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Psychology > Chapter 9: Thinking, Language, and Intelligence > Flashcards

Chapter 9: Thinking, Language, and Intelligence Flashcards

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1
Q

cognition

A

Mentally processing information (images, concepts, etc.); thinking

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2
Q

Cognitive Psychology

A

the study of human information processing

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3
Q

Basic units of thoughts

A

images, concepts and language.

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4
Q

Images

A

picture-like mental representations

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5
Q

Most of us use images to

A

think, remember and solve problems.
• To make a decision, to improve a skill, to aid
memory.

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6
Q

Created Image

A

Image that has been assembled or invented rather than remembered

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7
Q

Kinesthetic Images

A

Created from produced, remembered, or imagined muscular sensations

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8
Q

Concept

A

an idea that represents a class of objects or events

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9
Q

Concept Formation

A

Process of classifying world into meaningful categories

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10
Q

Conceptual Rule

A

Guidelines for deciding whether objects or events belong to concept class

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11
Q

Prototypes

A

Ideal model used as an example of a good concept

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12
Q

Denotative Meaning

A

Exact definition of a word or concept

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13
Q

Connotative Meaning

A

Emotional or personal meaning of a concept

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14
Q

Language

A

Words or symbols, and rules for combining them, that are used for thinking and communication

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15
Q

Semantics

A

Study of meanings in language

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16
Q

Intuition

A

Quick, impulsive thought that does not make use of formal reasoning

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17
Q

heuristics

A

mental shortcuts; “rule of thumb” that reduces the number of alternatives that people must consider

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18
Q

Confirmation bias

A

A tendency to search for information that confirms a personal bias; we see what we want (or expect) to see

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19
Q

Representativeness Heuristic

A

Classifying something as belonging to a certain category to the extent that it is similar to a typical case from that category

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20
Q

Base-Rate Fallacy

A

Failure to consider probability of given event in total population

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21
Q

Availability Heuristic

A

Basing an estimate on
the ease with which examples from that category come to mind; We tend to overestimate the frequency of vivid,
impactful, newsworthy events.

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22
Q

Framing

A

The way a problem is stated or the way it is structured.

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23
Q

People take more risks on decisions framed

A

in a negative manner (to recover losses or prevent injuries), than when the same decision is positively framed (to achieve gains).

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24
Q

Intelligence

A

ability to learn from experience, solve problems, and use our knowledge to adapt to new situations.

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25
Q

Assessing Intelligence

Stanford-Binet Intelligence Scale, Fifth Edition (SB5)

A

Widely used individual intelligence test

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26
Q

SB5: Cognitive Factors Measured

A 
Fluid reasoning
Knowledge
Quantitative reasoning
Visual-spatial processing
Working memory
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27
Q

Fluid reasoning

A

tests reasoning ability

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28
Q

Knowledge

A

assesses the person’s knowledge about a wide range of topics

29
Q

Quantitative reasoning

A

measure a person’s ability to solve problems involving numbers

30
Q

Visual-spatial processing

A

people who have visual-spatial skills are good at putting picture puzzles together and copying geometric shapes

31
Q

Working memory

A

measures the ability to use short-term memory

32
Q

David Wechsler

developed

A

the Wechsler Adult Intelligence Scale (WAIS)

33
Q

Wechsler Intelligence Scale for Children (WISC)

A

an intelligence test for school-aged

children

34
Q

WAIS measures

A

overall intelligence and 11 other aspects related to intelligence

35
Q

For a psychological test to be acceptable it must fulfill the following three criteria:

A
  1. Standardization 2. Reliability 3. Validity
36
Q

Standardizing a test involve

A

administering the test to a representative sample of future test takers in order to establish a basis for meaningful comparison.

37
Q

Standardized tests establish

A

a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.

38
Q

A test is reliable

A

when it yields consistent

results

39
Q

The validity of a test

A

refers to what the test is

supposed to measure or predict.

40
Q

You can have ——without —— but you can’t have validity without reliability

A

reliability; validity

41
Q

Chronological Age

A

Person’s age in years

42
Q

Mental Age

A

intellectual performance

43
Q

Intelligence Quotient (IQ)

A

Intelligence index;

mental age divided by chronological age, then multiplied by 100

44
Q

Average IQ in the U.S.

A

100

45
Q

Giftedness

A

Having a high IQ (usually above 130) or special talents or abilities

46
Q

A —– correlation (about .50) exists between IQ and school grades.

A

strong

47
Q

IQ is NOT a good predictor of success

A

in art, music, writing, dramatics, science and leadership

48
Q

Men and women do NOT appear to differ in overall intelligence.

A

There are several ways in which males and females differ in various abilities.

49
Q

Better spellers

A

girls

50
Q

verbally fluent and have large vocabularies

A

girls

51
Q

better at locating objects

A

girls

52
Q

more sensitive to touch, taste, and color

A

girls

53
Q

better at special ability and math computation

A

boys

54
Q

—— mental ability scores vary more than —-

A

boys; girls

55
Q

detect emotions more easily

A

women

56
Q

The Nature and Nurture of Intelligence

A
  • Intelligence is NOT solely a consequence of your genes or solely a consequence of your environment.
  • We can assess the relative contribution of nature and nurture through twin and adoption studies.
57
Q

The greater the genetic similarity between two individuals,

A

the more similar are their IQ scores.
– This suggests a
genetic component to intelligence

58
Q

All other things being equal, two individuals raised together

A

will have more similar IQ scores than those raised apart.

– This is evidence that the environment shapes intelligence in important ways.

59
Q

The IQ scores of adopted children

A

correlate more highly with those of their biological relatives than with those of their adoptive relatives. Such data point to a probable role of heredity.

60
Q

Gardner’s Theory of Eight Multiple Intelligences

A 
Language,
Logic and Math,
Visual and Spatial Thinking,
Music,
Bodily-Kinesthetic Skills,
Intrapersonal Skills (Self-Knowledge), 
Intrapersonal Skills (Social Abilities),
Naturalistic Skills
61
Q

Language

A

Used for thinking by lawyers, writers, comedians

62
Q

Logic and Math

A

Used by scientists, accountants, programmers

63
Q

Visual and Spatial Thinking

A

Used by engineers, inventors, aviators

64
Q

Music

A

Used by composers, musicians, music critics

65
Q

Bodily-Kinesthetic Skills

A

Used by dancers, athletes, surgeons

66
Q

Intrapersonal Skills (Self-Knowledge)

A

Used by poets, actors, ministers

67
Q

Interpersonal Skills (Social Abilities)

A

Used by psychologists, teachers, politicians

68
Q

Naturalistic Skills (Ability to Understand Natural Environment

A

Used by biologists, organic farmers

Psychology (14 decks)

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