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Exam II
Chp 10-12
| Vocab | Definitions |
|---|---|
| Cognition | mental activities associated with thinking, knowing, remembering, and communicating |
| Concept | mental grouping of similar objects, events, ideas, or people |
| Prototype | mental image or best example of a category. Matching new items to the prototype provides a quick easy method for including items in a category |
| Algorithm | methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually speedier, but also more error-prone use of heuristics |
| Heuristic | simple thinking strategy that often allows us to make judgments and solve problems efficiently, speedy but error-prone |
| Insight | sudden and often novel realization of the solution to a problem, contrasts with strategy-based solutions |
| Confirmation Bias | tendency to search for info that confirms one's perceptions |
| Fixation | inability to see a problem from a new perspective; an impediment to problem solving |
| Mental set | tendency to approach a problem in a particular way, especially a way that has been successful in the past. may or may not be helpful in solving new problem |
| Functional fixedness | tendency to think of things only in terms of their usual functions; an impediment to problem solving |
| Representativeness heuristic | judging the likelihood of things in terms of how well they seem to represent, or match, particular prototypes; may lead one to ignore other relevant info |
| Availability Heuristic | Estimating the likelihood of events based on their availability in memory; if instances come readily to mind, we presume them as common |
| Overconfidence | tendency to be more confident than correct - to overestimate the accuracy of one's beliefs and judgments |
| Framing | the way an issue is posed; how an issue is framed can sifnificantly affect decisions and judgments |
| Belief Bias | tendency for one's preexisting beliefs to distort logical reasoning, sometimes, by making invalid conclusions seem valid, or vice versa |
| Belief perserverance | clinging to one's initial conceptions after the basis on which they were formed has been discredited |
| Artificial Intelligence | a science of designing and programming computer systems to do intelligent things and to simulate human thought processes, like intuitive reasoning, learning, and understanding language |
| Computer Neural Networks | Computer circuits that mimic the brain's interconnected neural cells, performing tasks such as learning to recognize visual patterns and smells |
| Language | Spoken, written, or signed words and the ways we combine them to communicate meaning |
| Phoneme | a spoken language, the smallesest distinctive sound unit |
| Morpheme | the smallest unit that carries meaning; may be a word or a part of a word like a prefix |
| Grammar | in language, a 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 language; also studies meanings |
| Syntax | rules for combining words into grammatically sensible sentences in a language |
| babbling stage | from 3-4 months, the stage of speech development in which the infant spontaneously utters various sounds at first unrelated to the household language |
| One-word stage | stage in speech (1-2 years) in which a child speaks mostly in single words |
| Two-word stage | (age 2) stage of speech development during which a child speaks mostly two-word statements |
| Telegraphic speech | early speech stage in which a child speaks like a telegram "go car" using mostly nouns an verbs |
| Linguistic determinism | Whorf's hypothesis that language determines the way we think |
| Intelligence test | method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores |
| Mental Age | measure of intelligence test performance devised by Binet'; the chronological age that most typically corresponds to a given level of performance. a child who does as well as the average 8 year old has a mental age of an 8 year old |
| Stanford Binet | American revision of binet's original intelligence test |
| Intelligence quotient (IQ) | defined originally as the ration of mental age to chronological age multiplied by 100. |
| Intelligence | Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations |
| Factor analysis | statistical procedure that identifies clusters of related items on a test; used to identify different dimensions of performance that underlie one's total score |
| General Intelligence | general intelligence factor that Spearman and others believed underlies specific mental abilites and is therefore measured by every task on an intelligence test |
| Savant syndrome | condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing |
| Emotional Intelligence | ability to perceive, express, understand, and regulate emotions |
| Creativity | ability to produce novel and valuable ideas |
| Aptitude test | test designed to predict a person's future perfomance; aptitude is the capacity to learn |
| Achievement test | test designed to assess what a person has learned |
| Wechsler Adult intelligence Scale | (WAIS) most widely used intelligence test; contains verbal and performance subtests |
| Standardization | defining meaningful scores by comparison with the performance of a pretested "standardization group." |
| Normal curve | symmetrical bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes |
| Reliability | extent to which a test yields consistent results, as assessed by the consistency of score on two halves of the test, on alternate forms of the test, or on retesting |
| Validity | extent to which a test measures or predicts what it is supposed to |
| Content Validity | extent to which a test samples the behavior that is of interest (like a driving test that samples driving tasks) |
| Criterion | behavior (like college grades) that a test (like SAT) is designed to predict; thus, the measure used in defining whether the test has predictive validity |
| Predictive Validity | success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior. |
| Mental Retardation | Condition of limited mental ability, indicated by an intelligence score below 70 with difficulty adapting to the demands of life |
| Stereotype threat | a self-confirming concern that one will be evaluated based on a negative stereotype |
| Motivation | need or desire that energizes and directs behavior |
| Instinct | a complex behavior that is rigidly patterned throughout a species and is unlearned |
| Drive-reduction theory | idea that a physiological need creates an aroused tension state (a drive) that motivates an organism to satisfy the need |
| Homeostasis | tendency to maintain a balanced or constant inernal state, like regulation of body temp or blood glucose |
| Incentive | positive or negative environmental stimulus that motivates behavior |
| Hierarchy of needs | Maslow's pyramid of human needs, beginning at the base with physiological needs that must first be satisfied before higher-level safety needs and then psychological needs become active |
| Glucose | Form of sugar that circulates in the blood and provides the major source of energy for body tissues. When it is low, we feel hunger |
| Set point | Point at which an individual's "weight thermostat" is supposedly set. When the body falls below this weight, an increase in hunger and a lowered metabolic rate may acte to restore the lost weight |
| Basal Metabolic Rate (BMI) | The body's resting rate of energy expenditure |
| Anorexia Nervosa | Eating disorder in which a normal-weight person diets and becomes significantly (15% or more) underweight, yet, still thinks they are fat, and continues to starve |
| Bulimia nervosa | eating disorder characterized by episodes of overeating, usually of high-calorie foods, followed by vomiting, laxative use, fasting, or excessive exercise |
| Sexual Response Cycle | four stages of sexual responding described by Masters and Johnson- Excitement, plateau, orgasm, and resolution |
| Refractory Period | resting period after orgasm, during which a man cannot achieve another orgasm |
| Sexual disorder | problem that consistently impairs sexual arousal or funcioning |
| Estrogen | Sex hormone, secreted in greater amounts by females than by males. |
| Sexual Orientation | enduring sexual attraction toward members of either same or opposite sex |
| Flow | Completely involved, focused state of consciousness, with diminished awareness of self and time, resulting from optimal enagement of one's skills |
| Industrial Organizational Psychology | Application of psychological concepts and methosd to optimizing human behavior in work places |
| Personnel psychology | Subfield of I/O that focuses on employee recruitment, selection, placement, training, appraisal, and development |
| Organizational Psychology | Subfield of I/O that examines organizational influences on worker satisfaction and productivity and facilitates organizational change |
| Structured interviews | interview process that asks the same job-relevant questions of all applicants, each of whom is rated on established scales |
| Achievement motivations | desire for significant accomplishment: for mastery of things, people, or ideas; for attaining a high standard |
| Task leadership | Goal-oriented leadership that sets standards, organizes work, and focuses attention on goals |
| Social leadership | Group-oriented leadership that builds teamwork, mediates conflict, and offers support |
| Theory X | assumes that workers are basically lazy, error-prone, and extrinsically motivated by money and thus, should be directed from above |
| Theory Y | assumes that, given challenge and freedom, workers are motivated to achieve self-esteem and to demonstrate their competence and creativity |
Created by:
ms.mhill
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