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| 5538285632 | Concept | A mental grouping of similar objects, events, ideas, and people | 0 | |
| 5538285633 | Cognition | The mental activities associated with thinking, knowing, remembering, and communicating | 1 | |
| 5538285634 | 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 | 2 | |
| 5538285635 | Algorithm | A methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually speedier--but is more error-prone | 3 | |
| 5538285636 | Heuristic | A simple thinking strategy that often allows us to make judgments and solve problems efficiently, usually speedier but also more error-prone than algorithms | 4 | |
| 5538285637 | Insight | A sudden realization of a problem's solution; contrast with strategy based solutions | 5 | |
| 5538285638 | Confirmation bias | A tendency to search for information that supports our pre-conceptions and ignore or distort contradictory evidence | 6 | |
| 5538288839 | Fixation | such as mental set, may prevent us from taking the fresh perspective that would lead to a solution | 7 | |
| 5538285639 | Mental set | A tendency to approach a problem in one particular way, often a way that has been successful in the past | 8 | |
| 5538285640 | Intuition | An effortless immediate, automatic feeling or thought, as contrasted with explicit conscious reasoning | 9 | |
| 5538285641 | Availability heuristic | Estimating the likelihood of events based on their availability in memory; if instances come readily to mind we presume such events are common distort judgement we reason emotionally and neglect probabilities we overfill and under think | 10 | |
| 5538285642 | Overconfidence | The tendency to be more confident than correct--to overestimate the accuracy of our beliefs and judgments | 11 | |
| 5538323631 | planning fallacy | people overestimate their performance | 12 | |
| 5538285643 | Belief perseverance | Clinging to one's initial conceptions after the basis on which they were formed has been discredited ignore evidence that proves us wrong | 13 | |
| 5538285644 | Framing | The way an issue is posed; how an issue is framed can significantly affect decisions and judgments | 14 | |
| 5538349527 | Intuition | usually adaptive, enabling quick reactions analysis "frozen into habit" implicit knowledge flows from unconscious processing | 15 | |
| 5538285645 | Creativity | The ability to produce novel and valuable ideas supported by aptitude (ability to learn), intelligence, working memory | 16 | |
| 5538285646 | Convergent thinking | Narrows the available problem solutions to determine the single best solution (SAT) | 17 | |
| 5538285647 | Divergent thinking | Expands the number of possible problem solutions (creativity tests) | 18 | |
| 5538285648 | Imaginative thinking | Cartoonists often display creativity as they see things in new ways or make unusual connections | 19 | |
| 5538285649 | Language | Our spoken and written or signed words and the ways we combine them to communicate meaning complexity built from simplicity | 20 | |
| 5538285650 | Phoneme | In a language, the smallest distinctive sound unit | 21 | |
| 5538285651 | Morpheme | In a language, the smallest unit that carries meaning. may be a word or part of a word | 22 | |
| 5538285652 | Grammar | In a language, a system of rules of that enables us to communicate with and understand each other. | 23 | |
| 5539084677 | Linguist Noam Chomsky | All languages share some basic elements, which he called universal grammar | 24 | |
| 5539100981 | Receptive language | infant ability to understand what is said to them begins around 4 months, when they start to recognize differences in speech sounds | 25 | |
| 5539108797 | productive language | infant ability to produce words begins around 10 months, when babbling starts to resemble the household language | 26 | |
| 5539090086 | Behaviorist BF Skinner | we can explain the wide diversity of languages with familiar learning principles, such as association, imitation, and reinforcement | 27 | |
| 5538285653 | Semantics | The set of rules for deriving meaning from sounds | 28 | |
| 5538285654 | Syntax | the set of rules for combining words into grammatically sensible sentences | 29 | |
| 5538285655 | Babbling stage | Beginning at about four months the stage of speech development in which the infant spontaneously utters various sounds at first unrelated to the household language | 30 | |
| 5538285656 | One-word stage | The stage and speech development from about age 1 to 2 during which a child speaks mostly in single words often nouns that label objects or people | 31 | |
| 5538285657 | Two-word stage | Beginning about age 2 or 18 months, the stage in speech development during which a child speaks mostly in two-word statements word learning explodes about a word a day | 32 | |
| 5538285658 | Telegraphic speech | -Early speech stage in which a child speaks like a telegram. -Using mostly nouns and verbs -speech follows rules of syntax and arrange words in sensible order | 33 | |
| 5538285659 | Aphasia | Impairment of language, usually caused by left hemisphere damage either to broca's area(impairing speaking) or wernicke's area(impairing understanding) | 34 | |
| 5538285660 | Broca's area | Controls language expression--an area of the frontal lobe usually in the left hemisphere, that directs the muscle movements involved in speech | 35 | |
| 5538285661 | Wernicke's area | Controls language reception--a brain area involved in language comprehension and expression; usually in the left temporal lobe impairs understanding | 36 | |
| 5538285662 | Linguistic determinism | Warf's hypothesis that language determines the way we think Warf's hypothesis is too extreme: Words influence but do not determine thinking | 37 | |
