| algorithm | A rule which, if applied appropriately, guarantees a solution to a problem (Module 21)
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| cognitive psychology | The branch of psychology that focuses on the study of cognition (Module 21)
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| concepts | Categorizations of objects, events, or people that share common properties (Module 21)
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| convergent thinking | The ability to produce responses that are based primarily on knowledge and logic (Module 21)
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| creativity | The combining of responses or ideas in novel ways (Module 21)
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| divergent thinking | The ability to generate unusual, yet nonetheless appropriate, responses to problems or questions (Module 21)
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| functional fixedness | The tendency to think of an object only in terms of its typical use (Module 21)
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| heuristic | A cognitive shortcut that may lead to a solution (Module 21)
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| insight | A sudden awareness of the relationships among various elements that had previously appeared to be independent of one another (Module 21)
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| means-ends analysis | Repeated testing for differences between the desired outcome and what currently exists (Module 21)
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| mental images | Representations in the mind that resemble the object or event being represented (Module 21)
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| mental set | The tendency for old patternsof problem solving to persist (Module 21)
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| prototypes | Typical, highly representative examples of a concept (Module 21)
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| thinking | The manipulation of mental representations of information (Module 21)
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| babble | Speechlike but meaningless sounds made by children from the ages of around 3 months through 1 year (Module 22)
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| grammar | The system of rules that determine how our thoughts can be expressed (Module 22)
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| language | The communication of information through symbols arranged according to systematic rules (Module 22)
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| language-acquisition device | A neural system of the brain hypothesized to permit understanding of language (Module 22)
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| learning-theory approach | The theory suggesting that language acquisition follows the principles of reinforcement and conditioning (Module 22)
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| overgeneralization | The phenomenon whereby children apply rules even when the application results in an error (Module 22)
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| phonemes | The smallest basic sound units (Module 22)
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| phonology | The study of the smallest sound units, called phonemes (Module 22)
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| semantics | The rules governing the meaning of words and sentences (Module 22)
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| syntax | The rules that indicate how words and phrases can be combined to form sentences (Module 22)
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| telegraphic speech | Sentences that sound as if they were part of a telegram, in which words not critical to the message are left out (Module 22)
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| universal grammar | Noam Chomsky's theory that all the world's languages share a similar underlying structure (Module 22)
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| achievement test | A test designed to determine a person's level of knowledge in a given subject area (Module 23)
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| aptitude test | A test designed to predict a person's ability in a particular area or line of work (Module 23)
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| semantics | The rules governing the meaning of words and sentences (Module 23)
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| crystallized intelligence | The accumulation of information, skills, and strategies learned through experience and that can be applied in problem-solving situations (Module 23)
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| culture-fair IQ test | A test that does not discriminate against members of any minority group (Module 23)
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| emotional intelligence | The set of skills that underlie the accurate assessment, evaluation, expression, and regulation of emotions (Module 23)
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| fluid intelligence | Intelligence that reflects information processing capabilities, reasoning, and memory (Module 23)
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| g or g-factor | The single, general factor formental ability, assumed to underlie intelligence in some early theories of intelligence (Module 23)
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| heritability | A measure of the degree to which a characteristic is related to genetic, inherited factors (Module 23)
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| intellectually gifted | Two to 4 percent of the population who have IQ scores greater than 130 (Module 23)
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| culture-fair IQ test | A test that does not discriminate against members of any minority group (Module 23)
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| emotional intelligence | The set of skills that underlie the accurate assessment, evaluation, expression, and regulation of emotions (Module 23)
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| intelligence | The capacity to understand the world, think rationally, and use resources effectively when faced with challenges (Module 23)
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| intelligence quotient (IQ) | A score that takes into account an individual's mental and chronological ages (Module 23)
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| intelligence tests | Tests devised to identify a person's level of intelligence (Module 23)
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| mental age | The average age of individuals who achieve a particular level of performance on a test (Module 23)
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| mental retardation | Identified by significantly below-average intellectual functioning accompanied by limitations in at least two areas of adaptive functioning (Module 23)
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| norms | Standards of test performance that permit the comparison of one person's score on the test to the scores of others who have taken the same test (Module 23)
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| practical intelligence | Intelligence related to overall success in living (Module 23)
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| reliability | The concept that tests measure consistently what they are trying to measure (Module 23)
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| validity | The concept that tests actually measure what they are suppose supposed to measure (Module 23)
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