Chapter 9 - Language, Thought and Intelligence -

Question 1

language

Answer 1

a system for communicating with others using signals that are combined according to rules of grammar and convey meaning

Question 2

grammar

Answer 2

set of rules that specify how the units of language can be combined to produce meaningful messages

Question 3

phonemes

Answer 3

smallest units of sound that are recognizable as speech rather than random noise

Question 4

phonological rules

Answer 4

indicate how phonemes can be combined to produce speech sounds

Question 5

morphemes

Answer 5

smallest meaningful units of language

Question 6

morphological rules

Answer 6

set of rules that indicate how words can be combined to form words

Question 7

content morphemes

Answer 7

morphemes that refer to things and events (e.g. “cat,” “dog,” “take”)

Question 8

function morphemes

Answer 8

morphemes that serve grammatical functions such as conjunctions, articles, and prepositions (e.g. “and,” “the,” “into”)

Question 9

syntactical rules

Answer 9

rules that indicate how words can be combined to form phrases and sentences

Question 10

deep structure

Answer 10

meaning of a sentence

Question 11

surface structure

Answer 11

how a sentence is worded

Question 12

fast mapping

Answer 12

a phenomenon whereby children can map a word onto an underlying concept after only a single exposure

Question 13

telegraphic speech

Answer 13

speech devoid of function morphemes and consists mostly of content words

Question 14

nativist theory

Answer 14

view that language development is best explained as an innate, biological capacity (Noam Chomsky)

Question 15

genetic dysphasia

Answer 15

a syndrome characterized by an inability to learn the grammatical structure of language despite having otherwise normal intelligence

Question 16

view that although infants are born with the innate ability to acquire language, social interaction also plays a crucial role in language

Answer 16

interactionist approach

Question 17

located in the left frontal cortex; it is involved in the production of sequential patterns in vocal and sign languages

Answer 17

Broca’s area

Question 18

located in the left temporal cortex; it is involved in language comprehension

Answer 18

Wernicke’s area

Question 19

difficulty in producing or comprehending language caused by the damaging of the language centers of the brain (Broca’s & Wernicke’s areas)

Answer 19

aphasia

Question 20

is involved in language processing

Answer 20

right cerebral hemisphere

Question 21

ability to understand

Answer 21

passive mastery

Question 22

ability to speak

Answer 22

active mastery

Question 23

mental representation that groups or categorizes shared features of related objects, events, or other stimuli

Answer 23

concept

Question 24

the theory that members of a category have features that appear to be characteristic of category members but may not be possessed by every member (Eleanor Rosch)

Answer 24

family resemblance

Question 25

the "best" or "most typical member" of a category, possesses most (or all) of the most characteristic features of the category (Rosch); visual cortex involved in forming these

Answer 25

prototype

Question 26

exemplar theory

Answer 26

a theory of categorization that argues that we make category judgments by comparing a new instance with stored memories for other instances of the category; prefrontal cortex and basal ganglia are involved in learning these

Question 27

category-specific deficit

Answer 27

an inability to recognize objects that belong to a particular category although the ability to recognize objects outside the category is undisturbed

Question 28

difficulty in identifying humans

Answer 28

damage to the front part of the left temporal lobe

Question 29

difficulty identifying animals

Answer 29

damage to the lower left temporal lobe

Question 30

difficulty identifying tools

Answer 30

damage to the region where the temporal lobe meets the occipital and parietal lobes

Question 31

rational choice theory

Answer 31

the classical view that we make decisions by determining how likely something is to happen, judging the value of the outcome, and then multiplying the two

Question 32

frequency format hypothesis

Answer 32

the proposal that our minds evolved to notice how frequently things occur, not how likely they are to occur

Question 33

availability bias

Answer 33

the tendency to mistakenly judge items that are more readily available in memory as having occurred more frequently

Question 34

conjunction fallacy

Answer 34

an error that occurs when people think that two events are more likely to occur together than either individual event

Question 35

a mental shortcut that involves making a probability judgment by comparing an object or event to a prototype of the object or event

Answer 35

representative heuristic

Question 36

phenomena that occur when people give different answers to the same problem depending on how the problem is phrased (or framed)

Answer 36

framing effects

Question 37

a framing effect in which people make decisions about a current situation based on what they have previously invested in the situation

Answer 37

sunk-cost fallacy

Question 38

the proposal that people choose to take risks when evaluating potential losses and avoid risks when evaluating potential gains

Answer 38

prospect theory

Question 39

damage to the prefrontal cortex causes

Answer 39

risky decision making

Question 40

the ability to direct one's thinking, adapt to one's circumstances, and learn from one's experiences

Answer 40

intelligence

Question 41

a statistic obtained by dividing a person's mental age by the person's physical age and then multiplying the quotient by 100 (usually administered to children)

Answer 41

ratio IQ

Question 42

a statistic obtained by dividing a person's test score by the average test score of people in the same age group and then multiplying the quotient by 100 (usually administered to adults)

Answer 42

deviation IQ

Question 43

Spearman's theory suggesting that every task requires a combination of a general ability (g) and skills that are specific to the task (s)

Answer 43

two-factor theory of intelligence

Question 44

primary mental abilities

Answer 44

Thurstone's theory that instead of g, there are a few stable and independent mental abilities (word fluency, verbal comprehension, number, space, memory, perceptual speed, reasoning)

Question 45

8 middle-level abilities

Answer 45

According to John Carroll: memory and learning, visual perception, auditory perception, retrieval ability, cognitive speediness, processing speed, crystallized intelligence, fluid intelligence

Question 46

fluid intelligence

Answer 46

the ability to see abstract relationships and draw logical inferences; "processing part"

Question 47

crystallized intelligence

Answer 47

the ability to retain and use knowledge that was acquired through experience; "information" part

Question 48

Robert Sternberg

Answer 48

believes there are 3 kinds of intelligence: analytic intelligence, creative intelligence, practical intelligence

Question 49

prodigy

Answer 49

a person of normal intelligence who has an extraordinary ability

Question 50

savant

Answer 50

person of low intelligence who has an extraordinary ability

Question 51

Howard Gardner

Answer 51

believes there are 8 types of intelligence: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, interpersonal, and naturalistic

Question 52

emotional intelligence

Answer 52

the ability to reason about emotions and to use emotions to enhance reasoning (Mayer and Salovey)

Question 53

shared environment

Answer 53

those environmental factors that are not experienced by all relevant members of a household

Question 54

those environmental factors that are not all experienced by all relevant members of a household

Answer 54

nonshared environment

Question 55

generally stable over time

Answer 55

relative intelligence

Question 56

can change considerably over time; tends to increase across generations

Answer 56

absolute intelligence

Question 57

the average intelligence score has been rising by about .3% every year

Answer 57

Flynn Effect

Question 58

Economic status, education, nutrition, environment (pollution, violence, etc.), stress levels

Answer 58

Factors that can impact intelligence

Question 59

drugs that produce improvements in the psychological processes that underlie intelligent behavior (Ritalin, Adderall, ampakines: Modafinil)

Answer 59

cognitive enhancers