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PSYCH 1001 > Chapter 9 - Language and Intelligence > Flashcards

Chapter 9 - Language and Intelligence Flashcards

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1
Q

What is cognition?

A

mental processes such as perception, language, judgement, memory

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2
Q

Cognitive Psychology

A

the study of how people think

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3
Q

What are concepts?

A

groupings or categories (ex linguistic, images, ideas) informed by semantic memory
-different files in a filing cabinet

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4
Q

What are prototypes?

A

the best representation of a concept
ex. if your first pet was a golden retriever, you’ll likely think of that breed when you hear “dog”

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5
Q

Natural Concept

A

created “naturally” through direct or indirect experience or knowledge

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6
Q

Artificial Concept

A

have specific characteristics
ex. traits of geometric shapes, mathematical formulae

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7
Q

Schema (pl. schemata)

A

mental construct consisting of a cluster or collection of related concepts; a method of organizing information that allows the the brain to work more efficiently

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8
Q

Role Schema

A

makes assumptions about how individuals in certain roles will behave

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9
Q

Event Schema (cognitive script)

A

set of behaviors that can feel like a routine or habitual

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10
Q

What is language?

A

set of words or symbols used to communicate

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11
Q

What are some functions of language?

A

convey thoughts of one person to others (theory of mind), supports creative and progressive social interaction, facilitates thinking/problem solving/decision making

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12
Q

Phonology

A

the study of how sounds are put together to form parts of speech

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13
Q

Semantics

A

the study of the meaning of words/phrases in a language

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14
Q

Syntax

A

the system or grammatical rules used to combine words in particular orders

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15
Q

Pragmatics

A

the addition of context to speech, practical aspects (timing, emphasis, body language)

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16
Q

Phonemes

A

sounds of a language

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17
Q

Morphemes

A

smallest unit of meaning in a language

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18
Q

Lexical Meaning

A

dictionary definiton, can change over time

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19
Q

Metaphorical Meaning

A

context in which a word is used can alter its meaning

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20
Q

Non-verbal Communication

A

changes in body language can change the connotation of speech; similar to but not the same as gesturing

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21
Q

Language Production

A

generate/express ideas through words or gestures

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22
Q

Language Comprehension

A

the ability to understand spoken/written/signed language

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23
Q

Generativity

A

speakers of a language can create sentences to describe ideas they have never been exposed to

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24
Q

Nurture (Language Theories)

A

the theory that language is learned via operant conditioning
-doesn’t explain sentences that wouldn’t be reinforced (i hate you), why language learning ability diminishes after childhood

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25
Q

Nature (Language Theories)

A

the theory that the ease of which children learn language suggests that we are genetically programmed to learn a language

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26
Q

Language Acquisition Device

A

the innate universal ability to develop a language
explains: universal errors made by children, phoneme differentiation, ease of learning a language as a child, the generative nature of speech

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27
Q

Nature and Nurture (Interactionist Perspective)

A

states that both theories are important

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28
Q

Child-directed Speech

A

simple, high pitched, slow, emotional, speech used by adults when speaking to children; may help babies learn words by keeping them interested

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29
Q

Mental Imagery

A

internal visual representations of stored visual memories

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30
Q

Linguistic Relativism

A

language and its structures influence and limit thought

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31
Q

Sapir-Whorf Hypothesis

A

argues that language determines thought
“the more words we have available to us relating to an object or concept, the more detailed and complex our thoughts about them can be”

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32
Q

Problem Solving Strategy

A

a plan of action used to find a solution

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33
Q

Insight

A

sudden realization of a solution to a novel problem

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34
Q

Trial and Error

A

Haphazard approach of systemic reasoning; not efficient

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35
Q

Algorithms

A

Exhaustive step-by-step procedure that guarantees a solution; time consuming; used by computers

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36
Q

Heuristics

A

shortcut thinking strategy/”rule of thumb”; does not guarantee a correct answer

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37
Q

Working Backwards (heuristic)

A

start with a solution and work backwards through the problem

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38
Q

Forming Subgoals (heuristic)

A

current position is compared with the desired goal and a series of steps are formulated to close the gap; divide a larger problem into smaller ones and accomplish a series of sub-goals

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39
Q

Analogy (heuristic)

A

apply a solution used for a past problem to a current problem that shares similar features

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40
Q

Mental Set

A

the tendency to approach a new problem with thinking strategies that worked in the past

41
Q

Functional Fixedness

A

failure to use familiar objects in novel ways; only seeing an object with its original purpose

42
Q

Anchoring Bias

A

focusing on one piece of information

43
Q

Confirmation Bias

A

Searching for information that confirms our expectations/disregarding info that does not

44
Q

Hindsight Bias

A

afterwards, feeling as if the outcome was predictable

45
Q

Representative Heuristic

A

judging what category a thing or person belongs to based on how they represent/match our concept of that category; stereotyping

46
Q

Availability Heuristic

A

estimating the likelihood of events based on their availability in memory

47
Q

Inductive Reasoning

A

drawing broad conclusions from specific observations

48
Q

Deductive Reasoning

A

using broad conclusions to see if specific observations can be made

49
Q

What is Intelligence?

