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PSYCH 101 > Ch. 8 - Cognition & Intelligence > Flashcards

Ch. 8 - Cognition & Intelligence Flashcards

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1
Q
  • Intelligence:
A

no agreed upon definition

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2
Q
  • Unified capacity theorists:
A

one thing— visible characteristics of intelligence are all correlated in a subliminal way—

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3
Q
  • Unified capacity theorists:
A

verbal (comprehension/vocab) + performance (coding/speed) = one thing

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4
Q
  • Uncorrelated characteristic multiple:
A

number of individual traits

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5
Q
  • Sternberg’s triarchic theory of intelligence (triangle):
A
  • Componential/analytical
  • Experimental/creativity
  • Contextual/practical
  • Three are unrelated!!! Can be strong/weak/not present in any combination
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6
Q
  • Componential/analytical:
A

coding, fast thinkers, solutions, abstractions, processing – timed tests

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7
Q
  • Experimental/creativity:
A

skills with novel problems and unfamiliar problems in new settings combining unrelated facts

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8
Q
  • Contextual/practical:
A

adapt to environment to maximize strengths and compensate weaknesses— street smarts

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9
Q
  • Gardner’s Multiple Intelligence Theory:
A

independent aspects – people can excel in certain (only a few) areas— backed with brain studies on damage

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10
Q
  • Gardner’s Multiple Intelligence Theory:

8 aspects:

A

linguistic, naturalistic, interpersonal, intrapersonal, musical, logical, bodily – none are dominant

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11
Q
  • Criteria for language:
A

learning abstract set of symbols

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12
Q
  • Behaviorist theories:
A

Skinner argued that children learn language the same way they learn everything else through intimidation, reinforcement and other established principles of conditioning

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13
Q
  • Behaviorist theories:
A

Skinner

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14
Q
  • Language acquisition:
A

reinforcement of random sounds – graph would resemble a linear positive slope

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15
Q
  • Language acquisition:
A

reinforcement of random sounds – graph would resemble a linear positive slope— SKINNER

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16
Q
  • Nativist theories:
A

Chomsky pointed out that there are an infinite number of sentences in language therefore it is unreasonable for children to learn by intimidation

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17
Q
  • Nativist theories:
A

Chomsky

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18
Q
  • Language acquisition device:
A

an innate mechanism or process that facilitates the learning of language

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19
Q
  • Interactionist theories:
A

argue that the language acquisition device concept is extremely vague

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20
Q
  • Language development:
A
  • Cooing and random vocalizations – 6-8 weeks
  • Distinct babbling (ads consonants) – 4-10 months
  • Jargon (babbling with speech inflections) – starts to resemble your culture (specific sounds) – 8-10 months
  • Holophrastic speech (one word to represent a whole idea in sentences) – 10-15 months
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21
Q
  • Bilingualism:
A

acquisition of two languages that use different speech sounds, vocabulary, and grammatical rules

22
Q
  • Linguistic relativity:
A

hypothesis that one’s language determines the nature of one’s thought— different language lead people to view the world differently— ex. Eskimo and English views of the snow, the English language has one word for snow whereas the Eskimo language has words that distinguish falling snow, wet snow, etc.

23
Q
  • Problem solving:
A

refers to active efforts to discover what must be done to achieve a goal that is not readily attainable

24
Q
  • Problem solving:

- Steps:

A

understand, develop possible solutions, try one, see if it works

25
Q
  • Approaches to problem solving:
A
  • Algorithms:

- Heuristics:

26
Q
  • Algorithms:
A

step by step method that always leads to succes

27
Q
  • Heuristics:
A

used for problems that we cannot solve with an algorithm

28
Q
  • Barriers to effective problem solving/ Common errors in human cognition (12)
A
  • Availability heuristic:
  • Anchoring and adjustment heuristic:
  • Representative heuristic
  • Base rate information:
  • Framing:
  • Sunk cost effect/loss aversive:
  • Conjunction fallacy:
  • Gambling:
  • Functional fixedness:
  • Mental set:
  • Insight:
  • Incubation effect:
29
Q
  • Availability heuristic:
A

involves basing the estimated probability of an event on the ease with which relevant instances come to mind

30
Q
  • Anchoring and adjustment heuristic:
A

people tend to negotiate around the first reasonable offer

31
Q
  • Representative heuristic:
A

involves basing the estimated probability of an event on how similar it is to a prototype of that event

32
Q
  • Base rate information:
A

actual numbers/statistics of something

33
Q
  • Framing:
A

the way a problem is presented

34
Q
  • Sunk cost effect/loss aversive:
A

people are more likely to value something if they pay for it/have something to lose

35
Q
  • Conjunction fallacy:
A

occurs when people estimate that the odds of two uncertain events happening together are greater than the odds of either event happening alone

36
Q
  • Gambling:
A

tend to overestimate our control over chance outcomes

37
Q
  • Functional fixedness:
A

tendency to perceive an item only in terms of its most common use

38
Q
  • Mental set:
A

exists when people persist in using problem solving strategies that have worked in the past

39
Q
  • Insight:
A

occurs when people suddenly discover the correct solution to a problem after struggling with it for a while

40
Q
  • Incubation effect:
A

occurs when new solutions surface for a previously unsolved problem after a period of not continuously thinking about the problem

41
Q

Measuring Intelligence

- Things to measure:

A

physical attributes (face symmetry), mental processing speed (timed tests), physical response time (dollar reaction game)

42
Q
  • Heritability ratio:
A

estimate of the proportion of trait variability in a population that is determined by variations in genetic inheritance

43
Q
  • Reaction range:
A

refer to these genetically determined limits on IQ (or other traits)

44
Q
  • Reaction range:
A
  • Jacobson’s experiment
45
Q
  • Jacobson’s experiment:
A

showed environmental aspects of IQ – two classrooms that are identical except in one the teacher is told that the class is smart and the other teacher is told they aren’t, found that the not smart classroom had lower IQ scores than the smart one

46
Q

Study of Intelligence

Types of Tests

A
  • Achievement
  • Aptitude
  • Personality tests
  • IQ ≠ intelligence
47
Q

Intelligence Controversies

• How to measure it

A
  1. Physical attributes
  2. Mental processing speed
  3. Physical response time
48
Q

What is an IQ?

A

Binet (1904): Mental age
Stern, then Terman (1916):
IQ = MA/CA × 100 ((Mental age))/((Chronological age))

49
Q

Most Common Threats to Reliability for IQ Tests:

Can drag scores down

A
  • Low motivation
  • High anxiety
  • Lack of food, sleep, etc.
50
Q

**Pygmalion in The Classroom

“The Harvard Test of Inflected Acquisition.”

A
  • 2 groups
  • Re-tested 8 months later
  • Self-Fulfilling Prophecy
  • The teachers in charge of the school environment caused their students to change based on the scores they got back at the beginning of the year
51
Q

IQ Tests:

Genes give you the range and the environment helps determine that range

A

Genes give you the range and the environment helps determine that range

52
Q

What is an IQ Test Good For?

A
  • Predicting academic success
  • Jobs (confounded)
  • Comparisons
  • Diagnosis?

PSYCH 101 (13 decks)

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