| Term | Definition |
|---|
| Charles Spearman | "g-factor" general intelligence |
| Howard Gardner | multiple intelligences. 1. Linguistic, 2. Logical-mathematical 3. Musical 4. Spatial 5. Bodily-kinesthetic 6. Intrapersonal (self) 7. Interpersonal (other people) 8. Naturalist |
| Robert Sternberg | "triarchic theory of intelligence" – analytical, creative & practical |
| Emotional intelligence | Ability to perceive, understand and manage emotions |
| Aptitude tests | what your potential. IQ, Asvab, Reflex |
| Achievement tests | how much you've learned AP, SAT, Classroom tests. |
| Binet and Terman's tests | designed to identify children who might have difficulty in school. mental age/chronological age X 100 (10 year-old with mental age of 12 year-old scores 120). measured reasoning skills. best measure for younger children |
| WAIS | (Wechsler Adult Intelligence Scale) Verbal & performance scores. Most widely used intelligence test today |
| WISC | (Wechsler Intelligence Scale for Children) Verbal & performance scores. Most widely used intelligence test today |
| Factor analysis | Identifies clusters of closely related test items |
| Standardized tests | IQ scores form a Normal curve, with a score of 100 as the mean and a 15pt standard deviation |
| Reliability | The extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternate forms of the test, or on retesting. |
| Validity | do scores measure what they are intended to measure? |
| Predictive validity | does the test accurately predict the behavior it is designed to predict? |
| Content validity | does the test measure the content of interest? |
| Savant syndrome | condition in which a person otherwise limited in mental ability has an exceptional specific skill |
| Downs Syndrome | extra #21 chromosome |
| Mental retardation | typically have intelligence scores below 70; can range from mild to profound |
| When people are creative | They have a wide base of knowledge about the subject. They have imaginative thinking skills. They have an adventuresome personality. ****They are intrinsically motivated (extrinsic motivators make people less creative!) |
| Crystallized Intelligence | the ability to use skills, knowledge, and experience |
| Fluid Intelligence | the ability to solve new problems. It is the ability to draw inferences and understand the relationships of various concepts, independent of acquired knowledge |
| Emotional Intelligence | 1. Perceive emotions: tell what others are feeling 2. Understand emotions recognizing, predicting emotions, how they blend together. (anger+love=jealousy) 3. Regulating emotion: ability to keep emotions in check, Keep from melting down, getting anxious, angry; using emotions in a productive, self-helping way. |
| Verbal/Linguistic Intelligence | Person who loves to play with language, good at remembering names, places, dates, and similar. Learn through language |
| Logical/Mathematical Intelligence | Learner likes to figure things out by asking questions, exploring, and doing some experimenting. Good at math, classifying, categorizing, and working out relationship abstractions. |
| Visual/Spatial | Person who enjoys drawing, designing, and looking at pictures, slides, videos, and films |
| Music/Rhythmic | Hummer of tunes, singer of songs, probably plays an instrument, is always listening to music. Person excels at remembering melody, noticing the rhythms of life, and keeps perfect time. |
| Body/Kinesthetic | Person in motion; touching while talking, and using the body to express ideas. Learning has a kinetic component; interacting with space in some way so as to process, and remember, the new informatoin through the body. |
| Interpersonal | The joiner; always with a group of people and talking with friends. Leading others, organizing, mediating, communicating and understanding people and how to work well with them. |
| Intrapersonal | Person does better alone; purusing self defined interests. Excels at 'knowing' himself, follows instincts with confidence, and is an original. new information is absorbed best when the projects are individual, self-paced, and singularly organized. |
| Algorithm | A methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually speedier-but also more error-prone-use of heuristics |
| 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. |
| Insight | A sudden and often novel realization of the solution to a program; it contracts with strategy-based solutions |
| Confirmation bias | a tendency to search for information that confirms one's preconceptions |
| Prototype | A mental image or best example of a category. Matching new items to the prototype provides a quick and easy method for including items in a category (as when comparing feathered creatures to a proto-typical bird, such as a robin). |
| Functional fixedness | The tendency to think of things only in terms of their usual functions; an impediment to problem solving. |
| Representativeness heuristic | Judging the likelihood of things in terms of how well they seem to represent, or match, particular prototypes; may lead one to ignore other relevant information. |
| Availability heuristic | Estimating the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of their vividness), we presume such events are common. |
| Framing | The way an issue is posed; how an issue is framed can significantly affect decisions and judgments |
| Analytical intelligence | Assessed by intelligence tests, which present well-defined problems having a single right answer. Such tests predict school grades reasonably well but predict vocational success more modestly. |
| Creative intelligence | Demonstrated in reading adaptively to novel situations and generating novel ideas. |
| Practical intelligence | Required for everyday tasks, which may be ill-defined, with multiple solutions. Managerial intelligence, skills at writing effective memos, motivating people, delegating tasks and responsibilities, reading people |
| General intelligence (G) | A general intelligence factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test. |
| 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 environments studied. |
| Identical twins reared together | Highest similarity of intelligence scores out of twins and siblings |
