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CWI PSYC 101 Chap 8
Psychology in Everday Life by David G Myers
| Question | Answer |
|---|---|
| the mental activities associated with thinking, knowing, remembering, and communicating | cognition |
| a methodical, logical rule or procedure that guarantees you will solve a particular problem. Contrasts with the usually speedier - but also more error-prone - use of heuristics | algorithm |
| a simple thinking strategy that often allows us to make judgments and solve problems efficiently; usually speedier but also more error-prone than algorithms | heuristic |
| a sudden realization of the solution to a problem; it contrasts with strategy-based solutions | insight |
| a tendency to search for information that confirms our preconceptions | confirmation bias |
| estimating the likelihood of an event based on its availability in memory; if instances come readily to mind (perhaps because of their vividness), we assume such events are common | availability heuristic |
| the inability to see a problem from a new perspective; an impediment to problem solving | fixation |
| the tendency to be more confident than correct-to overestimate the accuracy of your beliefs and judgments | overconfidence |
| the way an issue is posed; framing can significantly affect decisions and judgments | framing |
| clinging to beliefs and ignoring evidence that proves they are wrong | belief perseverance |
| our spoken, written, or signed words and the ways we combine them to communicate meaning | language |
| beginning at about 4 months, the stage of speech development in which the infant spontaneously utters various sounds at first unrelated to the household language | babbling stage |
| the stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words | one-word stage |
| beginning about age 2, the stage in speech development during which a child speaks mostly two-word statements | two-word stage |
| early speech stage in which a child speaks like a telegram- "go car" -using mostly nouns and verbs | telegraphic speech |
| mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations | intelligence |
| a general intelligence factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test | general intelligence (g) |
| a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing | savant syndrome |
| the ability to produce new and valuable ideas | creativity |
| the ability to perceive, understand, manage, and use emotions | emotional intelligence |
| a method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores | intelligence test |
| a test designed to predict a person's future performance; ___ is the capacity to learn | aptitude test |
| a test designed to assess what a person has learned | achievement test |
| a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. Thus, a child who does as well as the average 8-year-old is said to have a mental age of 8 | mental age |
| the widely used American revision (by Terman at Stanford University) of Binet's original intelligence test | Stanford-Binet |
| defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ=ma/ca*100). On contemporary intelligence test, the average performance for a given age is assigned a score of 100 | intelligence quotient (IQ) |
| the WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests | Wechsler Adult Intelligence Scale (WAIS) |
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