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Unit 5 Cognition
| Term | Definition |
|---|---|
| Prototype | a mental representation of an object or concept |
| Heuristic | a mental shortcut that helps us make judgements quickly |
| Confirmation bias | the tendency of individuals to support or search for information that aligns with their opinions and ignore information that doesn't. |
| Fixation | an obsessive interest or feeling about someone or something/ inability to see a problem from a new perspective |
| Representativeness heuristic | a heuristic where decisions are based on comparisons to mental representations of stereotypes, prototypes, or preconceived outcomes |
| Availability heuristic | Judging how likely a certain event is to happen based on how easily information regarding this topic is available |
| Priming | how exposure to one stimulus may influence a response to a subsequent stimulus, without conscious guidance or intention. |
| Framing | the way the information is presented |
| Overconfidence | the tendency to be more confident than correct and to overestimate the accuracy of our beliefs and judgements. |
| Belief perseverance | the tendency to maintain one's beliefs even after they have been discredited by factual information. |
| Convergent thinking | the process of finding a single best solution to a problem that you are trying to solve. |
| Divergent thinking | utilizing the mind in inventive, free-flowing ways to solve a given problem and find multiple creative solutions |
| Broca area | Speech production |
| Wernicke | Speech comprehension |
| Validity | A measure of the extent to which a test actually assesses what it claims |
| Content validity | The extent to which a test accurately assesses the entire range of abilities it is designed to measure |
| Predictive validity | focuses on how well an assessment tool can predict the outcome of some other separate, but related, measure. |
| Reliability | the ability to consistently find similar results when a test is repeatedly administered in similar conditions |
| Construct Validity | how well a test measures the theory it is meant to measure |
| Test-retest reliability | a property exhibited by a test on which people get about the same scores when they take the test more than once |
| Split-half reliability | A measure of reliability in which a test is split into two parts and an individual's scores on both halves are compared |
| Receptive language | the ability to understand and process spoken or written language. 0-4 months |
| Productive language | actively using language to convey meaning, thoughts, and ideas through various forms of communication, such as speaking, writing, and nonverbal cues (Babbling) |
| Critical period | the first few years of life is the crucial time in which an individual can acquire a first language if presented with adequate stimuli |
| Telegraphic stage | early speech stage in which a child speaks like a telegram—"go car"—using mostly nouns and verbs and omitting auxiliary words |
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