Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
254 Cards in this Set
- Front
- Back
|
cognition
|
mental activity involved in understanding processing and communicating information
|
|
|
thinking
|
paying attention to information mentally representing it reasoning about it and making decisions about it
|
|
|
concept
|
mental catagory that is used to class together objects relations events abstraction ideas or qualities that have common properties
|
|
|
Thinking
|
Attending to info, representing it mentally, reasoning about it, and mastering judgements and discussions about it
|
|
|
Overextension example
|
Horse is a dog
|
|
|
Sucessfully inderstanding a problem requires
|
1) the parts of our mental representations of the problem relate to one another in a meaningful way
2) our mental representation of the problem corresponds to the elements of the problem in the outer world 3) have background knowledge and neccesary experience |
|
|
Algorithm
|
Specificprocedure for solving a type of problem
Ex) job- correct algorithm is to dress nice |
|
|
Anagram
|
Words with scrambled letters
Ex) korc for rock |
|
|
Systematic random search
|
Every possible letter combination
|
|
|
Heuristics
|
Shortcut; often based on stratagies that workef in the past for similar problems
|
|
|
Algorithm
|
Systematic procedure for solving problems that works invariably when correctly applied
|
|
|
Means-end analysis
|
A neuristic device, difference between current and goal and do what is neccesary to minimize distance
|
|
|
Analogy
|
Partial similarity among thingd that are different in other ways
|
|
|
What factors make it easier or harder to solve problems?
|
Levels of expertise, mental sets, insight incubation, and mental fixedness
|
|
|
Cognition
|
Mental activity in understanding, processing, and communicating info
|
|
|
Concepts
|
Mental catagories
|
|
|
Concepts
|
Used to group together objects l, relationships, events, abstractions, or ideas tha have common properties
|
|
|
Concepts are crucial to
|
Congnition
|
|
|
Prototypes
|
Examples that best match the catagories ideas
Good example of concept |
|
|
Exemplar
|
A specific example
Positive and negative instances |
|
|
Positive instance
|
This IS "exemplar"
|
|
|
Negative instance
|
This IS NOT "exemplar"
|
|
|
Overextension
|
Language developmet; over inclusion of instances in a concept
|
|
|
Thinking
|
Attending to info, representing it mentally, reasoning about it, and mastering judgements and discussions about it
|
|
|
Overextension example
|
Horse is a dog
|
|
|
Sucessfully inderstanding a problem requires
|
1) the parts of our mental representations of the problem relate to one another in a meaningful way
2) our mental representation of the problem corresponds to the elements of the problem in the outer world 3) have background knowledge and neccesary experience |
|
|
Algorithm
|
Specificprocedure for solving a type of problem
Ex) job- correct algorithm is to dress nice |
|
|
Anagram
|
Words with scrambled letters
Ex) korc for rock |
|
|
Systematic random search
|
Every possible letter combination
|
|
|
Heuristics
|
Shortcut; often based on stratagies that workef in the past for similar problems
|
|
|
Algorithm
|
Systematic procedure for solving problems that works invariably when correctly applied
|
|
|
Means-end analysis
|
A neuristic device, difference between current and goal and do what is neccesary to minimize distance
|
|
|
Analogy
|
Partial similarity among thingd that are different in other ways
|
|
|
What factors make it easier or harder to solve problems?
|
Levels of expertise, mental sets, insight incubation, and mental fixedness
|
|
|
Cognition
|
Mental activity in understanding, processing, and communicating info
|
|
|
Concepts
|
Mental catagories
|
|
|
Concepts
|
Used to group together objects l, relationships, events, abstractions, or ideas tha have common properties
|
|
|
Concepts are crucial to
|
Congnition
|
|
|
Prototypes
|
Examples that best match the catagories ideas
Good example of concept |
|
|
Exemplar
|
A specific example
Positive and negative instances |
|
|
Positive instance
|
This IS "exemplar"
|
|
|
Negative instance
|
This IS NOT "exemplar"
|
|
|
Overextension
|
Language developmet; over inclusion of instances in a concept
|
|
|
Thinking
|
Attending to info, representing it mentally, reasoning about it, and mastering judgements and discussions about it
|
|
|
Overextension example
|
Horse is a dog
|
|
|
Sucessfully inderstanding a problem requires
|
1) the parts of our mental representations of the problem relate to one another in a meaningful way
2) our mental representation of the problem corresponds to the elements of the problem in the outer world 3) have background knowledge and neccesary experience |
|
|
Algorithm
|
Specificprocedure for solving a type of problem
Ex) job- correct algorithm is to dress nice |
|
|
Anagram
|
Words with scrambled letters
Ex) korc for rock |
|
|
Systematic random search
|
Every possible letter combination
|
|
|
Heuristics
|
Shortcut; often based on stratagies that workef in the past for similar problems
|
|
|
Algorithm
|
Systematic procedure for solving problems that works invariably when correctly applied
|
|
|
Means-end analysis
|
A neuristic device, difference between current and goal and do what is neccesary to minimize distance
|
|
|
Analogy
|
Partial similarity among thingd that are different in other ways
|
|
|
What factors make it easier or harder to solve problems?
