DDIUDUDUUOSADU Flashcards
Why might younger children experience less functional fixedness than adults
They have not become accustomed to using familiar objects in a fixed way (they have less knowledge therefore can find different uses/points of views)
What does the validity of a syllogism depend on
2 premises/statements and a conclusion, makes it valid always but not always true
Why might people engage in risky decisions?
When dealing with loss/emphasis on loss
Or when risk reward is emphasized
(gambling)
How do we measure intelligence?
iq tests
Why might these measures be problematic?
standardized and it doesn’t cover the varying types of intelligence and is limited to general intelligence
How does creativity relate to problem solving?
Creative individuals have the ability to generate remote (uncommon) solutions
4 types of problems
- well defined problem
- ill defined problem
- insight problem
- non insight problem
traits of a well defined problem
-only one way to solve + one correct answer
(math problems)
traits of a ill defined problem
-more than one solution + unsteady path
(relationship problems)
traits of a insight problem
look at problem at a different angle to solve
(AHA - answer appears suddenly)
traits of a non insight problem
-use knowledge + logical deduction
Barriers to problem solving (2)
- functional fixedness
2.einstellung effect
functional fixedness
Inability to see beyond the designed or most common use of a particular object (cannot think outside of the box)
einstellung effect
mental set + person’s predisposition to solve a given problem in a specific manner even if better problem solving methods exsist
inductive reasoning
relies on patterns and trends (observations that lead to conclusions) observation may be correct but conclusion is often wrong NOT ALWAYS CORRECT
deductive reasoning
relies on facts and rules (take 2 statements/premises to form a conclusion) ALWAYS CORRECT
deductive reasoning (syllogisms)
Deductive reasoning draws logically sound (valid) conclusions from premises
- includes 2 assumptions (premises) followed by a third statement (conclusion)
validity in syllogisms
Valid ≠ True
If the conclusion follows logically from the two premises of a syllogism, then the syllogism must be valid
(in other words, the validity of a syllogism depends on its form)
deductive reasoning (syllogisms) 2 types
1.conditional syllogisms
2. categorical syllogisms
conditional syllogisms
occurrence of an event may be conditional on the occurrence of another
- “If X, then Y” statements
categorical syllogisms
3 categorical propositions (two premises and a conclusion)
- Usually, premises specify a relationship between two categories
syllogism errors
- confirmation bias
- belief bias
confirmation bias
the tendency to seek confirmatory evidence for a hypothesis
belief bias
valid syllogisms are rejected more often when the conclusion unbelievable
invalid syllogisms are accepted more often when the conclusion is believable
FRAMING EFFECT
cognitive bias where people decide on options based on whether the options are presented with positive or negative connotations (e.g., a loss or a gain)
heuristics
mental shortcuts to facilitate problem solving and judgements
2 types of heuristics
- Representativeness Heuristic
- availability heuristics
Representativeness Heuristic
basing the estimated probability of an event based on how similar it is to the typical prototype of the event
(suit + tie + briefcase = they must be rich/a lawyer)
availability heuristics
Things easily remembered > judged as being more probable
(watch jaws= believe all sharks are evil and eat humans)
4 types of intelligence
- general intelligence
2.specific intelligence - crystalized Intelligence
- Fluid Intelligence
general intelligence
intelligence that is common to all abilities
specific intelligence
-varies across individuals and is correlated across abilities within an individual
- The amount devoted to a particular skill or domain (nurture/schooling)
crystalized Intelligence
-use prior knowledge/experience
-factual (increases with age)
-school
. Fluid Intelligence
-ability to reason + learn new things + problem solving
flynn effect
increase in IQ scores over historical time
- Due to enriched environment (nutrition and health, education, environmental complexity
Sternberg’s Triarchic Theory of Intelligence
Analytical intelligence: academic problem solving and computation
Creative intelligence: imaginative and innovative problem solving
Practical intelligence: street smart and common sense
criticisms of Sternberg’s Triarchic Theory of Intelligence
-These intelligence measures are highly correlated
-No evidence to support the independence of practical intelligence
-Underplays the importance of general intelligence in practical affairs
Gardner’s theory of specific intelligence
- Symbol system (drawing, music, math)
- Prodigies: the intelligence has an association with exceptional individuals (epic chess/math people)
- A distinctive developmental history for each intelligence (everyone begins the same way and some reach very high levels of competence)
This theory suggests human intelligence can be differentiated into the following modalities: visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal, intrapersonal, naturalistic and bodily-kinesthetic
problem solving
- the ability to discover new problems, their methods, and solutions
problem solving requires _______.
- the same person to formulate the problem, devise the method, and reach the solution.
Associative hierarchy
associations used for problem solving are arranged in a hierarchy
flat associative hierarchy
creative person has many associations available, all with roughly equal probabilities of retrieval
- Therefore, they are more likely than most to recognize alternative, uncommon solutions
steep associative hierachy
less associations available, not as open minded/creative
Why might younger people have an easier time learning how to use new technology compared to older people?
fluid intelligence
Tulving’s levels of consciousness (3)
- Anoetic
- Noetic
- Autonoetic
Anoetic
not knowing; stays within the present moment and does not go beyond itself
Noetic
knowing; we use it when we are aware of our immediate surroundings and the things that lie beyond it
Autonoetic
self-knowing; involves remembering personal experiences (i.e., mental time travel)
3 types of memory
- Procedural memory
- Semantic memory
3.Episodic memory
Procedural memory
implicit memory that involves the performance of actions and skills; below the level of conscious awareness (walking, riding a bike)
Semantic memory
ideas, concepts, and facts (general knowledge
Episodic memory
collection of past personal experiences
Schooler’s levels of consciousness
- Non-conscious
- Conscious
- Meta-conscious
Non-Conscious
level of consciousness that operated without our attention
Conscious
what we are aware of in the moment
Meta-conscious
when you direct your attention to your own state of mind
mind wandering
The state in which your thoughts wander from a particular task without your realizing that this has occurred, also referring to zoning out
Why can we not consciously perceive subliminal messages?
The stimulus is too weak to be consciously recognized
Still has an impact on your behavior
Objective threshold
level where target detection is no better than chance
Subjective threshold
viewer claims not to be able to perceive a target
grand illusion of conscious perception
illusion that what we see in our visual field is a clear and detailed picture of the world
Constraints of the visual system
- Retinal blur
- Saccadic suppression
- Blink suppression
Retinal blur
blur from fast eye movements
Saccadic suppression
halt visual
processing during eye movement
Blink suppression
halt visual processing
during blink
consciousness is a product of _____.
brain activity
Binocular rivalry
when a different image is presented to each eye, the viewer becomes conscious of only one of the images at a time
Flash suppression
when different images are presented to each eye and one of the images is replaced, the new image enters consciousness and the image presented to the other eye is suppressed from consciousness
dreams
conscious experiences that are like that of waking but are fabricated by the brain
Activation-synthesis hypothesis:
dreams are the result of essentially arbitrary stimulation that begins with spontaneous activity in the pons, which then activates many parts of the cortex
a lack of prefrontal regulation and sensory input =
weird and disconnected dreams
How do Tulving’s levels of consciousness mirror Schooler’s levels of consciousness?
- anoetic=unconscious=implicit memory=not knowing
- noetic=conscious=knowing=sematic memory
- autonoetic=episodic memory=mental time travel=Meta-consciousness