| Identical twins reared apart (shows some environmental effect) | Second highest similarity of intelligence scores out of twins and siblings. |
| Fraternal twins reared together (shows genetic effects) | 3rd highest similarity of intelligence scores out of twins and siblings. |
| Siblings reared together | 4th highest similarity of intelligence scores out of twins and siblings. |
| Unrelated individuals reared together | 5th highest similarity of intelligence scores out of twins and siblings. |
| Head start program | Children quality program, offering individual attention, increases children's school readiness. But aptitude benefits dissipate over time (reminding us that life experience after the program matters too). |
| intelligence test bias | test-takers expectations, stereotype threat, content validity - on whether it predicts future behavior only for some groups of test-takers, if the test detects performance differences caused by cultural experiences |
| Variation | How similar or diverse the scores are |
| Range | The difference between the highest and lowest scores in a distribution |
| Standard deviation | a computed measure of how much scores vary around the mean score |
| Normal curve | A symmetrical, bell-shaped curve that describes the distribution of many types of data; most scores fall near the mean (68 percent fall within one standard deviation of it) and fewer and fewer near the extremes. |
| Correlation coefficient | A statistical measure of the extent to which two factors vary together, and thus of how well either factor predicts the other. Its marked with "r" |
| Statistical significance | How likely it is that an obtained result occured by chance. It does not indicate the importance of the result. |
| Central Tendency | Mode (frequently occurring score of scores), mean (arithmetic average), median (the middle score. |
| Positively skewed distribution | Hump is to the left |
| Negatively skewed distribution | Hump is to the right |
| Variance | The mean of all squared deviations from the mean |
| How to calculate standard deviation | Extract the square root of the variance. If the variance is 16 the SD is 4 |
| 68% | Percentage within 1 standard deviation |
| 95% | Percentage within 2 standard deviations |
| 99.7% | Percentage within 3 standard deviations. |
| Behaviorism | based on the proposition that all things which organisms do — including acting, thinking and feeling—can and should be regarded as behaviors |
| Socio-cultural Psychology | field of psychology which assumes the idea that culture and mind are inseparable, thus there are no universal laws for how the mind works and that psychological theories grounded in one culture are likely to be limited in applicability when applied to a different cultur |
| Myelin Sheath | a layer of fatty tissue segmentally encasing the fibers of many neurons, vastly greater transmission speed of neural impulses |
| Agonist (neurotransmitter) | excites neurons & increases firing by mimicking a neurotransmitter or blocking reuptake |
| Parkinson's Disease | caused by dopamine deficits in the brain (movement circuit). degenerative disorder of the central nervous system that often impairs the sufferer's motor skills and speech |
| Color constancy | the tendency for a color to look the same under widely different viewing conditions |
| Accommodation | the process by which the eye's lens changes shape to focus neat or far objects on the retina |
| Sensory interaction | the principle that one sense may influence another, as when the smell of food influences its taste |
| Gestalt | The experience that comes from orgainizing bits and pieces of information into meaningful wholes |
| Perceptual constancy | perceiving objects as unchanging (having consistent lightness, colour, shape and size) even as illumination and retinal images change |
| Sensory deprivation | the deliberate reduction or removal of stimuli from one or more of the senses |
| Classical conditioning | when an animal or person learns to associate a stimulus with a reinforcement or aversion |
| extinction | a conditioning process in which the reinforcer is removed and a conditioned response becomes independent of the conditioned stimulus |
| Schedules of reinforcement | the rule for determining when and how often reinforcers will continue; Four types of schedules: fixed ratio, variable ratio, fixed interval, and variable interval; interval means over a time and ratio means an act; partial reinforcement is on a variable schedule whereas continuous reinforcement is on a fixed schedule; variable schedules are more effective in learning |
| Bandura theory of social learning | People learn through observing others' behavior, attitudes, and outcomes of those behaviors. (Bobo doll) |
| Episodic memory | Part of explicit/declarative memory that stores memories of personally experienced events; a mental diary of a person's life |
| Implicit memory | memory retrieval in which there is no awareness of remembering at the time of retrieval |
| Proactive interference | An item is interfered with by information you have previously learned |
| retroactive interference | the disruptive effect of new learning on the recall of old information |
| Chomsky's theory of language | children have innate, language-specific abilities that facilitate and constrain language learning |
| Linguistic relativity | The hypothesis that the language a person speaks is related to his or her thoughts and perceptions |
| Catharsis hypothesis | releasing aggressive energy relieves aggressive urges |
| Insulin | a hormone that lowers the blood glucose level |
| glucose | immediate energy food |
| hunger | drive to maintain an adeqate supply of fuel for the body. *body needs glucose (energy |
| Sleep Stage 1 | relaxation, feeling of falling; Light sleep – easy to awaken, hypnagogic jerks, Theta waves |
| Sleep Stage 2 | sleep spindles; Slightly deeper sleep |
| Sleep Stage 3 | deeper sleep; Delta waves |
| Sleep Stage 4 | sleepwalking, sleep talking, wetting the bed, deepest sleep, night terrors Delta waves; |
| REM | describes sleep in which vivid dreams typically occur; this type of sleep increases as the night progresses while stage 4 sleep decreases. memory consolidation |
Combine with other sets
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