Is the tendency to search for and use information that supports our ideas rather than refutes them?

The way in which information is processed and manipulated in remembering, thinking, and knowing.

A scientific field that focuses on creating machines capable of performing activities that require intelligence when they are done by people.

Approaches that sought to explain observable behavior by investigating mental processes and structures that we cannot directly observe.

The mental process of manipulating information mentally by forming concepts, solving problems, making decisions, and reflecting critically or creatively.

A mental category that is used to group objects, events, and characteristics - allow us to generalize, allow us to associate experiences and objects, aid memory by making it more efficient each time we come across a new piece of information, provide clues about how to react to a particular object or experience.

A model emphasizing that when people evaluate whether a given item reflects a certain concept, they compare the item with the most typical item(s) in that category and look for a "family resemblance with that item's properties.

The mental process of finding an appropriate way to attain a goal when the goal is not readily available. Problem-solving consists of four steps in psychological research - find and frame problems, develop good problem-solving strategies, evaluate solutions, rethink and redefine problems and solutions over time.

Intermediate goals or intermediate problems that put us in a better position for reaching the final goal or solution.

Strategies - including formulas, instructions, and the testing of all possible solutions - that guarantee a solution to a problem.

Shortcut strategies or guidelines that suggest a solution to a problem but do not guarantee an answer.

Using a prior strategy and failing to look at a problem from a fresh new perspective.

Failing to solve a problem as a result of fixation on a thing's usual functions.

The mental activity of transforming information to reach conclusions.

Reasoning from specific observations to make generalizations.

Reasoning from a general case that is known to be true to a specific instance - the drawing of general conclusions based on specific facts.

The mental activity of evaluating alternatives and choosing among them.

Systems of Reasoning and Decision Making - Automatic (System 1)

Processing that is rapid, heuristic, and intuitive. Following hunches or gut feelings about a particular decision or problem.

Systems of Reasoning and Decision Making - Controlled(System 2)

Processing that is slower, effortful, and analytical. If involves conscious reflection about an issue.

Knowing that something feels right even if the reason why is unknown.

The tendency to search for and use information that supports our ideas rather than refutes them.

The tendency to report falsely, after the fact, that we accurately predicted an outcome.

A prediction about the probability of an event based on the ease of recalling or imagining similar events.

The tendency to ignore information about general principles in favor of very specific but vivid information.

Representativeness Heuristic

The tendency to make judgments about group membership based on physical appearances or the match between a person and one's stereotype of a group rather than on available base rate information.

Thinking reflectively and productively and evaluating the evidence.

The state of being alert and mentally present for one's everyday activities.

The state of being receptive to other ways of looking at things.

The ability to think about something in novel and unusual ways and to devise unconventional solutions to problems.

Thinking that produces many solutions to the same problem.

Thinking that produces the single best solution to a problem.

Characteristics of creative thinkers

Flexibility and playful thinking, Inner motivation, Willingness to face risk, Objective evaluation of work.

All-purpose ability to do well on cognitive tasks, to solve problems, and to learn from experience.

The extent to which a test measures what it is intended to measure. (Does the test measure what is purports to measure?)

The extent to which a test yields a consistent, reproducible measure of performance. (Is test performance consistent?)

The development of uniform procedures for administering and scoring a test, and the creation of norms (performance standards) for the test. (Are uniform procedures for administering and scoring the test used?)

An individual's level of mental development relative to that of others.

French scientist who constructed the first intelligence test in 1904.

Intelligence Quotient (IQ)

An individual's mental age divided by chronological age multiplied by 100. (IQ=(MA/CA) x 100)

A symmetrical, bell-shaped curve, with a majority of the scores falling in the middle of the possible range and few scores appearing toward the extremes of the range.

Intelligence tests that are intended to be culturally unbiased.

An organism's genetic material

The actual characteristics an organism possesses.

The proportion of observable differences in a group that can be explained by differences in the genes of the group's members.

The effect of education on intelligence that is evident by the rapid rise in scores on IQ tests.

Possessing high intelligence (an IQ of 130 or higher) and/or superior talent in a particular area.

A condition of limited mental ability in which an individual has a low IQ, usually below 70 on a traditional intelligence test, and has difficulty adapting to everyday life.

Organic Intellectual Disability

Disability which is caused by a genetic disorder or brain damage.

Cultural-familial Intellectual Disability

Disability due to a mental deficit with no identifiable evidence of organic brain damage.

Conceptual Skills - Literacy and understanding of numbers, money, and timeSocial Skills - Interpersonal skills, responsibility, self-esteem, and ability to follow rules and obey

Practical Skills - Activities of daily living such as personal care, occupational skills, health care, travel/transportation, and use of the telephone.

The ability to perceive emotions in ourselves and others accurately.

Triarchic theory of intelligence

Sternberg's theory that intelligence comes in three forms: analytical, creative, and practical.

Analytical Intelligence (Sternberg)

The ability to analyze, judge, evaluate, compare, and contrast.

Creative Intelligence (Sternberg)

The ability to create, design, invent, originate, and imagine.

The ability to use, apply, implement, and put ideas into practice.

Howard Gardner's Nine Types of Intelligence (frames of mind)

Verbal, Mathematical, Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist, Existentialist

Verbal Intelligence (Gardner)

The ability to think in words and use language to express meaning. (author, journalist, speaker)

Mathematical Intelligence (Gardner)

The ability to carry out mathematical operations. (scientist, engineer, accountant)

Spatial Intelligence (Gardner)

The ability to think three-dimensionally. (architect, artist, sailor)

Bodily-kinesthetic Intelligence (Gardner)

The ability to manipulate objects and to be physically adept. (surgeon, craftperson, dancer, athlete)

Musical Intelligence (Gardner)

The ability to be sensitive to pitch, melody, rhythm, and tone. (composer, musician)

Interpersonal Intelligence (Gardner)

The ability to understand and interact effectively with others. (teacher, mental health professional)

Intrapersonal Intelligence (Gardner)

The ability to understand oneself. (theologian, psychologist)

Naturalist Intelligence (Gardner)

The ability to observe patterns in nature and understand natural and human-made systems. (farmer, botanist, ecologist, landscaper)

Existentialist Intelligence (Gardner)

The ability to grapple with the big questions of human existence, such as the meaning of life and death, with special sensitivity to issues of spirituality. (philosopher)

A form of communication-whether spoken, written, or signed-that is based on a system of symbols.

The ability of language to produce an endless number of meaningful sentenced.

A language's sound system.

The basic sounds of language.

A language's rules for word formation.

A language's rules for combining words to form acceptable phrases and sentences.

The meaning of words and sentences in a particular language.

The useful character of language and the ability of language to communicate even more meaning than is said.

Linguistic Relativity Hypothesis (Benjamin Whorf)

A view which says language determines the way we think.

Babbling (4-6 months), Single words (10-13 months, Two-word statements (18-24 months)

Individual's interpretations of the events in their lives as harmful, threatening, or challenging and their determinations of whether they have the resources to cope effectively with the events.

Managing taxing circumstances, expending effort to solve life's problems, and seeking to master or reduce stress. (primary appraisal - secondary appraisal)

Interpretation of whether an event involves harm or loss that has already occurred, a threat of some future danger, or a challenge to be overcome.

An evaluation of available resources to determine how effectively they can be used to cope with an event.

Regulating's one feelings about an experience by reinterpreting that experience or thinking about it in a different way or from a different angle.

Looking at a stressful life event in a particular way, focusing on the good that has arisen in one's life as a result.