Chapter 7 Thinking, Language, Intelligence

Chapter 7 Thinking, Language, Intelligence Cognition Cognition: all mental processes., human thinking. Concepts: Mental categories or groupings of information, ideas, objects. simplify processes. Prototypes: specific mental image, a good example of something for a quick reference point to apply information to concept groups. -Ex: The scorekeeper for the concept of leadership on an athletic team. Schemata: clusters of related concepts -routines of thought and behavior help us function properly in various situations without having to think twice about them. -social situations and routines of daily behavior. Artificial Concept: concept defined by a very specific set of characteristics. -Ex: A triangle’s area Cognitive Script: set of behaviors performed the same way each time; event schema Natural Concept: mental groupings created “naturally” through experiences. Role Schema: set of expectation that define behaviors of a person in a particular role. Schema: mental construct consisting of a cluster or collection of related concepts. Problem-Solving Trial & Error: array of possible solutions, attempt others if one fails. (ex: walking aisles in store until you find something) Algorithm: Specific formula. Logical, step by step procedure, solution is guaranteed if methodology is followed. (Ex: putting furniture together) Insight: unable to solve problem, later on a sudden unexpected solution appears. Subconscious still working on it and we are not aware. Heuristic: a mental short cut, conclusions based on similar experiences we have had in past. (Ex: purchasing a make of car because it served you well in the past) Availability: you make a decision based on an example, or info that is available to you, even if it is not the best example to make a decision. likelihood of events based on how readily available they are in our memory. Makes uncommon events seem more common. (Ex: that people always win the lottery) Representativeness: Determine likelihood based on how likely it aligns with established prototypes. (Ex: choosing a familiar restaurant in a foreign country because it looks like one here) Recognition: Recognized events (Ex: wanting a woman in office and voting for the first women who appear on ballot) Working Backwards: useful when you begin solving the problem by focusing on end result. Practice of accomplishing a large goal by breaking it into smaller steps. Pitfalls of Problem-Solving: Mental set- you persist in approaching a problem in a way that has worked in the past but will not work now. Functional Fixedness- type of mental set when you can not perceive an object being used for something other than what it is used for. Anchoring Bias- when you focus on one piece of information when making a decision of solving a problem. Confirmation Bias- tendency to focus on one piece of information that confirms your existing beliefs. Hindsight Bias- leads you to believe that the event you just experiences was predictable. Representative Bias- replying on a false sterotype, a faulty way of thinking, unintentionally stereotype someone or something. Belief Perseverance: Still cling to our own viewpoint even with evidence refuting our beliefs. Intuition: “gut feelings”, works best when made on your specialty. Often based on fears, prejudices, and superstitions rather than critical thinking. Framing: How information is presented can be a significant factor in how we make positions. (Ex: store discounts, “healthy” grocery products sound better for you) Language and Thought Language acquisition occurs naturally and effortlessly during early stages of life. Language: meaning conveyed verbal, signed, written words with grammatical rules. Infants not born with ability to understand language, by 4 months they can read lips. Lexicon: words of a given language. Grammar: set of rules used to convey meaning through the use of lexicon. Phoneme: basic unit of sound of a given language, different languages have different phoneme. Morphemes: smallest units of language to Convey some type of meaning. Semantics: meaning of words and phrases determined by applying semantics. process by which we derive meaning from morphemes. Syntax: the ways words are organized in to sentences. Overgeneralization: extension of a rule that exists in one language to an exception of the rule. B. F Skinner: language learned through reinforcement. Noam Chomsky: instead the mechanisms underlying language acquisition are biologically determined. Stages of Language Development: By 4 months: babbling stage, ah or da. 1-2 years age: single words, mama dada, dog By age 2, telegraphic stage, 2-word stage. 