ECC PSY 100 Chapter 7 Language Memory Intelligence Emmett McGinley.pptx

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Thinking, Language, and Intelligence

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Cognition

• _Cognition

– _{The mental activities involved in acquiring,}

retaining, and using knowledge

• _{Our mental ability to get, keep, and use the information}

we have.

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The Building Blocks of Thought

• _Thinking

– _{Thinking involves manipulating}_{mental images}_of

information in order to draw inferences and conclusions

• _{Mental Images}

– _{A mental represenation of objects or events that}

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The Building Blocks of Thought

• _Concepts

– _{Mental categories we form to group objects,}

events, or situations that share similar feature or characteristics.

• _{Provides mental shortcuts that reduce the amount of}

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Concepts

• _Prototype

– _{The “best”, or most typical, instance of a particular}

concept.

• _Exemplars

– _{Individual instances of a concept or category, held}

in memory.

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What is Problem Solving

• _{Problem Solving – Thinking and behavior}

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Problem Solving Strategies

• _{Trial and Error}

– _{Basic process of elimination}

– _{Trying a variety of solutions until reaching the}

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Problem Solving Strategies

• _Algorithms

– _{A procedure that when followed step by step,}

always produces the correct solution. • _{For example: Mathematical formulas}

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Problem Solving Strategies

• _Heuristics

– _{“Rules of thumb” or mental shortcuts}

– _{Different from algorithms in that}_heuristics_{do not}

always work.

• _{Allow us to simplify problems.}

– _{Breaking a problem into}_subgoals_{is a common}

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Obstacles to Solving Problems

• _{Functional Fixedness – When we view objects}

as functioning only in the usual or customary

way.

• _{Mental Set – The tendency to persist in solving}

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Decision-Making Strategies

• _{The Single-Feature Model}

– _{When there are lots of alternatives, we simplify}

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Decision-Making

Strategies

• _{The Additive Model}

– _{Better for more complex decisions than the single-feature}

model.

– _{1. Create a list of factors related to the decision that are}

important to you.

– _{2. Rate these factors among the choices using an arbitrary}

scale (-5 to +5).

– _{3. If a particular factor or choice has strong drawbacks or}

disadvantages then give it the minimum rating (-5) and vice-versa.

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Decision-Making Strategies

• _{The Elimination by Aspects Model}

– _{Evaluate all the alternatives one characteristic at a}

time, typically starting with the feature you consider the most important.

– _{If a particular alternative fails to meet that criterion,}

you scratch it off your list of possible choices, even if it possesses other desirable attributes.

– _{Continue to narrow the choices down until there is}

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Decisions Involving Uncertainty

• _{The Availability Heuristic}

– _{Estimate the likelihood of an event on the basis of}

how readily available other instances of the event are in our memory.

• _{When instances of an event are easily recalled, we tend}

to consider the event as being more likely to occur.

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Decisions Involving Uncertainty

• _{The Representativeness Heuristic}

– _{Estimate an event’s likelihood by comparing how}

similar it is to what our “prototype” of the event is.

• _{“Is this event}_{representative}_{of what I think the most}

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Intelligence

• _{What is intelligence?}

– _Global_{capacity to}_{think rationally}_,_act

purposefully, and deal effectively with the environment.

• _{What purpose does measuring intelligence}

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Development of Intelligence Tests

• _{Alfred Binet (Early 1900s)}

– _{Developed one of the first tests of intelligence}

– _{Developed tests to measure the mental ability of}

French students to identify the one’s that needed academic help.

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Binet continued

• _{Did not believe that intelligence could be}

quantified into a single number.

– _{Believed there were too many facets to consider.}

• _{Believed that a person’s score could change}

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Development of Intelligence Tests

• _{Lewis Terman (1916)}

– _{Translated Binet’s French test to English and}

created the Stanford-Binet Intelligence Scale.

– _{Diverged from Binet’s views and assigned people a}

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Terman Continued

• _{IQ was determined by dividing the individual’s}

mental age by the chronological age and

multiplying by 100.

– ₍_M_/_C_{age x 100)}

• _{10 year old with 13 y/o mental age would have an IQ}

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Development of Intelligence Tests

• _{David Wechsler}

– _{Developed the Wechsler intelligence tests.}

• _{Originally called the Wechsler Adult Intelligence}

Scale(WAIS).

– _{Two advantages over other tests:}

• _{1. Specifically designed for adults, rather than children.} • _{2. Provided scores on 11 subtests measuring different}

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FULL SCALE IQ (g)

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Sources of intelligence

• _{Looking at individual differences}

– _{Biological lens}

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• _Stability

– _{Before 3-4 years—inaccurate}

– _{Between 4-7 years—more accurate and predict}

future performance

• _{Measures/concepts}

– _{Longitudinal studies} – _{Flynn effect}

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• _{Seattle Longitudinal Study}

– _{N = 5,000 adults, 25-88 years old} – _{Test in 7-year cycles}

– _Results

• _25-60 No uniform decline in general intellectual ability

• ₆₀₊__{Abilities decline, but losses are not great}

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• _{Flynn effect}

– _{Performance is rising steadily over time} – _{Are we getting smarter?}

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• _{The Nature (Genetic) Argument}

– _{Twin studies}

– _Heritability

• _{Heritability of IQ is believed to be approximately 50%.}

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• _{The Nurture (Environmental) Argument}

– _{Economic differences}

– _{Test bias}

• _{Are IQ tests biased or unfair toward cultural minorities?}

– _{Stereotype threat}

• _{The fear that you will be evaluated in terms of a}

negative stereotype about a group to which you belong actually causes you to engage in behaviors that would lead to your feared evaluation.