| Cognition | | Sudden realization; Aha! moment |
| Concepts | | Abstract ideas; collective knowledge of a topic |
| Prototypes | | Ability to learn from experience and use knowledge (not just how much you know) |
| Problem-Solving | | Seeking a single correct answer |
| Insight | | Standardized IQ test assessing vocabulary, spatial reasoning, relationships and similarities between concepts, pattern recognition and abstract reasoning |
| Algorithms | | Perceiving, understanding, managing and using emption appropriately in problem-solving |
| Analogical Problem-Solving | | What one has already learned |
| Heuristics | | How information is presented that can influence how it is perceived |
| Confirmation Bias | | Unconscious mental short-cuts Predisposed built-in cognitive rules that guide our thinking to be more efficient (faster) |
| Belief Perseverance | | Area of the brain specialized for understanding language signals |
| Availability Heuristic | | Placing something/someone into a category based on how much it sounds like it should fit into that group on the surface (stereotyping) |
| Representativeness Heuristic | | Transformation of information or knowledge to arrive at a correct solution |
| Overconfidence | | Approaching problems from conventional, well-practiced, ways (but not always beneficial or correct) |
| Framing | | Making assumptions/conclusions about sets of data or information; not 100% correct solutions every time |
| Fixation | | Allowing an inaccurate sense of confidence in our own knowledge bias our decisions; often causes us NOT to study enough |
| Mental Set | | Averaged (most typical) representations of a category or concept |
| Functional Fixedness | | Systematic set of rules followed to solve a problem |
| Reasoning | | Seeking out, remembering and believing what we already think is true |
| Deductive Reasoning | | Self-confirming concern that you will be judged based on a negative stereotype; creates anxiety in test-taking |
| Inductive Reasoning | | The degree to which genes account for variability in traits For IQ, heritability = 55-75% |
| Convergent Thinking | | Thinking only about specific functions of objects |
| Divergent Thinking | | Rapid pattern/sequence recognition and production; specialized processing of grammatical patterns different from similar problem-solving processes |
| Language | | Allowing for a number of possible solutions; creativity |
| Babbling | | Ability to reason and apply knowledge; efficiency in cognitive processing |
| Receptive Language | | Thinking; Mental processes associated with knowledge, communication, problem-solving and decision-making |
| Wernicke’s Area | | Using the solution of one problem (underlying rules) and applying to a new problem |
| Productive Language | | Cognitive processes of understanding and producing meaningful messages |
| Broca’s Area | | Taking several observations together in order to make generalizations and principles; Moving from specific to general knowledge |
| Intrinsic Syntax / Universal Grammar | | Understanding |
| Intelligence | | Area of the brain specialized for speaking and making language signals |
| Crystallized Intelligence | | Factual accumulation |
| Fluid Intelligence | | Rumination; thinking only in a traditional or habitual way |
| General Intelligence (g) | | Being influenced by whatever information most easily comes to mind; most common or most recent knowledge is most easily activated |
| Gardner’s Multiple Intelligences | | Making specific conclusions from a generalization; Moving from general to specific knowledge |
| Sternberg’s Triarchic (Theory of Intelligence) | | Reliability = consistency; IQ scores show good reliability over time |
| Emotional Intelligence (EQ) | | Several completely independent (uncorrelated) types of cognitive processes and abilities that do not need to correlate; one can excel in some types of intelligence and not in others 8 types: linguistic, logical, musical, spatial, bodily, interpersonal, intrapersonal, naturalistic |
| Achievement | | Ignoring contradictory evidence |
| Aptitude | | Averaging all cognitive processes/abilities and achievements together into ONE factor – all skills would be correlated such that strengths in one area are predictive of strengths in others and across all abilities |
| Intelligence Quotient (IQ) | | Producing |
| Weschler Adult Intelligence Scale (WAIS) | | What one is capable of learning |
| Stereotype Threat | | Early language process of replicating individual sounds |
| Heritability | | Variation within a group = genetic difference; these differences are much greater than any between-group differences in intelligence;Variation between groups = environmental differences |
| Group Differences in Intelligence | | Defines intelligence by 3 areas of application: creative, analytical and practical intelligence |
