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PSYC 102 > 1- Thinking and Intelligence > Flashcards

1- Thinking and Intelligence Flashcards

1
Q

implications of intelligence

A
  • captures many other concepts
  • may or may not require an agent with consciousness, perception, metacogntiion, self-recognition, understanding, language, etc.
  • most definitions have an aspect of solving problems, especially relevant problems to the organism
  • some definitions care about abstraction from reality
  • explains how we get things like book smarts versus street smarts
  • intelligence is not a singular thing in objective reality, but rather a human definition of some aspects of our cognition
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2
Q

how do we operationalize intelligence

A

through intelligence tests!!

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3
Q

intelligence tests

A

IQ: Intelligence quotient, score earned on a test. tried to capture Spearman’s g factor

Galton dabbled in tests

Binet made it more reliable (and very verbal)

Terman standardized and found the bell curve

Wechsler captured more aspects of intelligence in his test, which is still used today (WAIS-IV, etc.)

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4
Q

Gardner’s theory of multiple intelligences

A
  • kinesthetic
  • interpersonal
  • logical-mathematical
  • linguistic
  • intrapersonal
  • spatial
  • musical

KILL-ISM

led to “learning styles in education! but…
lack of empirical support and not easily falsifiable
learning styles discredited by evidence

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5
Q

sternberg’s theory of triarchic intelligence

A

analytic, creative, practical

argues that g only captures analytic intelligence
many argue against that idea!!
not based on empirical evidence – ability to analyze is just as important in practical as in the books!!

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6
Q

Cattell-Horn-Carroll theory

A

carved up intelligence by its component cognitive capacities, especially those that are thought to be measured in the IQ tests: working memory, executive function, etc.

FLUID (Gf) vs CRYSTALLIZED (Gc) intelligence (vs many more)

○ General level – general intelligence
○ Broad abilities – geneal abilities
§ Fluid reasoning
§ Short-term memory
§ Processing speed
○ Narrow level – specific forms of cognitive abilities

  • used FACTOR ANALYSIS to create categories!!
  • has predictive validity
  • lines up with other info in the world
  • crystalized intelligence continues
  • fluid peaks around the 20s
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7
Q

fluid intelligence

A
  • problem solving
  • reasonign
  • walking through something with many steps
  • working through something in your head
  • Ability to see complex relaitonships
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8
Q

crystalized intelligence

A
  • long-term memory
  • accumulating knowledge about the world in general
  • Acquired knowledge
  • Abiility to retrieve knowlegde
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9
Q

connection of intelligence and the brain?

A

*intelligence correlates positively with:
- total brain volume
- gray matter volume, especially in the frontal/parietal lobes
- cortical (outer part of the brain) thickness
- cortical growth (through childhood)
- white matter volume
- LESS brain activity during tasks (neural efficiency hypothesis)
- activity/connections between frontal and parietal lobes (parieto-frontal integration theory)

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10
Q

neural efficiency hypothesis

A

the more efficient the brain is at intercommunication, the less it needs to work

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11
Q

parieto-frontal integration theory

A

the ability of communication is important!!

proposes that large scale brain networks connect brain regions, including regions within frontal, parietal, temporal, and cingulate cortices, underlie the biological basis of human intelligence

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12
Q

why is intelligence testing important?

A
  • Identify kids who need extra help and attention
  • to satisfy Government and private institutions (for insurance purpose, for example)
  • to predict Success in academic settings
    • but GPA is actually better of university score than a standardized test
  • to predict “Future life success”
    • don’t forget the predictive validity of self-control!
    • intelligence tests correlate with salary and occupational level
  • to predict job performance
  • to understand differences between age, gender, ethnicity?
    • these are fraught and often fail to recognize that nature and nurture can’t be studied independently
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13
Q

what predicts IQ scores?