|
Levels of expertise, mental sets, insight incubation, and mental fixedness
|
|
|
Cognition
|
Mental activity in understanding, processing, and communicating info
|
|
|
Concepts
|
Mental catagories
|
|
|
Concepts
|
Used to group together objects l, relationships, events, abstractions, or ideas tha have common properties
|
|
|
Concepts are crucial to
|
Congnition
|
|
|
Prototypes
|
Examples that best match the catagories ideas
Good example of concept |
|
|
Exemplar
|
A specific example
Positive and negative instances |
|
|
Positive instance
|
This IS "exemplar"
|
|
|
Negative instance
|
This IS NOT "exemplar"
|
|
|
Overextension
|
Language developmet; over inclusion of instances in a concept
|
|
|
Thinking
|
Attending to info, representing it mentally, reasoning about it, and mastering judgements and discussions about it
|
|
|
Overextension example
|
Horse is a dog
|
|
|
Sucessfully inderstanding a problem requires
|
1) the parts of our mental representations of the problem relate to one another in a meaningful way
2) our mental representation of the problem corresponds to the elements of the problem in the outer world 3) have background knowledge and neccesary experience |
|
|
Algorithm
|
Specificprocedure for solving a type of problem
Ex) job- correct algorithm is to dress nice |
|
|
Anagram
|
Words with scrambled letters
Ex) korc for rock |
|
|
Systematic random search
|
Every possible letter combination
|
|
|
Heuristics
|
Shortcut; often based on stratagies that workef in the past for similar problems
|
|
|
Algorithm
|
Systematic procedure for solving problems that works invariably when correctly applied
|
|
|
Means-end analysis
|
A neuristic device, difference between current and goal and do what is neccesary to minimize distance
|
|
|
Analogy
|
Partial similarity among thingd that are different in other ways
|
|
|
What factors make it easier or harder to solve problems?
|
Levels of expertise, mental sets, insight incubation, and mental fixedness
|
|
|
Cognition
|
Mental activity in understanding, processing, and communicating info
|
|
|
Concepts
|
Mental catagories
|
|
|
Concepts
|
Used to group together objects l, relationships, events, abstractions, or ideas tha have common properties
|
|
|
Concepts are crucial to
|
Congnition
|
|
|
Prototypes
|
Examples that best match the catagories ideas
Good example of concept |
|
|
Exemplar
|
A specific example
Positive and negative instances |
|
|
Positive instance
|
This IS "exemplar"
|
|
|
Negative instance
|
This IS NOT "exemplar"
|
|
|
Overextension
|
Language developmet; over inclusion of instances in a concept
|
|
|
Experts
|
-know subject area well
-good memory for the elements in the problem -they form mental images -they relate the problem to similar problems -they are more goal oriented and have efficient methods for problem solving |
|
|
Functional fixedness
|
Tendancy to view an object in terms of its name of familiar usage
|
|
|
In judgements and disission making
|
People use heiristics
|
|
|
Representative heiristics
|
Judgements about events according to the populations of events they appear to representatives
|
|
|
Availability heiristic
|
Frequency and probability are based on how easy it is to find examples of relevant events
|
|
|
Availability heiristic
|
Our experience taints probability
|
|
|
Anchoring and judgements heuristic
|
Inertia in our judgments
Initial perception- anchor As we learn we make adjustments of our judgments |
|
|
Tvesky and kahnman
|
Showed andhor and adjustment heuristic in high school students
|
|
|
Framing effect
|
The way wording or the comtext of info is presented affects decision making
|
|
|
What are the dicision making heuristics?
