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6A: Think, Lang, Int
| Term | Definition |
|---|---|
| Cognition | thinking, problem solving, decision-making, knowing, remembering & communicating. |
| Creativity | the ability to produce novel and valuable ideas |
| Convergent Thinking | thinking to discover a single established correct answer |
| Divergent Thinking | thinking that produces many ideas or alternatives |
| Concepts | mental grouping of similar objects, events, ideas, or people. |
| Prototypes | best, most perfect example of a concept |
| Trial-and-error | guess-and-check; may not find solution |
| Algorithm | methodical, logical rule or procedure that guarantees solution |
| Heuristic | shortcuts to solve problems |
| Insight | "a-ha" moment to solve problems |
| Confirmation Bias | tendency to search for information that confirms one's preconceptions. |
| Fixation | inability to see a problem from a new perspective |
| Mental Set | tendency to approach a problem in a particular way, especially a way that has been successful in the past but may or may not be helpful in solving a new problem. |
| Functional Fixedness | to think of things only in terms of their usual functions |
| Representativeness Heuristic | decision made b/c it seems to match preexisting mental categories |
| Availability Heuristic | judgment or decision is based on information that is most easily retrieved (available in memory) |
| Overconfidence | tendency to be more confident than correct—to overestimate the accuracy of our beliefs and judgments. |
| Framing | the way an issue is posed; how an issue is framed can significantly affect decisions and judgments. |
| Belief Bias | tendency for one's preexisting beliefs to distort logical reasoning, sometimes by making invalid conclusions seem valid, or valid conclusions seem invalid. |
| Belief Perseverance | clinging to one’s initial conceptions after the basis on which they were formed has been discredited. |
| Artificial Intelligence | science of designing and programing computer systems to do intelligent things and to stimulate human thought processes, such as intuitive reasoning, learning, and understanding language. |
| Language | spoken, written, or signed words and the ways we combine them to communicate meaning |
| Phoneme | smallest distinctive sound unit. |
| Morpheme | smallest unit that carries meaning |
| Grammar | system of rules that enables us to communicate with and understand others. |
| Semantics | set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning. |
| Syntax | rules for combining words into grammatically sensible sentences |
| Pragmatics | impact of contextual cues on word and sentence meanings |
| Babbling Stage | infant spontaneously utters various sounds at first unrelated to the household language. 3-4 months |
| One-Word Stage | during which a child speaks mostly in single words age 1 to 2 years |
| Two-Word Stage | child speaks mostly two-word statements. 2 years old |
| Telegraphic Speech | Uses only nouns and verbs during two-word stage "Go car" |
| Overgeneralization | Adding improper endings or beginnings to words b/c they do not know grammar rules yet like "go-ed" instead of "went" |
| Linguistic Relativism/Determinism | Whorf's hypothesis that language determines (or at least influences) the way we think. |
| Intelligence | ability to learn from experience, solve problems, and use knowledge to adapt to new situations. |
| g-factor | From Spearman; general intelligence - common underlying intelligence |
| s-factor | From Spearman; specific intelligence for specific abilities |
| savant | condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing. |
| analytical intelligence | ability to break problems down into component parts, or analysis, for problem solving |
| creative intelligence | bility to deal with new and different concepts and to come up with new ways of solving problems |
| practical intelligence | dealing with ill-defined, everyday tasks with many solutions, street smarts |
| intelligence quotient (IQ) | mental age (ma) to chronological age (ca) multiplied by 100 units (thus, IQ= ma/ca x 100) |
| Cognitively disabled | condition of limited mental ability |
| Gifted | Refers to superior IQ combined with demonstrated or potential ability in such areas as academic aptitude, creativity, and leadership |
| Emotional Intelligence | ability to perceive, express, understand, and regulate emotions |
| Aptitude Test | designed to predict a person's future performance |
| Achievement test | designed to assess what a person has learned |
| surface structure | the particular words and phrases used to make up a sentence |
| deep structure | the underlying meaning of a sentence |
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