Creative Thinking and Problem Solving Quiz

<p>candle problem (B)</p> Signup and view all the answers

<p>Illumination (D)</p> Signup and view all the answers

<p>Narrowing options to approach a problem (B)</p> Signup and view all the answers

<p>A single abrupt leap forward (D)</p> Signup and view all the answers

<p>A tool to identify normally and subnormally intelligent children (A)</p> Signup and view all the answers

<p>By dividing mental age by chronological age and multiplying by 100 (B)</p> Signup and view all the answers

<p>There is a general intelligence factor leading to variations in specific abilities (A)</p> Signup and view all the answers

<p>Crystallized intelligence (A)</p> Signup and view all the answers

<p>Content-independent analytical processes (D)</p> Signup and view all the answers

<p>A symmetrical frequency distribution of scores (B)</p> Signup and view all the answers

<p>Fluid intelligence (D)</p> Signup and view all the answers

<p>Exceptional skills in particular areas despite low IQ (A)</p> Signup and view all the answers

<p>Knowledge of language and factual information (D)</p> Signup and view all the answers

<p>Overestimating the intensity and duration of emotions (A)</p> Signup and view all the answers

<p>Hill-climbing strategy (B)</p> Signup and view all the answers

<p>Clearly specified goal states and available operators (B)</p> Signup and view all the answers

<p>Accepting conclusions if they align with pre-existing beliefs (A)</p> Signup and view all the answers

<p>The set of all states that can be reached in solving the problem (D)</p> Signup and view all the answers

<p>Defining problems by identifying means to align with the goal state (D)</p> Signup and view all the answers

<p>Well-defined steps for completion (C)</p> Signup and view all the answers

<p>Type 1 thinking is faster and often relies on heuristics. (D)</p> Signup and view all the answers

<p>Focalism (C)</p> Signup and view all the answers

<p>Selecting the option with the greatest expected value. (C)</p> Signup and view all the answers

<p>Gains are approached with risk aversion, whereas losses prompt risk-seeking behavior. (A)</p> Signup and view all the answers

<p>Losses cause more psychological pain than equivalent gains provide joy. (B)</p> Signup and view all the answers

<p>The role of qualitative meaning over exact numbers. (B)</p> Signup and view all the answers

<p>It involves predicting future emotional states. (D)</p> Signup and view all the answers

<p>When time is limited and attention is divided. (C)</p> Signup and view all the answers

<p>The framing of outcomes. (C)</p> Signup and view all the answers

<p>Genetic factors impacting intelligence (C)</p> Signup and view all the answers

<p>Environmental factors, such as family upbringing, can significantly enhance IQ. (B)</p> Signup and view all the answers

<p>Members of categories share a set of characteristic features without a common defining feature. (B)</p> Signup and view all the answers

<p>An example that usually possesses all the characteristic features of a category. (D)</p> Signup and view all the answers

<p>Prototype theory states that category membership is judged based on resemblance to the prototype. (C)</p> Signup and view all the answers

<p>It closely resembles the standard prototype of a dog. (A)</p> Signup and view all the answers

<p>Scores have risen approximately 3 points per decade. (C)</p> Signup and view all the answers

<p>It always allows for exceptions to the definitions of categories. (C)</p> Signup and view all the answers

<p>The capacity to create an endless series of new combinations from a small set of fundamental units. (B)</p> Signup and view all the answers

<p>run (C)</p> Signup and view all the answers

<p>The overall organization of a sentence. (B)</p> Signup and view all the answers

<p>There are universal principles applicable to all languages. (B)</p> Signup and view all the answers

<p>A time when children are optimally equipped to learn rules of a language. (A)</p> Signup and view all the answers

<p>The process of determining each word's syntactic role in a sentence. (C)</p> Signup and view all the answers

<p>Children don't receive evidence for ungrammatical sentences. (D)</p> Signup and view all the answers

<p>It is modular and operates independently of other cognitive functions. (A)</p> Signup and view all the answers

Models of thinking that describe two different ways of processing information: fast, automatic (System 1), and slow, effortful (System 2).

Fast, automatic, intuitive thinking, often influenced by heuristics, contexts and influenced by emotional factors.

Slow, effortful, logical thinking, involves careful consideration and reflection. Also usually leads to more accurate decisions.

Describes how people make decisions under conditions of risk, and how outcomes are viewed differently depending on whether they are framed as potential gains or losses.

A cognitive bias where people's choices are influenced by how a decision is presented or framed rather than the inherent value of the situation.

A preference for avoiding risk when making a decision that involves possible gains.

The tendency to feel the pain of a loss more strongly than the pleasure of an equivalent gain.

The concept that people aim to choose the option that offers the greatest expected value, balancing costs and benefits.

Overestimating the intensity and duration of future emotions.

Focusing on a future event while ignoring the influence of other potential events.

Logical arguments with two premises and a conclusion.

Judging the logic of a syllogism based on whether the conclusion aligns with one's beliefs, not the premises.

All possible states and steps in solving a problem; very extensive in real-world problems.

Choosing the option that moves you closer to a goal, step-by-step.

Identifying the steps to get from your current state to your goal (e.g. problem-solving).

Mental shortcuts used in problem-solving. They can be helpful but sometimes lead to errors.

The tendency to only think of objects in terms of their typical use.

Preconceived notions or assumptions that limit the options considered when approaching a problem.

Finding the single best solution to a problem.

Generating many different ideas and solutions.

A sudden understanding or realization, a moment of clarity in problem-solving.

The ability to reason, solve problems, and acquire new knowledge.

A well-known intelligence test.

A score representing a person's intelligence relative to their age group. It is calculated by dividing a person's mental age (based on standardized tests) by their chronological age and multiplying by 100.

The age level at which a person performs intellectually, based on standardized tests.

A person's actual age in years.

An IQ score of 100, indicating that the person's mental age aligns with their chronological age.

A widely used standardized test to assess adult intelligence, measuring different cognitive abilities.

A general underlying cognitive ability that influences performance across various tasks, according to Spearman's Two-Factor Theory.

The knowledge and skills acquired through experience and learning, reflected in tests of vocabulary and factual knowledge.

The ability to solve problems and reason in novel situations, involving content-independent analytical processes.

The ongoing debate about whether our traits are primarily determined by our genes (nature) or our experiences (nurture).

Identical twins who share 100% of their DNA, providing valuable insight into the role of genetics in traits.

Fraternal twins who share 50% of their DNA, like any other siblings, allowing the study of environmental influences on shared traits.

The observed rise in intelligence test scores over time, possibly due to environmental factors.

The process of grouping objects or ideas together based on shared characteristics.

A mental representation in the brain that corresponds to an object or idea in the world.

The idea that members of a category share overlapping features, but not a single defining feature.

The most typical example of a category, possessing all the characteristic features.

The smallest unit of sound in a language that can distinguish words (e.g., /b/ in 'bat' vs. /d/ in 'dat').

The smallest unit of meaning in a language (e.g., 'un-', 'happy', '-ness').

A morpheme that carries the primary meaning of a word (e.g., 'run', 'eat', 'shoe').

A morpheme that modifies the meaning of a content morpheme (e.g., 'un-', '-ing', '-er').

The ability to create an endless number of new combinations from a limited set of units (e.g., phonemes and morphemes in language).

The rules that govern the structure of phrases and sentences in a language (e.g., word order, grammar).

The process of figuring out the grammatical role of each word in a sentence.

The idea that children don't receive enough information from their environment to learn all the grammatical rules of their language.