|
Representativeness
Availability Means end analysis Anchoring and adjustment |
|
|
Symbol
|
Represents objects, events, or ideas
|
|
|
Novick and cote
|
Solutions to anagrams poped out in 2 secs for expert
|
|
|
Existential intelligence
|
Dealig with larger philosophical issues of life
|
|
|
Gardner says
|
You can thrive un one intellegence an be average in another
|
|
|
Triarctic theory of intelligence
|
Sternberg
Resembles aristotle Analytical, creative, and practical |
|
|
Analytical intelligence
|
Similar to theoretical intelligence
Academic ability |
|
|
Problem solving skills
|
Encoding
Combining and comparing Generatint solutions |
|
|
Analytical intelligence
|
Abilities to solve problems
Compare and contrast Judge Evaluate Critcize |
|
|
Creative intelligence
|
Creativity and insight
Ability to invent, discover, suppose, or theorize |
|
|
Practical intelligence
|
Street smarts
Ability to adapt to demand of one environment |
|
|
Linda
|
Broader and deeper than academic
-abilitu to reason, plan, solve, think abstract, comprehend complex ideas, learn quickly, and from experience |
|
|
G vs S
|
Spearman
|
|
|
Experts use
|
Parrallel processing
|
|
|
Primary mental capabilities
|
Thurstine
|
|
|
Triaectic theory
|
Sternberg
|
|
|
Multiple intellegences
|
Gardner
|
|
|
Creative problem solving demands
|
Divergent rsther than convergent
|
|
|
Convergent thinking
|
Limited to current facts
Multiple choice Best solution |
|
|
Divergent thinking
|
Associates freely to elements, limitless
Answering essay prompt |
|
|
Remote associates test
|
Creativity test
|
|
|
Measuring intellegence
|
Stanford binet
Weschler scales |
|
|
Stanforn binet intelligence scale
|
Used in 1905 in french schools for special attention
Scores of mental age and iq |
|
|
Iq
|
Ma / a
|
|
|
Parallel processing
|
Dealing simultaneously with two or more elemants of the problem
|
|
|
The weschler scales
|
Groups test questions into subtests that each measure different intellectual tasks
Ex) vidual, verbal, performance |
|
|
Weschler introduced
|
Deviation IQ
|
|
|
Deviation IQ
|
Individual answrts compared to others in same age group
|
|
|
Weschler graph
|
50% between 90-110
|
|
|
Reliability
|
The consistency of a method of measurement as for example shown by obtaining similar scores on different testing occasions
|
|
|
Validity
|
Extent to which a method of measurment measures what it is supposed to
|
|
|
Steele and aronson
|
Experiment wjth black and white stanford undergraduates
Displayed stereotype vulnerabiliy |
|
|
Dabbs study
|
Males have slight advantage in visualizing distances and coordinates
|
|
|
Janet hyde
|
No gender difference between 7-11 graders
|
|
|
Group differences
|
More variation among individuals within the group than between males and femalea
|
|
|
Novices use
|
Serial processing
|
|
|
Ceci, williams, and barnett say women are jot represented in stem bc
|
Women choose different careers
Males score higher sat scores Woman are penalized woth advancements in moving up for having children |
|
|
Serial processing
|
Handling one element of problem at a time
|
|
|
Mental set
|
The tendancy to respond to a new problem with the same approach that helped solve similar problems
-easier -can mislead |
|
|
Insight
|
In gestalt psychology, a sudden perception of relationships among events of mentally represented that permits a solution AHA!
|
|
|
Insight
|
Aha!
