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Modules 34-36 (Module 34 (34-1: Cognition refers to the mental activities…

- - - - Cognition: All the mental activities associated with thinking, knowing, remembering, and communicating.
        
        Concept: A mental grouping of similar objects, events, ideas, or people.
        
        Prototype:
        A mental image or best example of a category. Matching new items to a prototype provides a quick and easy method for sorting items into categories.
        
        Creativity:
        The ability to produce novel and valuable ideas.
        
        Convergent Thinking: Narrows the available problem solutions to determine the single best solution.
        
        Divergent Thinking: Expands the number of possible problem solution.
        
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- - - - 35-3: We fear (1) what our ancestral history has prepared us to fear, even though these risks may no longer be significant; (2) what we cannot control; (3) what is immediate; and (4) what is most readily available in memory.
        
        35-4: When a belief we have formed and explained has been discredited, belief perseverance may cause us to cling to that belief. A remedy is to consider how we might have explained an opposite result.
        
        35-5: Smart thinkers welcome their intuitions but also know when to override them. When making complex decisions, we may benefit from gathering as much information as possible and then taking time to let our two-track mind process it. As people gain expertise, they begin to hasten their judgements.
        
        Algorithm:
        a methodical, logical rule or procedure that guarantees solving a particular problem which contrasts with the usually speedier-but also more error-prone-use of heuristics
        
        Heuristic:
        a simple thinking strategy that often allows us to make judgements and solve problems efficiently; usually speedier, but also more error-prone than algorithms
        
        Insight: a sudden realization of a problem's solution; contrasts with strategy-based solutions
        
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- - - - 36-3: Language development's timing varies, but all children follow the same sequence. Receptive language develops before productive language. At about 4 months of age babies begin to babble, making sounds found in many languages. At about 10 months their babbling becomes confined to sounds they hear. Around a year they enter the one year stage which should evolve to the two word stage before their second birthday, and thereafter they should be capable of making sentences. If they have not learned a language by seven years old, they will most likely never master any language.
        
        36-4: Two important language and speech processing areas are Broca's area, a region of the left frontal lobe that controls language expression, and Wernicke's area, a region in the left temporal lobe that controls language reception. Language processing is spread across many areas, each area having individual tasks.
        
        36-5: Whorf's linguistic determinism hypothesis suggested that language defines thought, however it is more accurate to say that language influences thought. Different languages embody different ways of thinking, and being bilingual can enhance thought. We often think in images when we use nondeclarative memory. Thinking in images can increase our skills when we mentally practice upcoming events.
        
        Language: our spoken, written, or signed words and the ways we combine them to communicate meaning
        
        Phoneme: in a language, the smallest distinctive sound unit (bat=b-a-t, chat=ch-a-t)
        
        Morpheme: in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix)
        
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