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_________________ are concepts that people form not as a result of the application of strict rules, but as the result

LO 8.2. _________________ are concepts that people form not as a result of the application of strict rules, but as the result of their experiences with concepts in the real world. Super-ordinate concepts Basic level type concepts Formal concepts Natural concepts Prototypes. LO 8.2.

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_________________ are concepts that people form not as a result of the application of strict rules, but as the result

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  1. LO 8.2 _________________ are concepts that people form not as a result of the application of strict rules, but as the result of their experiences with concepts in the real world. Super-ordinate concepts Basic level type concepts Formal concepts Natural concepts Prototypes

  2. LO 8.2 _________________ are concepts that people form not as a result of the application of strict rules, but as the result of their experiences with concepts in the real world. Super-ordinate concepts Basic level type concepts Formal concepts Natural concepts (p. 296) Prototypes

  3. LO 8.3 ____________ is the method of problem solving in which a person uses a “rule of thumb” or a simple rule or principle to solve a problem that they may apply to many situations. • Mechanical solution • Algorithm • Insight • Means-ends analysis • Heuristic

  4. LO 8.3 ____________ is the method of problem solving in which a person uses a “rule of thumb” or a simple rule or principle to solve a problem that they may apply to many situations. • Mechanical solution • Algorithm • Insight • Means-ends analysis • Heuristic (p. 299-300)

  5. LO 8.5 A person is looking for a key to open up a door, but in the process overlooks the fact that there are several other objects (e.g., a pin) that can help to unlock the door. This is an example of ______________________. • functional fixedness • confirmation bias • divergent thinking • convergent thinking • mechanical solution

  6. LO 8.5 A person is looking for a key to open up a door, but in the process overlooks the fact that there are several other objects (e.g., a pin) that can help to unlock the door. This is an example of ______________________. • functional fixedness (p. 303) • confirmation bias • divergent thinking • convergent thinking • mechanical solution

  7. LO 8.3 The process of stimulating divergent thinking that involves starting with a central idea (e.g., animals) and drawing lines to other related ideas (e.g., bird, horse) to form a mental image of the concepts and their connections is called_____________________. • brainstorming • journal • mind mapping • free-writing • creativity

  8. LO 8.3 The process of stimulating divergent thinking that involves starting with a central idea (e.g., animals) and drawing lines to other related ideas (e.g., bird, horse) to form a mental image of the concepts and their connections is called_____________________. • brainstorming • journal • mind mapping (p. 305) • free-writing • creativity

  9. LO 8.8 According to the Stanford-Binet test, the intelligence quotient (IQ) is measured using the equation: • IQ = (mental age/chronological age) *100 • IQ = (mental age) • IQ = (chronological age/mental age) * 100 • IQ = (mental age * chronological age) • IQ = (mental age * chronological age) * 100

  10. LO 8.8 According to the Stanford-Binet test, the intelligence quotient (IQ) is measured using the equation: • IQ = (mental age/chronological age) *100 (p. 306) • IQ = (mental age) • IQ = (chronological age/mental age) * 100 • IQ = (mental age * chronological age) • IQ = (mental age * chronological age) * 100

  11. LO 8.9 ______________ refers to the degree to which a test actually measures what it is supposed to measure. • Reliability • Validity • Standardization • Norms • Consistency

  12. LO 8.9 ______________ refers to the degree to which a test actually measures what it is supposed to measure. • Reliability • Validity (p. 308) • Standardization • Norms • Consistency

  13. LO 8.8 All of the following are potential flaws of intelligence tests EXCEPT: • Cultural bias • Poor validity • Poor reliability • Definitions of what aspects of intelligence are important may vary from test to test • Cannot predict academic performance for those who score at the high and low ends of the normal distribution

  14. LO 8.8 All of the following are potential flaws of intelligence tests EXCEPT: • Cultural bias • Poor validity • Poor reliability • Definitions of what aspects of intelligence are important may vary from test to test • Cannot predict academic performance for those who score at the high and low ends of the normal distribution (p. 308-310)

  15. LO 8.8 At an IQ ranging from 40-55, a person: • can reach a 6th grade skill level and can be capable of living independently with some training. • can reach a 2nd grade skill level and can live and work in supervised environments. • can learn to talk and perform basic self care. • has a very limited ability to learn, and may only be able to perform very simple tasks. • can reach a 9th grade skill level and can learn to live independently on their own without special training.

