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Psychology ch. 7
Cognition, Language, and Intelligence
| Question | Answer |
|---|---|
| The mental processes involved in: acquiring, storing, retrieving and using information, Including sensation, perception, imagery, concept formation, reasoning, decision making, problem solving, and language. | Cognition |
| is the representation in the mind of a sensory experience | Imagery |
| believes we mentally construct the objects we image, one part at a time, somewhat like the digital camera | Stephen Kosslyn |
| are mental categories used to represent a class or group of objects, people, events, etc. | Concepts |
| Clearly defined by a set of rules, a formal definition or classification system | Formal Concepts |
| acquired not from a definition, but through everyday perceptions and experiences. | Natural Concepts |
| a category member that embodies the most common and typical features of a concept. | Prototype |
| The individual instances or examples of a concept that are stored in memory from personal experience. | Exemplars |
| a form of thinking in which conclusions are drawn from a set of facts. | Reasoning |
| Reasoning from the general to the specific, or drawing particular conclusions from general principles. (used to help you design a study) | Deductive Reasoning |
| Reasoning in which general conclusions are drawn from particular facts or individual cases.(Formulate hypothesis based on observations) | Inductive Reasoning |
| The process of consideration alternatives and choosing among them | Decision making |
| Boundaries or limitations around the decision making process prevent it from being entirely logical | Bounded Rationality |
| Decision making strategy in which alternatives are evaluated against criteria that are ranked according to importance. | Elimination by Aspects |
| A rule of thumb derived from experience and used in decision making and problem solving, despite no guarantee of accuracy | Heuristics |
| Rule stating that an event’s probability corresponds to the ease with which the event comes to mind | Availability Heuristic |
| Decision strategy based on how closely a new situation resembles a familiar one | Representative Heuristic |
| Strategy in which the decision process stops as soon as a factor that moves one toward a decision has been recognized. | Recognition Heuristic |
| is the way information is presented so as to emphasize either a potential gain or a potential loss. | Framing |
| rapidly formed judgments based of “gut feelings” or “instincts” | Intuition |
| using the thoughts and actions required to achieve a desired goal. | Problem Solving |
| a systematic, step-by-step procedure that guarantees a solution to a problem of a certain type if the algorithm is executed properly. | Algorithm |
| comparing a problem to others encountered in the past | Analogy Heuristic |
| a strategy of starting with the desired goal and working backwards to the current condition | Working backward |
| a strategy in which the current position is compared with the desired goal and a series of steps are formulated and taken to close the gap between them. | Means-end analysis |
| the failure to use familiar objects in novel ways to solve problems because of a tendency to view objects only in terms of their customary functions. | Functional fixedness |
| the tendency to apply a familiar strategy to solve a problem even though another approach might be better. | Mental Set |
| An individual’s ability to: Understand complex ideas, To adapt effectively to the environment, To lean form experience, To engage in various forms of reasoning, To overcome obstacles through mental effort | Intelligence |
| believed that intelligence is composed of a general ability, g factor, that underlies all intellectual functions. | Charles Spearman |
| rejected Spearman’s notion of g factor. | Louis Thurstone |
| proposed seven primary mental abilities: Verbal comprehension, Numerical ability, Spatial relations, Perceptual speed, Word fluency, Memory, Reasoning | Louis Thurstone |
| proposed that there are eight independent forms of intelligence | Howard Gardner |
| A combination of mental retardation and unusual talent or ability. | Savant Syndrome |
| analytical intelligence; measured by most intelligence tests | Componential Intelligence |
| Creative thinking and problem solving | Experiental Intelligence |
| Practice intelligence, common sense | Contextual Intelligence |
| the ability to apply knowledge about emotions to everyday life, including: awareness of one’s emotions, ability to manage emotions, self-motivation, empathy, and ability to handle relationships. | Emotional Intelligence |
| argue that emotional intelligence is just as important as the kind of intelligence measured in IQ tests. | Peter Salavey and David Pizarro |
| Measure what a person has learned up to a certain point in his or her life | Achievement tests |
| Predict future performance in a particular setting or on a specific task | Aptitude tests |
| Measure general intellectual ability | Intelligence test |
| Ability of a test to yield consistent results | Reliability |
| Ability to measure what it is intended to measure | Validity |
| Establishing norms for comparing the scores of people who will take the test in the future. Administering test using a prescribed procedure | Standardization |
| Developed the first intelligence test | Alfred Binet and Theodore Simon |
| Used a score called Mental age | Binet-Simon Intelligence Scale |
| Based on number of items a child got right compared with average number right by children of various ages. | Mental age |
| Devised the Intelligence quotient (IQ) | William Stern |
| Revised the Binet-Simon test | Lious Terman |
| Established norms, or age-based averages based on the scores of a large number of children. | Stanford-Binet Intelligence Scale |
| Developed the first individual intelligence test for individuals over age 16 | David Wechsler |
| Also developed a widely-used test for children | Wechsler Adult Intelligence Scale (WAIS) |
| Consists of 5 verbal and 10 nonverbal subtests | Wechsler Intelligence Scale for Children (WISC) |
| When large populations are measured on intelligence or on physical characteristics, a graph of the frequencies of all the test scores o results usually conforms to a bell-shaped distribution known as the? | Normal curve or bell curve |
| is the ability to produce original, appropriate, and valuable ideas and\or solutions to problems | Creativity |
| suggests that creativity involves divergent thinking | J.P. Guilford |
| The ability to produce multiple ideas or solutions to a problem for which there is no agreed-on solution. | Divergent thinking |
| four stages in the creative problem-solving process | 1.Preparation 2.Incubation----most important 3.Illumination 4.Translation |
| Characteristics of creative people | 1.Expertise 2.Openness to Experience 3.Independence of Mind 4.Intrinsic Motivation 5.Perseverance |
Created by:
Taylor Boyleston
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