Cognition
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| show | Refers to all the mental activities associated with thinking, knowing, remembering, and communicating.
🗑
|
||||
| show | A mental grouping of similar objects, events, ideas, or people.
🗑
|
||||
| show | Dividing broad concepts into increasingly smaller and detailed subgroupings. To promote cognitive efficiency, concepts are organized into category hierarchies.
🗑
|
||||
| Prototype | show 🗑
|
||||
| Convergent Thinking | show 🗑
|
||||
| Divergent Thinking | show 🗑
|
||||
| Creativity | show 🗑
|
||||
| show | A fundamental method of problem-solving characterized by repeated, varied attempts which are continued until success or until the agent stops trying.
🗑
|
||||
| show | A logical, methodical step-by-step procedure for solving problems.
🗑
|
||||
| show | Simple thinking strategies for solving problems quickly and efficiently. The use of heuristics rather than algorithms saves time in arriving at solutions to problems.
🗑
|
||||
| Insight | show 🗑
|
||||
| show | The tendency to search for information that supports preconceptions. Scientists are trained to carefully observe and record any research outcomes that are inconsistent with their hypotheses to reduce confirmation bias.
🗑
|
||||
| Fixation | show 🗑
|
||||
| show | A tendency to approach a problem in a way that has been successful in the past. Mental sets inhibit creativity.
🗑
|
||||
| Intuition | show 🗑
|
||||
| Representative Heuristic | show 🗑
|
||||
| show | Our tendency to judge the likelihood of an event on the basis of how readily we can remember instances of its occurrence. Leads us to fear things that are more memorable.
🗑
|
||||
| show | A cognitive bias in which someone believes subjectively that his or her judgment is better or more reliable than it objectively is.
🗑
|
||||
| show | An unwillingness to give up our beliefs even when the evidence proves us wrong. Encouraging people to elaborate on why their own personal views on an issue are correct is most likely to promote belief perseverance.
🗑
|
||||
| show | The way in which a problem or issue is phrased or worded.
🗑
|
||||
| Language | show 🗑
|
||||
| Phoneme | show 🗑
|
||||
| Morpheme | show 🗑
|
||||
| Grammar | show 🗑
|
||||
| Semantics | show 🗑
|
||||
| show | Rules about combining words into grammatically sensible sentences. Word order.
🗑
|
||||
| show | The ability to comprehend the meaning of speech. This is best illustrated by babies’ capacity to match another person’s distinctive mouth movements with the appropriate sounds.
🗑
|
||||
| show | The ability to produce speech. Infants make some speech sounds that do not occur in their parents’ native language. Occurs during the one-word stage.
🗑
|
||||
| Babbling | show 🗑
|
||||
| Telegraphic Speech | show 🗑
|
||||
| Language Association | show 🗑
|
||||
| show | B.F. Skinner emphasized the importance of reinforcement in language acquisition. Learning theory is limited because children generate all sorts of sentences they have never heard before.
🗑
|
||||
| show | Emphasizes that the acquisition of language by children is facilitated by an inborn readiness to learn grammatical rules.
🗑
|
||||
| Noam Chomsky | show 🗑
|
||||
| Statistical Learning | show 🗑
|
||||
| show | Infants were able to learn statistical relationships between syllables with very little exposure to a language. Infants were able to learn which syllables were always paired together and which occurred relatively rarely.
🗑
|
||||
| show | There is a critical period for language acquisition. The best evidence that there is a critical period is that people most easily master the grammar of a second language during childhood.
🗑
|
||||
| show | Controls language expression. An area of the frontal lobe, usually in the left hemisphere. Directs the muscle movements involved in speech.
🗑
|
||||
| show | Controls language reception. A area in the left temporal lobe. Involved in language comprehension and expression.
🗑
|
||||
| show | Impairment of language, usually caused by left-hemisphere damage either to Broca’s area (impairing speaking) or to Wernicke’s area (impairing understanding).
🗑
|
||||
| show | Words shape the way people think. Our capacity to form concepts depends on our verbal memory. Criticized for underestimating the extent to which thinking occurs without language.
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
satecAP