A

EDUCATION!
- ~1-5 IQ points per year of education
- probably big contributor to the flynn effect
- adds to crystalized intelligence

AGE!
- increases to age 20, but some aspects diminish after that

GENETICS
- yes, but not so much on a single gene level…
- requires the right environment for optimal expression

MOTIVATION

MYOPIA?!?!?!?!??!?!?!?!?!?!?!?!?
- nearsightedness

My
Moms
Gonna
Answer
Elephant

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14
Q

flynn effect

A

with every generation, performance on IQ tests go up
like 15 points per generation

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15
Q

possible explanations for the flynn effect

A
  • Better nutrition
    • Getting better at taking tests
      ○ We have been tested and assessed more than any other generation lmao
    • More access to abstract education and stuff
    • Different parenting styles
      ○ Flynn effect is especially big in North America
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16
Q

How did Newell and Simon frame Problem solving?

A

portrayed problem solving as searching
you are moving through this problem space to get to a goal

  • initial state – where you are rn
  • goal state – where you wanna get to
  • sets of operators – types of actions that you can perform
  • path constrictions – other things we need to think about
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17
Q

algorithm

A

methodical logical rule/procedure that guarantees a solution
issue: more taxing in a way that a human wouldn’t do
the amount of time it’ll take is forever

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18
Q

the trouble with Newell and Simon problem as search

A

so much of what we do is work with INCOMPLETE INFORMATION

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19
Q

obstacles to algorithms?

A

COMBINATORIAL EXPLOSION!!
rapid growth of the complexity of a problem
think of all the possible moves in chess and all the possible outcomes

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20
Q

heuristics

A

rule of thumb
simple convenient
more flexibility, usually lead to a correct solution
tradeoff: sometimes you get the wrong answer

often criticized for being prone to biases… but in reality, truly algorithmic decision making rarely happens

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21
Q

affect heuristic

A

gut check, emotion

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22
Q

anchoring heuristic

A

start with an initial value, modify other values from there

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23
Q

authority heuristic

A

____ said it, so it true

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24
Q

availability heuristic

A

how much of it can you call to your mind? what comes to mind quickly is deemed significant

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25
Q

effort heuristic

A

not judging on the item itself, but the time and effort

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26
Q

familiarity heuristic

A

we like familiar stuff

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27
Q

fluency heuristic

A

the more gracefully we can do something, the more we’ll like it
less effort we need the more we’ll like it

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28
Q

representativeness heuristic

A

we have an idea of how the world is
prototype! concepts! the closer they are to this idea, the better

29
Q

scarcity heuristic

A

if there aren’t very many of them, they are more valuable

30
Q

insight

A

the AHA moment!!
occurs from a bunch of different brain moments/movements, so there is no singular “aha” part of the brain

31
Q

obstacles to problem solving

A

fixation
belief perseverance
framing
sunk cost-fallacy

….then ones from the other unit:
confirmation bias
dunning-kruger effect
illusory correlation
correlation =/= causation
hindsight

32
Q

fixation

A

mental set! – previously successful procedure that you employ over and over
stuck in patterns of seeing the world and solving problems
think of the matchbook and candle!

33
Q

intuition

A

strategy for problem solving!
analysis “frozen into habit” (so happens effortlessly)
kinda like insight
often adaptive
often critical/necessary
but also carries many of the same bad issues as insight

34
Q

belief perseverance

A

maintaining belief even though you know you’re wrong

35
Q

framing

A

the way information is organized and presented affects the decision making

36
Q

sunk-cost fallacy

A

more likely to choose something because of what you’re already previously invested
weight things according to how much we’ve invested

37
Q

bounded rationality

A

the idea that rationality is limited when individuals make decisions, and under these limitations, rational individuals will select a decision that is satisfactory rather than optimal

38
Q

how does subjective value decline?

A

declides with incrasing:
- delay
- risk
-efffort

39
Q

prospect theory

A

taversky and kahneman
assumes that losses and gains are valued differently, and thus individuals make decisions based on perceived gains instead of perceived losses

value gains and losses differently, placing more weight on perceived gains versus perceived losses.

