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Psychology 8
Chapter 8
| Term | Definition |
|---|---|
| Cognition | The way in which we use & store info in memory. |
| Knowledge | Info stored in our long-term memory about the world & how it works. |
| Thinking | The use of knowledge to accomplish some sort of goal. |
| Mental representation | Memory traces that represent objects, events, people, and so on, that are not present at the time. |
| Cognitive map | A mental representation of the environment. |
| Concept | Mental category that contains related bits of knowledge. |
| Superordinate category | The highest, most general level of a concept. |
| Basic level category | The intermediate level of categorization that seems to be the level that we use most to think about our world. |
| Subordinate category | The lowest level of categorization, which contains concepts that are less general & more specific than those at the basic level. |
| Formal concept | Concept that is based on learned, rigid rules that define certain categories of things. |
| Natural concept | Concept that develops naturally as we live our lives & experience our world. |
| Prototype | Our concept of the most typical memory of the category. |
| Exemplar | A mental representation of an actual instance of a member of a category. |
| Well-structured problem | Problem for which there is a clear pathway to the solution. |
| Algorithm | A method of solving a particular problem that always leads to the correct solution. |
| Heuristic | A shortcut or rule of thumb that may or may not lead to a correct solution to the problem. |
| Ill-structured problem | A problem for which an algorithm is not known. |
| Insight | A new way of looking at a problem that leads to a sudden understanding of how to solve it. |
| Creativity | The ability to combine mental elements in new & useful ways. |
| Functional fixedness | Being able to see objects only in their familiar roles. |
| Mental set | The tendency to habitually use methods of problem solving that have worked for you in the past. |
| Incubation | A period of not thinking about a problem that helps one solve the problem. |
| Reasoning | Drawing conclusions about the world based on certain assumptions. |
| Deductive reasoning | Reasoning from the general to the specific. |
| Inductive reasoning | Reasoning from specific to the general. |
| Decision making | Making a choice from a series of alternatives. |
| Judgement | The act of estimating the probability of an event. |
| Availability heuristic | A heuristic in which we use the ease with which we can recall instances of an event to help us estimate the frequency of the event. |
| Representativeness heuristic | A heuristic in which we rely on the degree to which something is representative of a category, rather than the base rate to help us judge if it belongs in the category. |
| Language | A well-developed, syntactical verbal system for representing the word. |
| Cooing | The vowel sounds made by infants beginning at 2 months. |
| Babbling | The combos of vowel & consonant sounds uttered by infants beginning around 4 months. |
| Phoneme | The smallest unit of sound in a language. |
| Morpheme | The smallest unit of sound that has meaning in a language. |
| Overextension | When a child uses one word to symbolize all manner of similar instances. |
| Underextension | When a child inappropriately restricts the use of a word to a particular case. (ex. using the word cat to describe only the family cat.) |
| Telegraphic speech | Two-word sentences that children begin to utter at 20-26 months. |
| Grammar | The rules that govern the sentence structure in a particular language. |
| Pragmatics | The rules of convo in a particular culture. |
| Whorfian hypothesis/linguistic relativity hypothesis | The theory that one's language can directly determine or influence one's thoughts. |
| Intelligence | Abilities that enable you to adapt to your environment & behave in a goal-directed way. |
| Mental age | The age that reflects the child's mental abilities in comparison |
| Intelligence quotient (IQ) | One's mental age divided by one's chronological age times 100. |
| Reliability | The degree to which a test yields consistent measurements of a trait. |
| Validity | The degree to which a test measures the trait that was designed to measure. |
| Cultural bias | The degree to which a test puts people from other cultures at an unfair disadvantage because of the culturally specific nature of the test items. |
| Generalized intelligence (g) | Charles Spearman’s notion that there is a general level of intelligence that underlies our separate abilities. |
| Crystallized intelligence | Abilities that rely on knowledge, expertise, and judgement. |
| Fluid intelligence | Abilities that rely on info-processing skills such as reaction time, attention, and working memory. |
| Multiple intelligences | The idea that we possess different types of intelligence rather than a single, overall level of intelligence. |
| Triarchic theory of intelligence | A theory that proposes that intelligence is composed of analytical, practical, and creative abilities that help us adapt to our environment. |
| Twin studies | Research that compares specific traits of identical or fraternal twins to ascertain the relative contributions of genes and environment to our characteristics. |
| Identical twins | Twins that developed from a single fertilized egg and share 100% of their genes. |
| Fraternal twins | Twins that developed from two separate fertilized eggs and are no more genetically similar than normal siblings. |
Created by:
cpruett8
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