Psychology ch. 8
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Psychology ch. 8 - Leaderboard
Psychology ch. 8 - Details
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| 🇬🇧 | 🇬🇧 |
| Thinking | Any mental activity or processing of information including learning, remembering, perceiving, communicating, believing and deciding |
| Cognitive economy | Allows us to simplify what we attend to and keep the information we need for decision making to a manageable minimum |
| Thin slicing | Our ability to extract useful information from small bits of behaviour |
| Cognitive bias | Systematic error in thinking |
| Representative heuristic | Heuristic that involves judging the probability of an event by its superficial similarity to a prototype |
| Base rate | How common a characteristic or behaviour is in the general population |
| Availability heuristic | Heuristic that involves estimating the likelihood of an occurrence based on the ease with which it comes to our minds |
| Hindsight bias | Our tendency to over-estimate how well we could have predicted something after it has already occurred |
| Top-down processing | Filling in the gaps of missing information using our experience and background knowledge |
| Bottom-up processing | Constructing meaning from something by slowly building up understanding through experience |
| Concepts | Our knowledge and ideas about a set of objects, actions, and characteristics that share core properties |
| Decision making | The process of selecting among a set of possible alternative |
| Framing | The way a question is formulated can influence the decisions people make |
| Neuro-economics | Researches that are interested in how the brain works while making financial decisions |
| Problem solving | Generating a cognitive strategy to accomplish a goal |
| Algorithms | Step-by-step learned procedure used to solve a problem |
| Salience | How attention-grabbing something is |
| Mental set | Phenomenon of becoming stuck in a specific problem-solving strategy, inhibiting our ability to generate alternatives |
| Functional fixedness | Difficulty conceptualising that an object typically used for one purpose can be used for another |
| What are the obstacles to problem solving? | Salience, mental sets, and functional fixedness |
| Embodiment models | Our knowledge is organised and accessed in a manner that enables us to stimulate our actual experiences |
| Language | Largely arbitrary system of communication that combines symbols in rule-based ways to create meaning |
| What are the four levels of analysis to study language? | Phonemes, morphemes, syntax, and extralinguistic information |
| Phonemes | Category of sounds our vocal apparatus produces |
| Morphemes | The smallest meaningful unit of speech |
| Semantics | Meaning derived from words and sentences |
| Syntax | Grammatical rules that govern how words are composed into meaningful strings |
| Morphological markers | Morphemes |
| Extralinguistic information | Elements of communication that aren't part of the content of language but are critical to interpreting its meaning |
| Sensitive period | An interval during which people are more receptive to learning and can acquire new knowledge more easily |
| Metalinguistic | Awareness of how language is structures and used |
| Generative | Allowing an infinite number of unique sentences to be created by combining words in novel ways |
| Nativist | Account of language acquisition that suggests children are born with some basic knowledge of how language works |
| Language acquisition device | Hypothetical organ in the brain in which nativists believe knowledge of syntax resides |
| Social pragmatics | Account of language acquisition which proposes that children infer what words and sentences mean from context and social interactions |
| General cognitive processing | Proposes that children's ability to learn language results from general skills children apply across a variety of activities |
| Linguisitic determinism | View that all thought is represented verbally and that, as a result, our language defines our thinking |
| Linguistic relativity | View that characteristics of language shape our thought processes |
| Whole word recognition | Reading strategy that involves identifying common words based on their appearance without having to sound them out |
| Phonetic decomposition | Reading strategy that involves sounding out words by drawing correspondences between printed letters and sounds |