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