Ch8- Thinking And Intelgiece

Question 1

Measuring intelligence (smartness)

Answer 1

Psychometric tests

Question 2

Psycho metric tests (standardized)

Answer 2

Abilities and skills, objectively
Need reliability (consistency with results)
Validity(measure what they claim to measure)
3 main categories depending on aspect of intelligence:
Achievement, aptitude, intelligence

Question 3

Achievement test (psychometric)

Answer 3

Test your retroactive/ current skills for ESTABLISHING current intelligence (regular test)
BUT can be used for decision on where it can take you (proactive)
* does this ^ make it aptitude test then? OFFICE HOURS

Question 4

Aptitude (psychometrics)

Answer 4

Tests current skills to PREDICT your proactive JOB skills (potential)- what job you’d be good for in the future

Question 5

Stanford-Binet test (modern)

Answer 5

Used to be Binet-Simon test-> NORMATIVE scores fro American kids

Question 6

Wechsler ADULT intelligence skill (WAIS-IV)- most current version

Answer 6

2 parts:
Verbal tasks- reading comp, vocab, and general knowledge
Nonverbal tasks- arranging pictures in proper order, assembling parts for project, finding pictures missing part

Against cultural bias-> culture-neutral tests: item tasks independent of language (nonverbal performance measures for WAIS- patterns)

Question 7

Normative scores (Stanford-Binet) ** mean on distribution

Answer 7

Average scores for each AGE (100 is average for all adults)

Question 8

Intelligence SCORE (not IQ tests) (OG Binet)

Answer 8

Successes/ all questions on intelligence test (doesn’t compare this to class average tho)
Brings about Binets mental age concept

Question 9

Mental age (IQ, OG Binet)

Answer 9

Testing among same age (normative)
Compare score to normative score of EACH chronological age
If you get same average as that of a certain age group (UR actual age doesn’t matter) you have that MENTAL age
Otherwise you’re TYPICAL

Question 10

IQ calculation (Wilhem Stern) - kids

Answer 10

CHILDs IG by -> their mental age/ actual age (chronological age) MULTIPLIED by 100

Question 11

IQ calculation (wilhem Stern) - adults (NO DIVIISON)

Answer 11

Compared to average adult (no age groups) -> average = 100 (mean hump on NORMAL distribution)

Question 12

Validity (psychometric) the MAIN factor for good test***

Answer 12

Really measure what they claim to measure (the general FINDING wil be same when done over and over))
Can’t be a test for admission to school, and instead wants you’re focking personality
TRICK Q: make sure to look for “result” if there is even one single unwanted result (cultural bias) then its not valid

Question 13

Reliability (psychometric)

Answer 13

Results for everyone and anyone will be consistent OVERTIME (even if people’s measured intelligence changes overtime??)
validity—leads to->reliability
BUT
Reliability —doesnt always lead to—> validity (still being tested on the wrong thing) (still reliable tho)
TRICK Q: still reliable with cultural bias, because the person that took it will continue to score badly because their cultural bias will still be exploited

Question 14

Flaws of IQ

Answer 14

Other things contribute to lie success -> privilege, accessibility, nepotism, HARD WORK (smart guy doesnt try)
Child behavior (self control) is more valuable than their intelligence
CULTURAL bias- culturalist on these tests (intelligence is subjective - reflects value of modern western culture)-> also subcultures (hobbies)
WAIS tries to combat this-> culture-neutral tests: item tasks independent of language (nonverbal performance measures for WAIS- patterns)

Question 15

Analogical representations of information (conceptualizing info 1/2)

Answer 15

Physical characteristics of info
Process it immediately as RAW physical description (cant be blind)
Correspond (analogous) of actual object/ action/ info
GENERAL image
Manipulating mental images-> give you creative thinking and problem solving
Help predict future though mental maps
EX: info- time-> visualize literal clock

Question 16

Symbolic representation of information (conceptualizing info 2/2)

Answer 16

WORDS
Gate= abstract association
Words and concepts, cant see psychical shape of actual info in the letters
Think about past word info in past
** There’s no physical connection between numbers and real objects (unless you’ve continually associated the visual number 3 to a nostalgic 3 from a school board)
EX: clock-> concept of time