A

The ability to learn and solve problems to meet the demands of the environment effectively; whatever attributes enable success in an environment/culture

50
Q

S Factor (Spearman’s Theory)

A

specific factor tied to a specific area of functioning

51
Q

G Factor (Spearman’s Theory)

A

general factor relating to all clusters

52
Q

Crystallized Intelligence

A

acquisition and retrieval of knowledge (Cattell’s theory)

53
Q

Fluid Intelligence

A

ability to see complex relationships and solve problems (Cattell’s theory)

54
Q

Practical Intelligence (Sternberg’s Triarchic theory)

A

street smarts, past experiences, helps adapt to new environments, separate from traditional IQ

55
Q

Analytical Intelligence (Sternberg’s Triarchic theory)

A

most related to mental abilities tested in IQ tests, ability to mentally manage info, analyze/evaluate/judge/compare/compare

56
Q

Creative Intelligence (Sternberg’s Triarchic theory)

A

intuitive/imaginative problem solving strategies, producing art

57
Q

Howard Gardner’s Theory

A

multiple intelligences theory; no single type of intelligence but many from different parts of the brain

58
Q

Gardner’s 8 Types of Intelligence

A

Linguistic, Logical-mathematical, Musical, Spatial, Bodily-kinesthetic, Intrapersonal, Interpersonal, Naturalistic

59
Q

What is Emotional Intelligence?

A

the ability to perceive, express, assimilate, and regulate emotion; possess empathy and emotional control

60
Q

4 Components of Emotional Intelligence

A

Perceiving, Understanding, Managing, and Using emotions

61
Q

Cattell-Horn-Carroll (CHC) Theory

A

one of the most comprehensive theories; abilities are related and arranged in a hierarchy with general abilities at the top, broad abilities in the middle, and narrow (specific) abilities at the bottom

62
Q

Cultural Intelligence

A

definition of intelligence varies; the expression of intelligence is tied to the survival needs of a culture

63
Q

Creativity

A

the ability to produce novel and valuable ideas; intelligence may be necessary but is not sufficient for creativity

64
Q

Intrinsic Motivation

A

driven by interest, satisfaction, or challenge

65
Q

Imagination

A

an ability and willingness to examine a problem in new ways

66
Q

Game Personality

A

tolerance of risk, ambiguity, or initial failure

67
Q

Creative Environment

A

encouraging innovation, is free from criticism, creative role models, sufficient resources

68
Q

Francis Galton (1822-1211)

A

thought intelligence was inherited, coined the term “nature vs nurture,” started the eugenics movement

69
Q

Alfred Binet and Theodore Simon believed that…

A

intelligence is the ability to demonstrate memory, judgement, reasoning, and social comprehension; appreciated that low intelligence could reflect poor environments not low potential

70
Q

How is IQ calculated

A

mental age divided by chronological age times 100
-score of 100 is average for your age

71
Q

Standardization

A

administration, scoring, and interpretation is consistent

72
Q

Norming

A

testing a large population so scores can be compared across groups

73
Q

What did David Wechsler do?

A

recognized two problems with Stanford-Binet approach: 1. distinction between mental & chronological age becomes less informative when testing adults 2. need for greater fairness when testing people who dont speak english

74
Q

What is the WAIS?

A

Wechsler Adult Intelligence Scale, developed in 1939 by David Wechsler; includes verbal & non verbal components; overall score (IQ) based on four scales: verbal comprehension, working memory, perceptual reasoning, processing speed

75
Q

Flynn effect

A

the rise in the average IQ scores over time throughout the world

76
Q

The Bell Curve

A

graphed IQ scores create a bell curve called normal distribution

77
Q

Representative sample

A

a subset of the population that accurately represents the general population

78
Q

Standard Deviation

A

how data are dispersed

79
Q

Mean/Median/Mode

A

measures of central tendency; average/middle/most often respectively

80
Q

Intellectual Disability (IQ Level)

A

IQ below 70

81
Q

Gifted (IQ Level)

A

IQ above 130

82
Q

Down Syndrome (trisomy 21)

A

3 21st chromosomes; fewer than 1 in 1000 live births; rate increases when mother is over 35yro

83
Q

Intellectual Disability (Measures of Intelligence)

A

general intellectual functioning below normal; poor adaptive behaviour; difficulty with learning, attention, short term memory, planning

84
Q

Gifted (Measures of Intelligence)

A

natural ability/talent/intelligence; in top 1-2% and usually evident at a young age; may have deficits in social and emotional intelligence

85
Q

Twin Studies

A

Higher correlation between identical twins IQ than fraternal twins

86
Q

Adoption Studies

A

IQ of adopted child is more similar to biological parents than adopted parents

87
Q

Heritability

A

the overall extent to which differences among people are attributed to genes

88
Q

Heritability Coefficient

A

a correlation coefficient is used to indicate the contribution of heredity to some characteristic; ranges from 0.00 to +1.00; heritability coefficient for intelligence is 0.50

89
Q

Range of Reaction

A

people respond to the environment in different/unique ways depending on their genetic makeup

90
Q

Item Bias

A

some test items are culturally biased

91
Q

Stereotype or Vulnerability Threat

A

some evidence suggests that expectation of performance based based on a perceived stereotype can influence test scores

92
Q

Aphasia

A

impaired use of language; different types depending on the area damaged

93
Q

Broca’s Area

A

located in the frontal lobe; important for speech production

94
Q

Broca’s Aphasia

A

deficiencies in speech production; difficulty forming words; inability to speak with proper grammar (agrammatism); words remain in tact (syntax issue); results from damage to Broca’s area in left frontal lobe (near motor cortex)

95
Q

Wernicke’s Area

A

located in the temporal lobe; important for language comprehension

96
Q

Wernicke’s Aphasia

A

profound deficits in language comprehension and generating meaningful speech; semantic issues (not syntax); can produce fluent speech but tends to be meaningless; results from damage to Wernicke’s area in left temporal lobe (near auditory cortex)

97
Q

Amygdala

A

helps regulate emotions

98
Q

Right Hemisphere

A

understanding figurative speech; damage results in literal interpretations

PSYCH 1001 (6 decks)

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