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Information Processing Model
Compares the mind to a computer, involving encoding, storing, retaining, and retrieving information.
Attention
Mechanism restricting information processing, requiring selective or divided attention.
Levels-of-Processing Model
Memory depends on how deeply information is processed during encoding, involving shallow, semantic, and deep processing.
Three-Stage Model
Describes sensory memory, short-term memory (STM), and long-term memory in memory systems characterized by time frames.
Short-Term Memory (STM)
Holds limited information for about 30 seconds, involving chunks and Alan Baddeley's working memory model.
Long-Term Memory (LTM)
Relatively permanent memory system with explicit and implicit memory, involving procedural memories and prospective memory.
Organization of Memories
Includes hierarchies, prototypes, schemas, and connectionism in memory organization.
Biology of Long-Term Memory
Involves long-term potentiation, flashbulb memory, and brain regions like the hippocampus in memory processes.
Retrieving Memories
Process of getting information out of memory storage, involving multiple-choice questions, fill-in questions, and retrieval cues.
Cues and Interference
Tip-of-the-tongue phenomenon, proactive and retroactive interference, and misinformation effect in memory retrieval.
Language
System of spoken, written, or signed symbols enabling communication, involving phonemes, morphemes, and grammar rules.
Language Acquisition Stages
Babbling, holophrase, telegraphic speech, and overgeneralization in language development.
Theories of Language Acquisition
Noam Chomsky's universal grammar theory and the language acquisition device.
Thinking
Involves metacognition, problem-solving strategies like algorithms, insight, and reasoning types.
Obstacles to Problem Solving
Fixation, functional fixedness, and biases like confirmation bias and belief perseverance.
Creativity
Ability to think in new ways, involving convergent and divergent thinking, brainstorming, and biases like hindsight bias.
Standardization and Norms
Psychometricians, constructs, and the process of standardizing tests for uniform administration and scoring.
Norms
Scores established from a representative sample used as a standard for assessing subsequent test takers' performances.
Reliability
Ensures consistent scores regardless of test conditions; assessed through test-retest, split-half, alternate form, and interrater reliability methods.
Validity
The extent to which a test accurately measures what it is supposed to measure or predict.
Performance Test
Test where the taker knows what to do in response to questions or tasks.
Observational Test
Assesses typical behavior in a specific context rather than specific tasks.
Self-Report Test
Test where individuals provide information about themselves.
General Mental Ability
Crucial for scholastic performance and cognitively demanding tasks.
Interests
Influence reactions and satisfaction with situations.
Personality
Consistency in behavior across various situations.
Aptitude Tests
Predict future performance; Achievement tests assess current knowledge.
Ethics in Testing
Tests should be developed and used ethically to avoid misuse.
Intelligence
Aggregate capacity to act purposefully, think rationally, and deal effectively with the environment.
Reification
Treating a construct as a tangible object.
Adaptive Behavior
Expressed in conceptual, social, and practical skills.
Factor Analysis
Identifies closely related clusters of factors among groups of items.
Multiple Intelligences
Howard Gardner's theory proposing various types of intelligence beyond traditional measures.
Emotional Intelligence
Ability to perceive, express, understand, and regulate emotions.
Creativity
Ability to generate original, novel, and useful ideas and solutions.
Heritability
Proportion of variation in a population resulting from genetic causes.
Stereotype Threat
Anxiety affecting group members concerned about confirming negative stereotypes in testing situations.