  16. LO 8.8 At an IQ ranging from 40-55, a person: • can reach a 6th grade skill level and can be capable of living independently with some training. • can reach a 2nd grade skill level and can live and work in supervised environments. (p. 313) • can learn to talk and perform basic self care. • has a very limited ability to learn, and may only be able to perform very simple tasks. • can reach a 9th grade skill level and can learn to live independently on their own without special training.

  17. LO 8.10 All of the following are potential causes of mental retardation EXCEPT: • Fragile X syndrome • Fetal alcohol syndrome • Lack of oxygen at birth • Maternal disease or drug use • Immunizations

  18. LO 8.10 All of the following are potential causes of mental retardation EXCEPT: • Fragile X syndrome • Fetal alcohol syndrome • Lack of oxygen at birth • Maternal disease or drug use • Immunizations (p. 314)

  19. LO 8.12 According to the study by Terman and Olden (1959), successful adults are different from other groups of adults in that ____________. • they have higher IQ scores • they are more persistent in pursuing their goals. • they are more well liked by their peers. • they exhibited more positive mental health. • they showed increased use of drugs that are known to enhance creative abilities.

  20. LO 8.12 According to the study by Terman and Olden (1959), successful adults are different from other groups of adults in that ____________. • they have higher IQ scores • they are more persistent in pursuing their goals. (p. 314) • they are more well liked by their peers. • they exhibited more positive mental health. • they showed increased use of drugs that are known to enhance creative abilities.

  21. LO 8.13 According to Gardner’s multiple intelligence theory, ____________ intelligence consists of the ability to see the “big picture” of the word by asking questions about life, death, and other major issues. • naturalistic • logical/mathematical • interpersonal • intrapersonal • existentialist

  22. LO 8.13 According to Gardner’s multiple intelligence theory, ____________ intelligence consists of the ability to see the “big picture” of the word by asking questions about life, death, and other major issues. • naturalistic • logical/mathematical • interpersonal • intrapersonal • existentialist (p. 318)

  23. LO 8.13 _________________ intelligence refers to the ability to break down problems into their component parts for problem solving. • Practical • Analytical • Creative • “S factor” • “G factor”

  24. LO 8.13 _________________ intelligence refers to the ability to break down problems into their component parts for problem solving. • Practical • Analytical (p. 319) • Creative • “S factor” • “G factor”

  25. LO 8.13 Emotional intelligence consists of all of the following EXCEPT: • Ability to manage one’s own emotions • Empathy, or the ability to feel what others feel • Awareness of one’s own emotions • Ability to motivate oneself • Ability to think logically and problem solve

  26. LO 8.13 Emotional intelligence consists of all of the following EXCEPT: • Ability to manage one’s own emotions • Empathy, or the ability to feel what others feel • Awareness of one’s own emotions • Ability to motivate oneself • Ability to think logically and problem solve (p. 319-320)

  27. LO 8.16 _______________ involves knowing things like how to take turns in a conversation, the use of gestures to emphasize a point, and the different ways that one speaks to different people. • Syntax • Grammar • Pragmatics • Morphemes • Semantics

  28. LO 8.16 _______________ involves knowing things like how to take turns in a conversation, the use of gestures to emphasize a point, and the different ways that one speaks to different people. • Syntax • Grammar • Pragmatics (p. 324) • Morphemes • Semantics

  29. LO 8.17 The cognitive universalism hypothesis suggests: • Concepts influence the development of language. • The development of language is influenced by concepts. • The development of language and concepts are unrelated. • Culture influences both the development of language and concepts in the same direction. • Color names would influence the ability of people to grow up and distinguish between colors.

  30. LO 8.17 The cognitive universalism hypothesis suggests: • Concepts influence the development of language. (p. 325) • The development of language is influenced by concepts. • The development of language and concepts are unrelated. • Culture influences both the development of language and concepts in the same direction. • Color names would influence the ability of people to grow up and distinguish between colors.

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