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Module 28 + 29
| Term | Definition |
|---|---|
| language | use of symbols to represent, transmit, and store meaning/information |
| symbols | organized patterns of sound, visual representations, and movements. |
| meaning | concepts, quantities, plans, identity, feelings, ideas, facts and customs. |
| Phonemes | the smallest units of sound (vowels and consonants) |
| Morphemes | units of meaning |
| grammer | rules for using words, including semantics, definitions, connotations and syntax (how the order of words makes meaning) |
| language | use of symbols to represent, transmit, and store meaning/information |
| symbols | organized patterns of sound, visual representations, and movements. |
| meaning | concepts, quantities, plans, identity, feelings, ideas, facts and customs. |
| Phonemes | the smallest units of sound (vowels and consonants) |
| Morphemes | units of meaning |
| grammer | rules for using words, including semantics, definitions, connotations and syntax (how the order of words makes meaning) |
| receptive language | associating sounds with facial movements, and recognizing when sounds are broken words (0-4 months) . Also dogs following commands |
| productive language | babbling in multilingual sounds and gestures (4 mo). Also, many animals have "words": sounds, gestures, dances (bees) to communicate info |
| babbling | sounds more like parents'/household language (10 mo) |
| One-word stage | understanding and beginning to say many nouns (12 mo) |
| Two-word, telegraphic speech | adding verbs and making sentences, but missing words (18-44 mo): Read Book, see bird |
| aphasia | an impairment in the ability to produce or understand language (damage to brain) |
| Damage in broca's area | (left frontal lobe): difficulty in putting words together into sentenced or even speaking single words, although a person can sing a song |
| damage in Wernicke's area | (left temporal lobe) difficulty comprehending speech and producing coherent speech (don't monitor speech to see if it makes sense). |
| visual cortex | receives written words as visual stimulation |
| Angular gyrus | transforms visual representations into auditory code |
| motor cortex | word is pronounced |
| Broca's area | controls speech muscles via motor cortex |
| Wernicke's area | interprets auditory code |
| Linguistic Determinism | idea that our specific language determines how we think. |
| outcome simulation | imagine getting an A, may shift your mood up or down, but will not improve your grade. |
| process stimulation | imagined detailed actions of studying, does improve grades. |
| Intelligence tests | series of questions and other exercises which attempt to assess people's mental abilities in a way that generates a numerical score, so that one person can be compared to another. |
| Intelligence | "whatever intelligence tests measure"; ability to learn from experience, solve problems, and use knowledge to adapt to new situations. |
| Charles Spearman | performed factor analysis: people that did well in one area also did well in another (have high g: general intelligence) |
| factor analysis | statistical technique that determines how different variables relate to each other; whether they form clusters |
| Thurstone | Seven clusters of abilities: verbal comprehension, inductive reasoning, word fluency, spatial ability, memory, perceptual speed, numerical ability; people strong in one cluster tended to be stronger in other clusters. |
| "savant syndrome" | having isolated islands of high ability amidst a sea of below-average cognitive and social functioning. |
| Gardner | eight independent intelligences which include a broad range of skills beyond traditional school smarts => interpersonal, intrapersonal, bodily-kinesthetic, spatial, musical, logical-mathematical, linguistic, naturalist |
| Sternberg | stress related to ability => practical intelligence, analytical intelligence, creative intelligence |
| practical intelligence | expertise and talent that help to complete tasks and manage the complex challenges of everyday life |
| analytical intelligence | solving a well-defined problem with a single answer |
| creative intelligence | generating new ideas to help adapt to novel situations |
| creativity | ability to produce ideas that are novel and valuable |
| convergent thinking | left-brain activity involving zeroing in on a single correct answer. |
| divergent thinking | ability to generate new ideas, new actions, and multiple options and answers |
| 5 components of creativity- Sternberg | creative environment, venturesome personality, intrinsic motivation, expertise, imaginative thinking |
| creative environment | having support, feedback, encouragement, and time and space to think |
| venturesome personality | tending to seek out new experiences despite risk, ambiguity, and obstacles |
| intrinsic motivation | enjoying the pursuit of interests and challenge, w/o needing external direction or reward. |
| expertise | possessing a well-developed base of knowledge |
| imaginative thinking | having the ability to see new perspectives, combinations, and connections |
| social intelligence | ability to understand and navigate social situations |
| emotional intelligence | involves processing and managing emotional component of those social situations, including one's own emotions |
| perceiving emotions | recognizing emotions in facial expressions, stories and even in music. |
| understanding emotions | being able to see blended emotions, and to predict emotional states and changes in self and others |
| managing emotions | modulating and expressing emotions in various situations |
| using emotions | using emotions as fuel and motivation for creative, adaptive thinking |
Created by:
mariaramos2012
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