words.
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| Overgeneralize | Applying the basic rules of grammar even to cases that are exceptions to the rule. (e.g. saying mans instead of men).
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| Language Acuisition Device LAD | An innate mechanism that enables a child to analyze language and extract the basic rules of grammar.
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| Intelligence | Global capacity to think rationally, act puposefully, and deal effectively with the environment.
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| Fluid Intelligence | Aspects of innate intelligence, including reasoning abilities, memory, and speed of information processing, that are relatively independent of education and tend to decline as people age.
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| Crystallized Intelligence | Knowledge and skills gained through experience and education that tend to increase over the life span.
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| Standardization | Establishment of the norms and uniform procedures for giving and scoring a test.
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| Reliability | A measure of the consistency and stability of test scores when the test is readministered.
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| Validity | Ability of a test to measure what it was designed to measure.
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| Savant Syndrome | A condition in which a person with mental retadation exhibits exceptional skill or brilliance in some limited field.
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| Stereotype Threat | Negative stereotype about minority groups cause some members to doubt their abilities.
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