| 5538285663 | Intelligence | Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations Has been defined as whatever intelligence tests measure Socially constructed concept: It is the qualities that enable success in one's own time and culture | 38 | |
| 5538285664 | General Intelligence | A general intelligence factor that, according to Spearmen and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test Work involved factor in factor analysis, a statistical procedure that identifies clusters of related items | 39 | |
| 5539252385 | Gardener's 8 Intelligences | Linguistic Logical-Mathematical Musical Spatial Bodily Kinesthetic Interpersonal Interpersonal Naturalist | 40 | |
| 5538285665 | Savant syndrome | A condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as computation or drawing. | 41 | |
| 5538285666 | Emotional intelligence | The ability to perceive,understand, manage, and use emotions | 42 | |
| 5539299721 | Perceiving emotions | recognizing them and how they may change and blend | 43 | |
| 5539302536 | Understanding emotions | predicting them and how they may change and blend | 44 | |
| 5539307077 | Managing emotions | knowing how to express them in varied situations | 45 | |
| 5539310298 | Using emotions | to enable adaptive or creative thinking | 46 | |
| 5539279416 | Analytical intelligence | school smarts traditional academic problem solving | 47 | |
| 5539283005 | Creative Intelligence | trailblazing smarts ability to generate novel ideas | 48 | |
| 5539287487 | Practical Intelligence | Street smarts skill at handling everyday tasks | 49 | |
| 5538285667 | Intelligence test | A method for assessing an individuals mental aptitudes and comparing them with those of others, using numerical scores | 50 | |
| 5538285668 | Aptitude test | A test designed to predict a person's future performance; aptitude is the capacity to learn | 51 | |
| 5538285669 | Achievement test | A test designed to assess what a person has learned | 52 | |
| 5538285670 | Mental age | A measure of intelligence test performance devised by Binet; The chronological age that most typically corresponds to a given level of performance. | 53 | |
| 5538285671 | Stanford-Binet | The widely used American revision of binet's original intelligence test | 54 | |
| 5538285672 | Intelligence quotient | Defined originally as a ratio of mental age to Chronological age multiplied by 100 | 55 | |
| 5538285673 | Wechsler adult intelligence scale (WAIS) | The most widely used intelligence test. contains verbal and performance subtests | 56 | |
| 5538285674 | Standardization | Defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group | 57 | |
| 5538285675 | Normal curve | The bell shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the Extremes | 58 | |
| 5538285676 | Reliability | The extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on retesting | 59 | |
| 5538285677 | validity | The extent to which a test measures or predicts what it is supposed to | 60 | |
| 5538285678 | Content validity | The extent to which a test samples the behavior that is of interest | 61 | |
| 5538285679 | Predictive validity | The success which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior | 62 | |
| 5538285680 | Crystallized intelligence | Our accumulated knowledge and verbal skills; tends to increase with age | 63 | |
| 5538285681 | Fluid intelligence | Our ability to reason speedily and abstractly; tends to decrease during late adulthood | 64 | |
| 5539339904 | Longitudinal studies | restudying the same group at different times across their life span | 65 | |
| 5539344006 | cross-sectional studies | comparing members of different age groups at the same time | 66 | |
| 5539352795 | Before age 3 | casual observation and intelligence tests only modestly predict future aptitudes | 67 | |
| 5539357434 | By age 4 | Intelligence test performance begins to predict adolescent and adult scores | 68 | |
| 5539362407 | By age 11 | Remarkable stability of aptitude scores | 69 | |
| 5538285682 | Intellectual disability | A condition of limited mental ability, indicated by an intelligence test score of 70 or below and difficulty in adapting to the demands of life | 70 | |
| 5538285683 | Down syndrome | A condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21 | 71 | |
| 5538285684 | Heritability | The proportion of variation among individuals that we can attribute to genes. The heritability of a trait may vary, depending on the range of populations and environment studied. | 72 | |
| 5538285685 | Stereotype threat | A self- confirming concern that one will be evaluated based on a negative stereotype | 73 | |
| 5538285686 | What are the functions of concepts | To simplify and order the world around us | 74 | |
| 5538285687 | What are the structural components of language | Phonemes, morphemes, grammar, semantics, syntax | 75 | |
| 5538285688 | How do you gardner's and sternberg's theories of multiple intelligences differ? | Savant syndrome seems to support gardner's view that we have multiple intelligences. He proposed eight independent intelligences: Linguistic, logical, mathematical, musical, spatial, body-kinesthetic, intra-personal, interpersonal, and naturalist. Sternberg's triarchic theory proposes three intelligence areas that predict real-world skills: analytical, creative, and practical | 76 | |
| 5538285689 | How and why do the genders differ in mental ability score? | Girls are better spellers, more verbally fluent, better at locating objects, better at detecting emotions, and more sensitive to touch, taste, and color. Boys outperform girls at spatial ability and related mathematics | 77 | |
| 5538285690 | How and why do racial and ethnic groups differ in mental ability scores? | The evidence suggests that environmental differences are largely, perhaps entirely, responsible for these group differences | 78 |