Loss aversion
Risk aversion

the certainty effect

40
Q

loss aversion

A

prospect theory!!
risk seeking to avoid losses
we will chase back the loss, even if it’s really risky

41
Q

risk aversion

A

prospect theory!!
risk avoiding to keep gains
we’re more likely to put money at small gains
feel the gain of $100 less than the loss of $100

42
Q

the certainty effect

A

prospect theory!!
if something is certain… then it becomes more valuable, even if the expectation value is lower

43
Q

barry schwartz

A

theory of maximizing vs satisficing
two strategies for making choices that endures across lifespan

44
Q

satisficing

A

select first option that meets criteria, end search

tend to be happier with choices

45
Q

maximizing

A

consider and compare all options

tends to make better large decisions but experience more decision regret!!

46
Q

creativity

A

the ability to produce new and valuable ideas
but… valuable to whom? who decides?

47
Q

divergent thinking

A

creative thinking
new novel and interesting solutions

48
Q

convergent thinking

A

academic
large problem -> correct solution
narrowing a problem to find one of the best solutions

49
Q

Sternberg et al.’s five ingredients for creativity

A
  1. expertise
  2. imaginative thinking skills
  3. venturesome personality (growth mindset)
  4. intrinsic motivation (internal drive!!)
  5. creative environement

I EVICt

50
Q

Issue with the creativity theory?

A

very hard to falsify!
not based on data
based on Sternberg’s observations

51
Q

cognitive skills of animals

A

they can conceptualize! subcategories!
but can’t do complex syntax and stuff

52
Q

do other species share our cognitive skills?

A

but in terms of law of effect… it was believed that animals learned in a slow way
- no consciousness, no rich intellectual capacity
- believed that behaviour was slowly being shaped

they do display insight! through using tools and stuff

they display a wide range of comprehension and communication, but not LANGUAGE exactly… syntax is a bitch

53
Q

mirror self-recognition test

A

sign of intelligence = sense of self?

put a mirror in front of monke, monkey has spot on head
if they investigate the mark, they know that that it’s them in the mirror!!

54
Q

whorf’s linguistic determinism hypothesis

A

the way we structure language shapes AND constrains our thinking

55
Q

Cognition

A

thinking, including the processes associated with perception, knowledge, problem solving, judgment, language, and memory

56
Q

Cognitive psychology

A

field of psychology dedicated to examining how people think

57
Q

functional fixedness

A

type of mental set where you cannot perceive an object being used for something other than what it was designed for

58
Q

charles spearman

A

believed intelligence consisted of one general factor called g
○ Could be measured and compared among individuals
○ Focused on commonalities among various intellectual abilities
De-emphasized what made each unique

59
Q

Raymond Cattell

A

divided general intelligence into two components:
1. crystalized intelligence
2. fluid intelligence

60
Q

cultural intelligence

A

how well you relate to the values of that culture

61
Q

Sir Francis Galton

A

developed the first broad set of intelligence tests

62
Q

standardization

A

manner of administration, scoring, and interpretation of results is consistent

63
Q

Norming

A

giving a test to a large popualtion so data can be collected comparing groups, such as age groups

64
Q

Range of reaction

A

theory that each person responds to the environment in a unique way based on their genetic makeup
○ Genetic potential is a fixed quantity
○ Whether you reach your full intellectual potential is dependent upon the environmental stimulation you experience, especially in childhood

65
Q

Arthur jensen

A

IQ is determined by genetics!!
○ Intelligence is made up of two levels of abilities:
§ Level I
□ Rote memorization
□ Consistent among the human race
§ level II
□ Conceptual and analytical abilities
□ Differences among ethnic groups

Robert Williams was among those who called out racial bias in jensen’s results

66
Q

Dysgraphia

A

Results in a struggle to write legibly, extreme difficulty putting their thoughts down on paper

67
Q

Dyslexia

A

inability to correctly process letters
○ Most common learning disability in children
Sound processing does not work properly

68
Q

Dyscalculia

A

difficulty in learning/comprehending arthimetic

PSYC 102 (14 decks)

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