Question 17

Paradox of choice

Answer 17

They define as “more options= worse than having less”
Impairs thinking and leads to bad decision (efficiency—doesn’t equal-> efficiency when it takes so long and hard to decide, you don’t end up actually finishing as fast as you’d like to and may analyze things incorrectly)
2 approaches- maximizing and satisficing

Question 18

Maximizing/ maximizer (decision making 1/2)

Answer 18

Overthinking is efficient, but not satisfying (no stress, peace of mind, ignorance is a bliss)
The implication of stressing over objectivity is depressing
Stress over possibilities of regrets and FOMO -> this mentality will ALWAYS bring you dissatisfaction because when you get the objective, you’ll end up still regretting because you’ll think its still not objective somehow
EX: STEM job but youre depressed

Question 19

Satisficing/ satisficers (decision making 2/2)

Answer 19

SEEK OUT (effort) the “good enough” choice (choose the bare minimum) -> or their subjective choice

Question 20

Solutions for paradox of choice (my definition )

Answer 20

Satisfice BUT put your decision anxiety into the things you CAN control (your hard work and you being the change you want to see)
Not letting the “good wave” carry you throughout life (but you being that force in your life that bends the waves to your will)
Promise yourself you made the decision with good intent (trust your past self no matter how much you’ve changed)
Have realistic expectations (your schedule WILL NOT be easy-> inevitable) (the way I was ready to go into robot scholar mode before the semester started)
More gratitude for what you have than what you could have (manifestation is cool for this tho because you ARE having gratitude for what you HAVE)

Question 21

general intelligence (theory)

Answer 21

!!!Higher “this”-> higher IQ scores
ONLY one factor that qualifies intelligence (being smart)
!!!!One entity (intelligence) that then branches off into many different skills (fluid and crystallized) that other may qualify as “intelligences”
The others seem silly now because humans are too complex to classify their intelligences like that
!!!Yes they score higher on other intelligence tests too because of the intersectionality (standardized)
Influences socio-economic and health status (literate abt health issues)
Fluid and crystallized

Question 22

Fluid and crystallized intelligence (general intelligence)

Answer 22

Fluid: my kryptonite (Socratic seminars) (working memory) during ACTUAL processing
NOT necessarily quickly (watch out)
Crystallized: pulling up critical thinking in low-pressure moments (more time to grab from memory storages
Strong crystallized= aided by strong fluid since if you think efficiently, you can also simultaneously conjure up and accurately describe your memory intelligence- me with voice memos (and they are both in hand in hand in general intelligence)

Question 23

Creativity and problem solving

Answer 23

New ideas for successful outcomes (to problems)
Doesn’t have to come from a traditionally “intelligent” person
KW: curious,
divergent thinking to test if someone’s creative
To boost (for those convergers)-> literally be mindful of thoughts

Question 24

Multiple intelligences (gardeners theory)

Answer 24

Diffferent types that make up unique PATTERN (above average in all): inTRApersonal (self), inTERpersonal (social), mathematical, linguistic, spatial (thinking in terms of images), kinesthetic, or musical
Implies were all intelligent in different ways
Critics: little basis in fact, just feel-good, these should be SKILLS

Question 25

Triarchic theory (sternberg)

Answer 25

Only 3 alternative ways to BE intelligent (not show)
Analytical int.- tests - puzzles, problem soling
Practical int.- everyday tasks, being good judge of people
Creative int.- gain insight and new ways

Question 26

Emotional intelligence (john mayor)

Answer 26

Managing, understanding, responding, regulating, controlling emotional experiences in OTHERS and YOURSELF
!!! NOT eliminating emotions
Predicts high school grades
Cope better with exams (me, im emotionally intelligent because I am well rounded)
Critics: not really an “intelligence” - like the definition is being bent too far

Question 27

Divergent thinking

Answer 27

Creative thinkers
Thinking of multiple ways to use a single thing (problem solve )
Brain activity in daydreaming, imaging future, and episodic memory