3-word stages, syntax (grammatical rules) is employed. Language is learned. B.F Skinner association with pictures and word sounds. Imitation, Reinforcement Language Acquisition Device: Chomsky, switched on and calibrated automatically when exposed to language. Kicks on 4-6 years old. Critical Period & Language Acquisition: before age 7 ability to acquire and master language. -learning second language in critical period children can master two languages and employ accent. Linguistic Determinism Hypothesis: Whorf, language impacts the manner in which we think by shaping ideas and conceptualizations. Many words or meanings. Language has strong influence on thought. Language and the Brain Stroke or damage can occur in Broca’s or Wernicke’s areas in left temporal lobe Result in inability to produce or understand language: Asphasia Broca’s Area: difficulty crafting sentences from words, or speaking words. Many can still sing songs. Wernicke’s Area: diffuclty with speech comprehension and producing speech. Imagination -formation of sensory experiences through mental images. -Imaging you are doing something; same brain areas light up as if you were actually doing it. -Rehearsing experiences in mind can improve memory and performance. -Effectiveness of imagination is focusing on actually engaging in the activity that will bring the desired outcome. Intelligence Mental quality enabling you to solve problems, understand, learn, overcome challenges. Crystalized intelligence: acquired knowledge and the ability to retrieve it. Learn, remember, recall. Fluid Intelligence: ability to see complex relationships and solve problems. Navigating way home on an unfamiliar route. -General Intelligence, g, Spearman, all mental functionality. -Factor analysis Thurstone’s Primary Mental Abilities’: verbal comprehension, word fluency, number facility, spatial visulation, associate memory, perceptual speed, reasoning. 8 Intelligences Multiple Intelligences Theory -Howard Gardner Although you may not excel in one area you may in others. Linguistic- language, words Logical-mathematical, reason, logic Musical- rhythm, pitch, tone, instruments Spatial-relationship between objects and how they move in space. Bodily-kinesthetic, control body movememnts Intrapersonal-access personal feelings, reach personal goals Interpersonal- emotional states Naturalistic- appreciate natural world. Sternberg’s 3 Intelligences Triarchic Theory of Intelligence, Sternberg Analytical- math, problem solving test. Creative-experiential, creative solutions Practical- street smart, everyday survival, common sense. Social & Emotional Intelligence (Can be learned) Social- you know how to respond in social situations. Emotional- read emotions well and provide empathy. -Benefits: aptitude for delayed gratification in long term goals. Correlation between ability to read and interpret emotions and success in social situations and career. Cultural Intelligence: relating values of that culutral Intelligence Assessment Binet-Simon Intelligence Scale: schoolchildren needing special instruction. -Stern, IQ tests: divide mental age by actual age and multiply by 100(avg. IQ) -born with what you have, no improvement. Mental age: expected intellectual performance at a given age. Lesser abilities are delayed, not disabled, and they can improve. Stanford-Binet Intelligence Scale -age related norms from studies including large populations -Terman thinks intelligence is innate and fixed. The Wechsler Scale -IQ test used today. -more comprehensive -adults and children Intelligence Scores -normal curve -avg. 100 -1/2 all IQ fall between 90-110 -95% of all have 70-130 -Intellectual disability: IQ score below 70 Inventory Types -Reliability: test produces consistent scores -Validity: test measured what it was intended to measure, should predict you intellectual potential -Standardization: manner of administration, scoring of results is consistent. meaningful data comparing one set of scores with scores of larger population. Well-defined procedures and protocol. -Norming: giving a test to a large population so data can be collected comparing groups. Types of Inventories Aptitude-assess potential future performance. Achievement-assess whether or not something has been achieved. Intelligence-overall intellectual abilites. Flynn Effect: observation that each generation has a higher IQ than the last. DSM-5 uses intellectual disability as a diagnostic label for what was once referred to as mental retardation. The Bell Curve -results of intellectual tests Representative sample: subset of population that accurately represents the general population. Standard Deviations: how data is dispersed in a population and give context to large data sets. Creativity Ability to generate, create or discover new ideas, solutions. Ones ability to engage in divergent thinking: thinking outside the box, allows individuals to arrive a unique, multiple solutions. Convergent Thinking: provide a correct, well-established answer or solution. Single correct answer (focus on correct answer on multiple choice test) Source of intelligence GENETICS AND ENVIRONMENT Jensen believed that genetics was solely responsible. Heritability Range of Reaction: each person responds to environment in a unique way based on genetic makeup. Learning Disability: a neurological disorder. Dysgraphia: learning disability with struggling to write legibly. Dyslexia: inability to correctly process letters. Many factors work together to influence a persons intelligence level.