Intellegence and Learning Flashcards
Language Acquisition Device (LAD)
The ~thing~ in the brain that allows one to use and understand language
Noam Chomsky
Believed that language is all NATURE, with the basic language schema being wired into the human brain
What are the four components of Linguistics
Phonemes, morphemes, syntax, and pragmatics/semantics
Phonemes
Sounds of a word (Duh-uh-ke-luh-ee-ng-s)
Morphemes
Building blocks of a word (Duck-ling-s)
Syntax
Structure of a sentence (I feed the ducklings/The ducklings are fed by me)
Pragmatics/Semantics
Word choice (Ducklings vs. Small ducks)
Jean Piaget and Lev Vygotsky
Tried to figure out if language caused thinking or if thinking caused language, and decided that “concepts are the pegs on which words are hung”
Collective monologue
Nonsocial speech (like when kids babble to themselves)
Linguistic Relativity Hypothesis (Sapir-Whorf Hypothesis)
Thought processes are controlled by language
Edward Sapir and Benjamin Whorf
Coined the Linguistic Relativity hypothesis
Cognitive universalism
Concepts are universal and are the things that influence language
What three criteria must language meet?
Productivity (totally unique sentences can be made), Semanticity (sounds symbolize objects), and Displacement (ability to talk about abstract things)
Medulla
Top of the brain stem, controls basic life-sustaining functions
Pons
On top of the medulla, coordinates movement between left and right sides of the brain
Reticular Formation (RF)
In the brainstem, controls a person’s ability to ignore constant stimuli
Reticular Activating System (RAS)
Keeps you awake and alert, part of the RF
Cerebellum
Mini brain at the back of the head, controls all involuntary motor movement (like balance)
Thalamus
Center of the brain, processes information before sending it to the correct cortex
Olfactory Bulbs
The part of the cortex that deals with smell
Hypothalamus
Underneath the thalamus, regulates chemostasis
Amygdala
Small and at the front of the brain, responsible for emotions and fear
Occupital Lobe
Processes visual information
Visual Association Cortex
Helps identify and make sense of visual information
Parietal Lobe
Contains the somatosensory cortex, which processes information from skin receptors for touch, temperature, and position
Temporal Lobe
Contains the primary auditory cortex and the auditory association area to interpret language
Frontal Lobe
Performs all higher brain functions like planning, personality, memory, decision making, and language (connected to the limbic system)
Association areas
Areas devoted to making connections between sensory information and stored information
Broca’s area
Area in the left frontal lobe that allows for speech production
Wernicke’s area
Area in the left temporal lobe responsible for understanding words
Left Hemisphere
Specializes in language, speech, handwriting, calculation, rhythm, and analysis
Right Hemisphere
Specializes in global processing, spatial perception, pattern recognition, and expression (but not speech!)
Skinner
Believed language is all NURTURE and a result of operant conditioning
In utero learning
When fetuses begin to pick up language while in the womb
Synaptic pruning
Babies have a ton of synapses that allow them to do things not really necessary in the world (like distinguishing lemur faces) that eventually disappear as babies grow up and can never be recovered
Speech discrimination
We can only distinguish between phonemes we are familiar with
Facial expression
Babies learn language at first through watching people talk
When does cooing take place?
2-3 months
When does babbling take place?
4-6 months
When does patterned speech begin to take place?
Around 1-2 years
When is the first word normally spoken?
1 year
When does telegraphic speech begin?
2 years
Overextension
Using the same words for everything due to a small “word bank”
Overgeneralization
Incorrectly applying grammar rules (“I goed to the store”)
When does phoneme production begin?
4-6 years
Metaphonology
Being able to understand morphenes and how they work
How are mental images constructed
Info from stored knowledge is sent to the visual cortex (the exact opposite as real images)
Prototype
The ideal of a concept
Metacognition
Thinking about how we think
Artificial/Formal concepts
Technical, universally agreed upon ideas (tomato is a fruit)
Natural concepts
The way you would describe something (tomato feels like a vegetable)
Mechanical solution
Trail and error, trying one solution after another until something works
Algorithms
Specific procedures for solving certain types of problems (like a rubik’s cube)
Heuristic
Rule of thumb intended to apply to many situations
Representativeness Heuristic
Any thing that shares characteristics of things in a category must be a part of that category
Availability Heuristic
Our estimation of the likelihood of an event based on how easy it is to recall relevant information
Functional fixedness
Thinking about things only in terms of their traditional uses
Mental set
Tendency for people to persist in using problem solving patterns that worked in the past
Confirmation bias
Searching for evidence that fits with one’s beliefs while ignoring evidence that doesn’t
Creativity
Solving problems by combining ideas and behavior in new ways
Convergent thinking
A problem is seen as having one solution, with all lines of thinking leading towards the one answer
Divergent thinking
Start at one point and come up with different ideas based off of it
Steps of problem solving
Preparation, Production, and Evaluation
Means-end analysis
Make steps towards a solution and reassess at each step (like being lost in a mall)
Creating subgoals
Plan multiple steps in order to reach your goal (like thesis)
Intellegence
The ability to learn from experiences, acquire knowledge, and effectively use resources
Spearman
Believed that intelligence was g-factor and s-factor, and if you were intelligent in those terms, you were intelligent in everything
S-factor
Specific intelligence, task specific abilities
G-factor
General intelligence, the ability to reason and solve problems
Gardner
There are nine intelligence categories. His ideas were misapplied to “learning styles”
Sternberg
Believed in the triarchic theory of intelligence, with analytical (book smarts), creative (divergent thinking), and practical (street smarts) intelligence.
Francis Galton
First to use surveys to collect data on intellegence
Binet’s Mental Ability test
Tested mental age
Standford-Binet IQ
Measures IQ as a quotient of mental age and actual age
SB5
Stanford-Binet test used for children
Wechsler Test
Series of IQ tests designed for different age groups
Crystallized intellegence
“Steady” knowledge we’ve accumulated over time
Fluid intellegence
Ability to problem solve and reason abstractly
Adrien Dove
Created the Chitling Test
Chitling Test
Showed language and dialect barriers between children of different cultures during IQ testing
What must happen for someone to have a intellectual disability
They must have a low IQ, low adaptive behavior, and the disability must have begun during childhood
DSM-5
Diagnoses for intellectual disability
What are DSM-5 diagnoses based on?
Intellectual functioning for conceptual skills (like academics, memory, social judgement, and language), social skills, and practical skills
Fragile X syndrome
A brain protein deficiency caused by a defect on the 23rd pair of the X chromosome
Lewis Terman
Found gifted children to be better leaders, taller, more attractive, and only having social issues in childhood
Joan Freeman
Found gifted children who were pushed to succeed were unhappy in adulthood
Emotional intellegence
Awareness of and ability to manage one’s emotions and to understand emotions of others
Flynn effect
Generations are getting smarter over time
Thurstone
Believed in 7 elements of intellegence
Guilford
Believed in 120 elements of intellegence
Cattle
Fluid and crystallized intelligence are the two most important measures