Question 28

Convergent thinking

Answer 28

Only one, but most EFFICIENT solution/ use.
CONVENTIONAL
A watch does one thing, and hardwired by scientists to do so (one raw use)
Divergent: silly ppl make smart watches with multiple doohickeys
Both equally involve intelligence

Question 29

Binet-Simon Intelligence scale (not IQ)

Answer 29

They define intelligence: high-level mental processes (memory involved)
Measure kids mental abilities (vocab)
- to really gauge kids OVERALL intelligence, you need their average across diff components

Question 30

Working backward (PS)

Answer 30

What kind of solution will produce this outcome?

Question 31

Overcoming a mental set (PS)

Answer 31

Breaking your habit (where your thoughts USSUALLY go to *OUTSIDE of this situation- cater to this NEW situation -> don’t expect everything to stay the same in this new situation-> expect the unexpected

Question 32

Overcoming functional fixed ness (PS)

Answer 32

Instead of using hammer for what its meant to be used, use it in a more efficient wya (tailored to specific situation)
EX: looking at words in a familiar break down (insight puzzzles)

Question 33

Finding an analogy (PS)

Answer 33

Using similar methods in similar situations (generalization but * applied to this SPECIIFC situation ) (opposite to mental state _ that situation was similar, but generally its better to)

Question 34

Cognitive processes and how to test them

Answer 34

Speed of mental processing, working memory, and attention
How they’re measured->
SOMP - simple reaction (choose correct response for stimulus as QUICKLY as possible) and choice reaction time (GI)- more stimuli
Working memory- general intelligence score- memory tests with 2 subjects
Less related to GI- that need to be worked in small time frame memory tests with simple processing - recite list
Attention- GI- paying attention and completing task with distractions (multiple info)

Question 35

Heuristic (decision making) analogy but for decision making

Answer 35

Using rule of thumb (generalized solution) as mental shout cut to solve problem that will keep you less stressed
Minimal mental resources
Adaptive (biological - fight or flight)
Types; availability, representativeness, affective heuristics

Question 36

Availability heuristic (DM)

Answer 36

Based on how quickly you can retrieve memory (first come first serve)
Too lazy to look into actual research (gut feeling but specifically first come)
Also, first that STRIKES MOST FEAR first serve (shark attacks are uncommon)

Question 37

Representative heuristic (DM)

Answer 37

Judging book by cover
Taking good qualities from observation and just choosing that one, despite the inevitable “you-never-know-ness”
ALSO base rate: the ACTUAL factual amount of times your cliche is correct in the real world (about a person or thing’s OCCURENCE)

Question 38

Affective heuristic (DM)

Answer 38

Following your HEART-> based SOLEY on emotions
Id rather go to chino morenos anus NO QUESTION
Overstimate how bad something bad will affect us -> inaccurate decisions based on their current crazy emotions (fear and FOMO on chino)

Question 39

Framing effect (DM)

Answer 39

The power of language when it comes to advertising (beaker volume test)
Especially under time pressure

Question 40

Job

Answer 40

Not ph

Question 41

Schemas

Answer 41

Give v ppl specific roles in context of situation
Efficient thinking
Consistent attributes

Question 42

Stereotype

Answer 42

Schemas cause quick stereotypes - when we break out the schema does this become a new creative stereotype

Question 43

Exemplar model

Answer 43

Think of dog- there’s no single best representation (all diff types)
FUZZY idea

Question 44

Prototype model

Answer 44

Most typical members of a category (certain characteristics)
No trait, not in the category (“some are more prototypical- encounter the most in our exemplar)

Question 45

Reasoning

Answer 45

We use it but we MOSTLY just follow along with our beliefs in the end (informal)
Types: confirmation bias (only like evidence that align with our beliefs), illusory correlation (correlation of events are automatically evidence- n actual research), hindsight bias (you think you knew it, AFTER the fact- we reinterpret old evidence to make sense of the actual outcome
Reasoning with scientific method (formal)

Question 46

Key for problem solving

Answer 46

Reorganizing your mental state (comfines)