|
|
|
Incubation
|
In problem solving, a process that may sometimes occur when when we stabd back from a frusturating peoblem for a while and solution suddenly appears
|
|
|
Most deficient are
|
Mild
|
|
|
Most deficient are
|
Mild
|
|
|
Down syndrome
|
Moderate
|
|
|
Most deficient are
|
Mild
|
|
|
Down syndrome
|
Moderate
|
|
|
Gifted
|
More than excellence
|
|
|
Most deficient are
|
Mild
|
|
|
Down syndrome
|
Moderate
|
|
|
Gifted
|
More than excellence
|
|
|
Terman
|
Classic longitudinal studies followed geniuses
|
|
|
Most deficient are
|
Mild
|
|
|
Down syndrome
|
Moderate
|
|
|
Gifted
|
More than excellence
|
|
|
Terman
|
Classic longitudinal studies followed geniuses
|
|
|
Mac arthur longitudinal twin study
|
Mz more similar than tz
|
|
|
Most deficient are
|
Mild
|
|
|
Down syndrome
|
Moderate
|
|
|
Gifted
|
More than excellence
|
|
|
Terman
|
Classic longitudinal studies followed geniuses
|
|
|
Mac arthur longitudinal twin study
|
Mz more similar than tz
|
|
|
Hereditary
|
The degree to which the variations jn a trait from one person to another can br attributed to or explainedby genetic factors
|
|
|
Molfese
|
Home environment most important predictor of scores 3-8
|
|
|
Molfese
|
Home environment most important predictor of scores 3-8
|
|
|
Scarr and weinberg
|
Minesota adoption studies suggest genetic influence on intelligence
|
|
|
Complex web of factors that appears to affect intellectual gain
|
Influenced by genetic factors, health, personality, and sociocultural factors
|
|
|
Complex web of factors that appears to affect intellectual gain
|
Influenced by genetic factors, health, personality, and sociocultural factors
|
|
|
Wpearman suggested that intellegent behaviors have a common underlying factor, which he labled _________, and specific factors that account for specific abilities
|
General intellegence
|
|
|
Gardener proposes the existence of ________ intellegences, each of which is based on a different area of the brain
|
Multiple
|
|
|
Sternberg constructed a triangular model of intellegence including analytical, creative, and ________ intellegences
|
Practical
|
|
|
Sternberg constructed a triangular model of intellegence including analytical, creative, and ________ intellegences
|
Practical
|
|
|
_________has beed defined as the ability to do things that are novel and useful
|
Creativity
|
|
|
Sternberg constructed a triangular model of intellegence including analytical, creative, and ________ intellegences
|
Practical
|
|
|
_________has beed defined as the ability to do things that are novel and useful
|
Creativity
|
|
|
Creativity appears to involve _________ thinking, rather than convergent
|
Divergent
|
|
|
Sternberg constructed a triangular model of intellegence including analytical, creative, and ________ intellegences
|
Practical
|
|
|
_________has beed defined as the ability to do things that are novel and useful
|
Creativity
|
|
|
Creativity appears to involve _________ thinking, rather than convergent
|
Divergent
|
|
|
IQ
|
Intellengence quotient
|
|
|
Sternberg constructed a triangular model of intellegence including analytical, creative, and ________ intellegences
|
Practical
|
|
|
_________has beed defined as the ability to do things that are novel and useful
|
Creativity
|
|
|
Creativity appears to involve _________ thinking, rather than convergent
|
Divergent
|
|
|
IQ
|
Intellengence quotient
|
|
|
The ________scales have verbal and performance subtest
|
Weschalt
|
|
|
reasons for overconfidence
|
unaware of how flimsy our assumptions are
focus on examples that support our working memory has limited space, we tend to forget info that runs counter to our judgements sometimes become self fulfilling profecies |
|
|
____________ are mental catagories used to class subjects, relations, or events with common properties
|
concept
|
|
|
a ____________ is an example that best matches the essential features of a catagory
|
prototype
|
|
|
simple concepts are frequently taught by presenting positive and negative ___________
|
exemplars
|
|
|
a____________ is a specific procedure for solving a type of problem
|
algorithm
|
|
|
_________ devices are rule of thumb that serve as short cuts to rapid solutions
|
heuristic
|
|
|
we use the _________ heuristic when we solve a new problem by repferring to a past problem
|
?
|
|
|
a _____ set is the tendancy to respond to a new problem with the same approach that helped solve similar problems
|
mental sets
|
|
|
some problems are solved by rapid "perception of relationships" among the elements of the problem, which is called ____________
|
insight
|
|
|
according to the ___________ heuristic people make judgements about events according to the populations of events that they appear to represent
|
representative heuristic
|
|
|
wasnoe
|
chimp that speaks sign language
|
|
|
semantic
|
having to do with the memory of words and symbols
|
|
|
herbert terrace and steven pinker
|
crtics of the view that apes can learn from language
observer bias |
|
|
language
|
communication of thoughts and feelings by means of symobls that are arranged according to rules of grammer
|
|
|
properties of a true language
|
semanticity, infinite creativity, and displacement
|
|
|
semanticity
|
sounds or signs of a language having meaning
words serve as symbols |
|
|
infinite creativity
|
the capacity to create rather than imitate sentances
|
|
|
displacement
|
