1. Bell Work
Denying that a problem exists prevents the first step in the ideal problem-solving strategy, which involves (don’t overthink this!)
Exploring possible solutions.
Trying out possible solutions.
Defining the problem.
Identifying the problem.
Researching the problem.

2. Artificial Intelligence
Alan Turing—Turing Test

3. Concept formation/concept
Children learn concepts most readily through positive and negative instances
Concepts that embrace a class of objects with one or more features in common ("and" concepts) are called conjunctive

4. Barriers to Learning/Problem Solving
emotional barrier: you are too sad/mad/etc. to think/learn
learned barrier: a stack of objects is balanced on a $20 bill and you must remove the bill without knocking over the objects. The best solution involves tearing the $20, but we have learned that it’s “taboo” to destroy money
cultural barrier: individualism in America vs. collectivism in other cultures
perceptual barrier: “Which of these is NOT true” when we are used to “Which of these is true.”

5. sonder
the realization that each random passerby is living a life as vivid and complex as your own—populated with their own ambitions, friends, routines, worries and inherited craziness—an epic story that continues invisibly around you like an anthill sprawling deep underground, with elaborate passageways to thousands of other lives that you’ll never know existed, in which you might appear only once, as an extra sipping coffee in the background, as a blur of traffic passing on the highway, as a lighted window at dusk.

6. Noam Chomsky
We are able to express ideas in a variety of ways by applying transformation rules.
At the end of the class period, the students turned in their work.
The students turned in their work at the end of the class period.

7. Cognition
Thinking, problem solving, reasoning, and dreaming (including daydreaming)
Daydreaming is an example of thinking

8. Heuristics
Not always negative.
How could it be positive?

9. Problem solving strategies that reduce the number of alternatives.

10. FRQ
Savannah is a junior in high school and is preparing for an exam in her beginning Japanese course. The exam will consist of both written and spoken portions. Although it is her first course in Japanese, Savannah is confident that she will do very well on the exam.
A. Describe how each of the following relates to Savannah’s successful learning and performance.
• Broca’s area
• Use of phonemes
• Modeling
• Chunking
B. After the exam, Savannah tells her family and friends that she believes that she spoke fluently and did extremely well on the exam. Describe how each of the following concepts may have influenced her opinion.
• Self-efficacy
• Confirmation bias