| algorithms | (al´go-rith´mz) Systematic patterns of reasoning that guarantee finding a correct solution to a problem.
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| cognition | The intellectual processes through which information is obtained, transformed, stored, retrieved, and otherwise used.
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| concepts | (kon´septs) Categories of things, events, and qualities that are linked together by a common feature or features, in spite of their differences.
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| convergent thinking | Thinking that is logical and conventional and that focuses on a problem.
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| creativity | The ability to make human products and ideas (such as symphonies or solutions to social problems) that are both novel and valued by others.
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| crystallized intelligence | The ability to use previously learned skills to solve familiar problems.
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| deep structure | The underlying structure of a statement that holds its meaning.
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| deviation IQ | The intelligence quotient based on the degree of deviation from average of the person's score on an intelligence test.
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| divergent thinking | Thinking that is loosely organized, only partially directed, and unconventional.
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| fluid intelligence | The ability to learn or invent new strategies to deal with new problems.
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| framing | The way in which a problem or question is presented.
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| g | A broad general factor of intelligence, a concept endorsed by some investigators of intelligence.
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| generative | (jen´e-ra´´tiv) The ability to create an infinite set of utterances using a finite set of elements and rules.
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| heuristics | Efficient problem-solving strategies that do not guarantee a correct solution.
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| intelligence quotient (IQ) | A numerical value of intelligence derived from the results of an intelligence test.
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| intelligence | (in-tel´i-jens) The cognitive abilities of an individual to learn from experience, to reason well, and to cope with the demands of daily living.
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| language | A symbolic code used in communication.
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| linguistic relativity hypothesis | The idea that the structure of a language may influence the way individuals think.
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| mental set | A habitual way of approaching or perceiving a problem.
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| morphemes | (mor´fe¯m) The smallest units of meaning in a language.
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| normal distribution | The symmetrical pattern of scores on a scale in which a majority of the scores are clustered near the center and a minority are at either extreme.
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| norms | Standards (created by the scores of a large group of individuals) used as the basis of comparison for scores on a test.
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| objectivity | Lack of subjectivity in a test question so that the same score is produced regardless of who does the scoring.
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| phonemes | (fo¯´ne¯m) The smallest units of sound in a language.
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| problem solving | The cognitive process through which information is used to reach a goal that is blocked by some obstacle.
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| ratio IQ | The intelligence quotient based on the ratio between the person's mental age and chronological age.
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| reliability | A test's ability to produce similar scores if the test is administered on different occasions or by different examiners.
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| representativeness heuristic | The strategy of making judgments about the unknown on the assumption that it is similar to what we know.
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| semantic content | The meaning in symbols, such as language.
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| standardization | Administering a test in the same way to all individuals.
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| surface structure | The superficial spoken or written structure of a statement.
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| syntax | (sin´taks) The grammatical rules of a language.
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| tacit intelligence | The practical knowledge and skills needed to deal with everyday problems that are usually not taught in school.
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| trial and error | The random application of one possible solution after another.
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| validity | The extent to which a test measures what it's supposed to measure.
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2002 McGraw-Hill Higher Education