Class Notes Unit 2 Flashcards
What does Meta mean?
Self-referral
3 Schools of Intelligence
Philosophical, Biological, Factorial
Philosophical School (big picture)
Mental Philosophy
Difference between mental philosophy and philosophical school
Mental philosophy uses different approaches (worldviews, formal knowledge, aim)
2 Views Within Mental Philosophy
Associationism and Facultism
Facultism
Nativist and Rationalist relation; we have innate faculties and do not need experience. Goal to divide mind into catalogs
Criteria for Catalogs
Form: processes or structures and Content: the object
Active vs. Passive control over faculties
Active involves choice; closely related to conation as it requires will (arithmatic)
Passive has no choice (perception)
Nous
Ability to understand what’s true in the world. Ability to know.
Aisthesis
Ability to be aroused by things in the environment; reaction to environment
Which is unique to humans? Nous or Aisthesis?
Nous
Associationism
Related to empirism (knowledge is acquired) and empiricism (experience is required).
Ideas (in Associationism)
Scattered that need to be associated; some weak and some strong associations
What did British Empiricists believe?
Mind is passive, mechanistic, and subject to laws (we have no control)
Which Philosophy dominated historically
Facultism
Factor (definition)
An influence that is causal or explanative
Difficulty of finding factors
When looking at behavior, it’s hard to know why
How to find factors (causal explanations)?
Look at patterns in multiple behaviors (nuisance behaviors should go away)
Theories of Intelligence
Monarchic (1 attribute or faculty), Oligarchic (multiple attributes or faculties), or Anarchic (no faculties, lots of independent ideas)
Difficulties or problems with Monarchic and Oligarchic theories
Monarchic: no aggrement on what intelligence is
Oligarchic: figuring out what the attributes are
Eclectic Theory
No attribute is individually correct, but all capture aspects of what’s going on
Noegenesis
Creation of knowledge (knowledge + creation/origin)
Qualitative vs. Quantitative component in Intelligence
Qualitative: when does it happen?
Quantitative: how much?
Apprehension, Relation, Correlates
Apprehension: sensing (not necessarily understanding)
Relation: how 2 things go together
Correlates: can educe or predict what will happen
Assessment vs. Testing
Assessment: gathering information
Testing: a process of procedures to elicit attributes or behavior
Why test?
Sometimes we can’t observe things without elicitation (ex: bravery)
Behavioral vs. Psychological assessment
Psychological assessment gathers info on behavior for the purpose of ascribing mental attributes. Behaviorism is just the first part for the purpose of learning about behavior.
Testing vs. Experiment
Different purpose
Criteria for scoring intellective attributes
Correctness. Fulfils logical, semantic, or factural rule
3 Forms of Intellectual Attributes
Speed, Range, Level
Isolation Approach to Measurement
Ideal is to isolate properties to measure. Started by measuring how fast people moved arm (speed by units of time)
Which scale is counting?
Absolute scale
How to map ordinal data to measurement?
Fixed points (ex: celsius). Needs content meaning in the units
Conditioning vs. Learning
Conditioning: behavior changes
Learning: doesn’t need behavioral changes (knowledge)
Physiology of Learning
Change in neurological response
Classical vs. Instrumental/Thorndikian Conditioning
Classical is same existing behavior, new stimulus.
Thorndikian is new behavior given same ennvironemnt that stamps in
Law of Effect
Consequences influence behavior. Learning occurs when there’s reward.
Thorndike on Intelligence
Intelligence comes from making connections. Tried explaining away mental concepts (behavior is enough); reductionism
Problems with Thorndike’s Theory of Intelligence
1) Individual Responses: everyone has different skills and capabilities in learning a given skill
2) Positive Correlations in applying skill to new situations: how do they do that?
Behavior doesn’t mean Learning; entails:
Learning can happen without behavior (maturation). Learning is not achievement.
Know-that vs. Know-how
Know-that concerns facts.
Know-how is related to abilities of how to do things
Further breakdowns of Know-that
Factual Knowledge, Concepts (abstract), Meta-Cognitive (even more abstract), Knowing Individual Objects (knowing a person)
Domain-specific vs. Domain-general knowledge
General: Applies to multiple domains (more abstract)
Elements of Development
Change, Time, Maturation, Growth (or decline/stagnent)
Psychological vs. Dispositional state
Psychological has start/end, dispositional doesn’t
Continuity in Development
Growth is not continuous. Sperse growth
Surface continuity vs. Surface discontinuity
What we observe largely stays the same vs. Changes
Basic Attributes of Infants
Attention, Memory, Number, Space, Executive Functioning, Mental Speed, Noegenesis
Orthogenesis
Differentiation (broad –> specialized), Articulation (connect separate things together), and Integration (complex and elaborate combination; calc needs algebra and arithmatic.)
