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32 Cards in this Set
- Front
- Back
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Cognition page 49 |
The mental activities involved in solving problems: thinking, language, memory, and intelligence. |
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Heuristics page 49 |
Mental shortcuts used in problem solving. |
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Representativeness Heuristic page 49 |
Problem solving mental shortcut comparing how like one event/thing is to another. |
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Availability Heuristic page 49 |
Problem solving mental shortcut judging the likelihood that an event will happen in terms of how readily you can bring an instance of it to mind. |
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Confirmation Bias page 49 |
The tendency of people to look for information that will support their beliefs. |
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Functional Fixedness page 50 |
The inability of people to see new uses for familiar objects. |
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Grammar page 50 |
The system of rules language uses to allow everyone using that language to make sense out of it in the same way. |
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Semantics page 50 |
Rules for mapping morphemes into the ideas they represent. |
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Morphemes page 50 |
Words or parts of words that hold meaning. |
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Syntax page 50 |
Rules for combining morphemes in meaningful ways. |
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Babbling Stage page 50 |
The linguistics stage of 4-6 month old to 1 year old babies when they begin to practice the sounds used in their language. |
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One-Word Stage page 50 |
The linguistics stage of 1 year old babies that lasts until about 18 months. Single words and accompanying gestures convey meaning. |
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Telegraphic Speech page 50 |
Used by children in one-word stage and two-year stage to convey their meaning. |
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Two-Word Stage page 50 |
Stage in which children primarily use a noun combined with a verb or a few months later, an adjective followed by a noun. |
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B.F.Skinner page 50 |
"The consequences of behavior determine the probability that the behavior will occur again" Best known for his research in operant conditioning and schedules of reinforcement – he found that behavior did not depend on the preceding stimulus as Watson and Pavlov maintained, but upon what happens after the response. |
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B.F.Skinner page 50 |
Firm believer of the idea that human free will was actually an illusion and any human action was the result of the consequences of that same action. If the consequences were bad, there was a high chance that the action would not be repeated; however if the consequences were good, the actions that led to it would be reinforced. He called this the principle of reinforcement. |
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Noam Chomsky page 50 |
Linguist and philosopher believes that the principles underlying the structure of language are biologically determined in the human mind and hence genetically transmitted. He therefore argues that all humans share the same underlying linguistic structure, irrespective of socio-cultural difference. |
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Noam Chomsky page 50 |
Observed that while a human baby and a kitten are both capable of inductive reasoning, if they are exposed to exactly the same linguistic data, the human will always acquire the ability to understand and produce language, while the kitten will never acquire either ability. |
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Language Acquisition Device page 50 |
The relevant capacity humans have that allows for the accelerated development of linguistic skills in early childhood. |
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Memory page 51 |
The ability to store information and retrieve it again. |
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Sensory, Short-Term, and Long-Term page 51 |
The three divisions of memory. |
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Sensory Memory page 51 |
A fleeting awareness of whatever the senses have detected. |
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Short-Term Memory (Working Memory) page 51 |
The information that can be kept in the mind long enough to solve problems. |
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Short-Term Memory (Working Memory) page 51 |
The information that will be lost if extra effort is not expended to transfer it to long-term memory. |
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Long-Term Memory page 51 |
An unlimited and perhaps permanent storehouse of information. |
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Mnemonic Strategies page 51 |
Deliberate, though sometimes automatic and unconscious, methods used for getting information into long-term memory. |
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Rehearsal page 51 |
Deliberate, conscious repetition of information. |
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Chunking page 51 |
Involves grouping pieces of information into meaningful units. |
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Intelligence page 51 |
How well you solve a problem, comprehend, perceive. |
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Alfred Binet page 51 |
The first to develop an intelligence test. His principal goal was was to identify students who needed special help in coping with the school curriculum. |
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Mental Agepage 51 |
The chronological age that corresponds to a given level of performance. |
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Intelligence Quotient (IQ) page 51-52 |
Mental age divided by chronological age and multiplied by 100. |
