34-36 AP Psych
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| cognition | all the mental activities associated with thinking, knowing, remembering, and communicating.
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| concept | a mental grouping of similar objects, events, ideas, or people
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| prototype | a mental image or best example of a category. Matching new items to a prototype provides a quick and easy method for sorting items into categories (as when comparing feathered creatures to a prototypical bird, such as a robin.
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| creativity | the ability to produce novel and valuable ideas.
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| convergent thinking | narrows the available problem solutions to determine the single best solution.
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| divergent thinking | expands the number of possible problem solutions (creative thinking that diverges in different directions).
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| algorithm | a methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually speedier-but also more error prone-use of "heuristics"
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| heuristic | a simple thinking strategy that often allows us to make judgments and solve problems efficiently; usually speedier but also more error prone that "algorithms"
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| insight | a sudden realization of a problem's solution; contrasts with strategy-based solutions.
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| confirmation bias | a tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence
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| mental set | a tendency to approach a problem in one particular way, often a way that has been successful in the past.
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| intuition | an effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning. Uses insight most of the time.
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| representativeness heuristic | judging the likelihood of things in terms of how well they seem to represent, or match, particular prototypes; may lead us to ignore other relevant information.
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| availability heuristic | estimating the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of their vividness), we presume such events are common.
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| overconfidence | the tendency to be more confident than corrects- to overestimate the accuracy of our beliefs and judgments.
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| belief perseverance | clinging to one's initial conceptions after the basis on which they were formed has been discredited.
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| framing | the way in issue is posed; how an issue is framed can significantly affect decisions and judgments.
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| language | our spoken, written, or signed words and the ways we combine them to communicate meaning.
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| phoneme | in a language, the smallest distinctive sound unit.
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| morpheme | in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix)
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| grammar | in a language, a system of rules that enables us to communicate with an understand others.
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| babbling stage | 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.
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| one-word stage | the stage in speech development, from about age 1 or 2, during which a child speaks mostly in single words.
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| two-word stage | beginning about age 2, the stage in speech development during which a child speaks mostly in single words.
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| telegraphic speech | early speech stage in which a child speaks like a telegram -"go car"- using mostly nouns and verbs.
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| aphasia | impairment of language, usually caused by left-hemisphere damage either to Broca's area (impaired speaking) or Wernicke's area (impairing understanding).
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| Broca's area | controls language expression- an area of the frontal lobe, usually caused by left-hemisphere, that directs the muscle movements involved in speech.
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| Wernicke's area | controls language reception- a brain area involved in a language comprehension and expression; usually in the left temporal lobe.
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| linguistic determinism | Whorf's hypothesis that language determines the way we think.
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| expertise | a well developed base of knowledge- furnishes the ideas, images, and phrases we use as mental building blocks. Wiles' well developed base of knowledge put the needed theorems and methods at his disposal.
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| imaginative thinking skills | These provide the ability to see things in novel ways, to recognize patterns, and to make connections. Having mastered a problem's basic elements, we redefine or explore it in a new way.
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| venturesome personality | This type of personality seeks new experiences, tolerates ambiguity and risk, and perseveres in overcoming obstacles.
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| intrinsic motivation | Driven more by interest, satisfaction, and challenge than by external pressures. Creative people focus less on extrinsic motivators-meeting deadlines, impressing people, or making money- than on the pleasure and stimulation of the work itself.
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| creative environment | this sparks, supports, and refines creative ideas. Many had the emotional intelligence needed to network effectively with peers. Supports innovation, team-building, and communication. Supports contemplation.
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| fixation | an inability to see a problem from a fresh perspective
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| receptive language | their ability to understand what is said to and about them.
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| productive language | their ability to produce words, matures after their receptive language. they recognize noun-verb differences- as shown by their responses to a misplaced noun or verb-earlier that they utter sentences with nouns and verbs.
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| universal grammar | all human languages have nouns, verbs, and adjectives as grammatical building blocks.
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| critical period | a period for mastering certain aspects of language before the language-learning window closes. o-4/5 years old.
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| Noam Chomsky | This person had the universal grammar theory.
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| semantics | the set of rules for deriving meaning from sounds.
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| syntax | the set of rules for combining words into grammatically sensible sentences.
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