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Psych Unit 5 Vocab
| Term | Definition |
|---|---|
| Cognition | All mental activities associated with thinking, knowing, remembering, and communicating |
| Concept | A mental grouping of similar objects, events, ideas, or people |
| Prototypes | Mental images or best examples of a category |
| Metacognition | Awareness and understanding of one's own thought processes |
| Algorithm | A step by step procedure that guarantees a solution |
| Heuristics | A simple thinking strategy allowing us to make judgements and solve problems efficiently |
| Insight | The a-ha moment when everything comes together |
| Confirmation bias | A tendency to search for info supporting our preconceptions |
| Mental set | Our tendency to approach a problem with the mindset of what has worked before |
| Schema | A pattern of thought that organizes categories of info and their relationships |
| Assimilation | A cognitive process to incorporate new stuff into existing knowledge/beliefs |
| Accomodation | When new info causes one to modify existing schemas |
| Functional fixedness | Only looking at a problem in one way |
| Executive functions | A set of mental skills including memory, flexible thinking, and self control |
| Representativeness heuristic | Judging probability based on comparisons to prototypes |
| Availability heuristic | Estimates probability based on mental availability |
| Priming | Just did the jawn when a jawn is prepared for a certain reacjawn |
| Nudge | A way to influence behavior without coercion |
| Gambler's fallacy | The idea that probability becomes higher or lower with repetition |
| Sunk cost fallacy | The tendency to continue with an endeavor we've already invested in |
| Overconfidence | Overestimating the accuracy of our knowledge and judgements |
| Belief perseverance | Our tendency to cling to beliefs in the face of contrary evidence |
| Framing | The way we present an issue |
| Language | A communication system using words to transmit information |
| Phonemes | Linguistically interpreted sounds like j, aw, and n |
| Morphemes | A word or part of a word that is the smallest meaningful unit |
| Grammar | The study of rules governing the use of language |
| Semantics | The study of how meaning is stored in the mind |
| Syntax | The set of rules that govern sentence structure in a language |
| Creativity | The ability to produce ideas that are both novel and valuable |
| Convergent thinking | Narrowing options to determine the single best solution |
| Divergent thinking | Expanding the number of possible problem solutions |
| Universal grammar | A built-in predisposition to learn grammar rules |
| Babbling | When an infant utters jawns spontaneously |
| One-word stage | When a 1-2 year old mostly speaks in single words |
| Two-word stage | When a jawn speaks in two word statements |
| Telegraphic speech | When a child speaks like a telegram eg. "go car" |
| Cooing | Prelinguistic speech characterized by infant's first non-crying verbal behavaior |
| Overgeneralization | Viewing a single event as an invariable rule |
| Aphasia | Impairment of language |
| Broca's area | Directs muscle movement involved in speech |
| Wernicke's area | Involved in language comprehension and expression |
| Linguistic determinism | Hypothesis that language determines how we think |
| Linguistic relativism | Our words influence, not control, our thinking |
| Intelligence | The ability to learn, solve problems, and adapt |
| General intelligence (g) | Underlies all mental ability |
| Factor analysis | Clustering jawns like personality |
| Savant syndrome | People with limited mental capacity doing well in one skill |
| Multiple intelligences | There are different kinds of intelligence |
| Emotional intelligence | The ability to perceive, understand, manage, and use emotions |
| Achievement test | Intended to reflect what you've learned |
| Aptitude test | Intended to predict your ability to learn a new skill |
| Mental age | The level of performance associated with a certain chronological age |
| Stanford-Binet | The American version of Binet's g intelligence test |
| Eugenics | Only the best jawns reproduce (very bad) |
| Intelligence quotient (IQ) | A measure of intelligence |
| Wechsler Adult Intelligence Scale (WAIS) | The most widespread intelligence test |
| Psychometrics | Testing shit in psych |
| Cross-sectional study | A group is observed for a short time |
| Longitudinal study | A group is observed for a long time |
| Standardization | Defining procedures and scores by comparison with a pre-tested group |
| Normal curve | The bell curve jawn |
| Flynn effect | Improving intelligence test performance overtime which, for the most part, is actually due to nutrition |
| Reliability/reliable | The extent to which a test yields consistent results |
| Validity/valid | The extent to which a test actually measures/predicts its premise |
| Content validity | The extent to which a test measures all facets of a given construct |
| Predictive validity | Whether a test can predict what it's supposed to predict |
| Construct validity | How well a test measures the concept it was designed to evaluate |
| Test-retest reliability | Consistency of score by the same individual |
| Split-half reliability | Splits test in half to check reliability |
| Cohort | A group sharing a common characteristic |
| Crystalized intelligence (gc) | Our accumulated knowledge |
| Fluid intelligence (gf) | Our ability to reason speedily and abstractly |
| Cattell-Horn-Carroll theory (CHC) | Integration of gc/gf theory from Cattell and Horn and John Carroll's three-stratum theory of cognitive abilities which takes gc/gf and extends it to other categories of intelligence |
| Growth mindset | The idea that people can develop abilities through hard work |
| Fixed mindset | The belief that abilities are innate and unchangeable |
| Stereotype threat | When someone feels at risk of conferring to stereotypes and their performance dips |
| Stereotype lift | An increase in performance because of not being stereotyped |
Created by:
mejones
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