the capacity to communicate info about events or objects in another time or place
transmit knowledge |
|
|
language relativity hypothesis
|
Whorf
the view that language structures the way we view the world |
|
|
language development
|
prelinguistic
|
|
|
prelinguistic
|
crying
cooing babbling |
|
|
during what month do babies coo
|
2nd
|
|
|
by what month do children babble
|
5 or 6
|
|
|
first word spoken
|
between 11-15
8-18 is normal |
|
|
holophrases
|
initial utterenaces of children
single words to express complex meaning |
|
|
telegraphic speech
|
end of second year
two word sentences |
|
|
syntax
|
the rules for forming gramatical phrases and sentences in a language
|
|
|
motherese
|
infant directed speach
|
|
|
over regulating
|
application of regular grammatical rules for forming inflections to irregular verbs and nouns
|
|
|
over regulation example
|
mommy sitted down
3-5 years |
|
|
language theorists see language as
|
developing according to laws of learning
refers to concepts of immitation and reinforcement |
|
|
social cognitive perspective
|
parents serve as models
|
|
|
modeling results in
|
initial correct grammer
|
|
|
understanding of grammer results in
|
over regulation
|
|
|
psycholinguistic theory
|
view that learning involves an interaction btween environmental fators and an inborn tendency to acquire language
|
|
|
language acquisition device LAD
|
chomsky
in psycholinguistic thoery, neural prewiring that facilitates the childs learning of grammer allows children to understand and produce original sentences |
|
|
chomsky
|
believed that key to language ability is inborn
innate lad |
|
|
navist theory of language
|
innate factors cause children to tattend to and acquire language in certain ways
|
|
|
innate factors
|
make up childrens nature
|
|
|
lad prepares nevous system to learn
|
grammer
|
|
|
chomsky universal grammer
|
underlying set of rules for turning ideas into sentences
|
|
|
language is the communication of thoughts and feelings by means of symbols that are arranged according to rules of _________
|
grammer
|
|
|
according to the _________ relativity hypothesis, language structures and limits the way we percieve the world
|
language
|
|
|
children babble sounds heard in ___ language
|
all
|
|
|
___________ are one word utternaces that have the meaning of sentences
|
holophrases
|
|
|
childrens use of sentences such as "i standed up" is an example of
|
overregulation
|
|
|
according to ___________ theory , language acquisition involves the interaction of environmental influences and inborn tendency to acquire language
|
psycholinguistic
|
|
|
chomsky refers to the inborn tendancy to develop language as a language _________________ device LAD
|
language acquisition device
|
|
|
thinking involves
|
the understanding and manipulating of info
|
|
|
intellegence is said to be the
|
underlying ability to understand the worlds and cope with its challenges
|
|
|
intelligence
|
makes thinking possible
|
|
|
intelligence allows people to
|
understand complex ideas, reason and solve problems
learn from experience and adapt to environment |
|
|
intelligence ties to
|
school performance and occupational status
|
|
|
thoeires of intelligence
|
fator theories
the thoery of multiple inteligences the triarctic theory of intelligence |
|
|
factor theories argue that
|
intelligence is made up of a number of mental abilities
|
|
|
charles spearman
|
suggested that the behaviors we consider intelligent have a comon underlying factor
|
|
|
factor theoies
|
g and s
|
|
|
g
|
general intelligence
broad reasoning and problem solving abiliteie |
|
|
s
|
specific abilities
individual abilites |
|
|
factor anlysis
|
spearman
statistical technique that researchers use to determine which items on tests seem to be measuring the me things |
|
|
what plays a key role in intellegnce tests
|
g
|
|
|
facotr analysis
|
statistical techinique that allows researchers to determine the relationships among large number of items, such as test items
|
|
|
primary mental abilities according to thrustone
|
visual and spatial abilites
perceptual speed numerical ability verbal meaning memory word fluency deductive reasoning inductive reasoning |
|
|
perceptual speed
|
grasping perceptual details reapidly
similarites and differences between stimuli |
|
|
numerical ability
|
computing numbers
|
|
|
verbal meaning
|
knowing meaning of words
|
|
|
word fluency
|
thinking of words quickly
ryming crosswords |
|
|
deductive reasoining
|
deriving examples of general rules
|
|
|
inductive reasoning
|
infering general rules from exapmles
|
|
|
working memory
|
ability to keep various elemants of a problem in mind at once
|
|
|
thurstone used
|
factor analysis with tests of specific abilities and concluded that spearman had over simplified intelligence
|
|
|
thursones nine specific factors of intelligence
|
primary mental abilities
|
|
|
gardner
|
theory of multiple intelleigences
|
|
|
thrustone
|
primary mental abilities
|
|
|
theory of multiple intelligences
|
gardener
number of intellegences each an intelligence each diff part of brain |
|
|
thoery of multiple intellegences, intellegences
|
language
logical - mathmatical narulist spatial rlations skills body kindesthetic talent intrapersonal skills interpersonal sills existential intelligence musical |
|
|
naturalistic intellligence
|
ability to look at natural events and develop insight into nature and laws that govern their behavior
|
