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Psychology Midterm > Lecture 6 - Thinking and Intelligence > Flashcards

Lecture 6 - Thinking and Intelligence Flashcards

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1
Q

Thinking

A

allows us to manipulate info internally to construct models if the world and regulate ourselves to meet goals

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2
Q

Representations can take two forms

A

images and concepts

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3
Q

mental images

A

representation of any sensory experience that is stored in memory and can be retrieved for use later

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4
Q

concepts

A

a concept is an organizing principle derived from experience

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5
Q

Theories of thoughts as concepts

A

feature detection model, prototype theory and examplar theory

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6
Q

Feature Detection Model

A

people determine whether an object can fit into a concept by considering overlapping features (dogs are furry with tails, birds have wings and fly)

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7
Q

Prototype Theory

A

a representation of a category formed by averaging all members of the category (prototypical dog has an average size, average colour etc.)

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8
Q

Problem with Feature Detection Model

A

there are always exceptions

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9
Q

Exemplar Theory

A

an exemplar is a specific member of a category used to represent the category (fruit - apple, planet - earth)

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10
Q

Concepts as theories

A

concept formation can be theory building as concepts do not exist in isolation put part of a vast interconnected of memories

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11
Q

Concepts as schemas

A

concepts are embedded in schemas (set of expectations about objects and situations)

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12
Q

concepts and the brain

A

different patterns of brain activity are identified when people think about different topics

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13
Q

problem

A

exists when there is an obstacle or a difference between where you are now and where you would like to be

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14
Q

well-defined problem

A

have clear initial state, goal state, a defined set of operators and a limited number of solutions

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15
Q

ill-defined problem

A

no clear initial state, no specified goal states of defined set of operatores and a large number of unpredictable solutions

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16
Q

four steps of problem solving

A
  1. understand the problem
  2. make a plan
  3. carry out the plan
  4. look back
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17
Q

step 1. understand the problem

A

involves representing or framing the problem in a useful way

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18
Q

suggestions for step 1. understanding the problem

A
  • big or long-term goals should be broken into intermediate goals
  • personal bias interferes with good problem solving
  • functional fixedness: person’s tendency to think about a concept in its most typical form and not others (string problem)
  • brooding: judgemental process in which we compare our current situation with an ideal situation
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19
Q

step 2. make a plan

A

involves generating possible solutions and then choosing the best to implement

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20
Q

you generate solutions (step 2) through

A

algorithms and heuristics

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21
Q

algorithms

A

precise, step-by-step rules that will reliably generate a solution to a problem (takes a while)

22
Q

heuristics

A

rules of thumb that help constrain the problem in certain ways but they do not guarantee that you will find a solution

23
Q

types of heuristics that are faulty

A

recognition, availability, representative and affect heuristic

24
Q

recognition heuristic

A

rule of thumb in which a higher value is placed on the more easily recongised alternative

25
Q

availability heuristic

A

rule of thumb in which the frequency of an event’s occurence is predicted by the ease with which the event is brought to mind

26
Q

representative heuristic

A

rule of thumb in which stimuli similar to a prototype are believed to be more likely than stimuli dissimilar to prototype

27
Q

affect heuristic

A

rule of thumb in which we choose between alternatives based on emotional gut reactions to stimuli

28
Q

critical thinking skills

A

not thinking of decisions as right or wrong, being influenced by others, doing something because it is always done that way

29
Q

suggestions while making decisions

A

understand probability, encourage dissenting opinions from others, accurate assessmetn of own knowledge, do not rush

30
Q

language

A

system for communicating thoughts and feelings using arbitrary signals like sounds, gestures and writing

31
Q

language allows us to organize and manipulate

A

our thiking, problem-solving and decision making

32
Q

language reflects and shapes

A

thought

33
Q

phonemes

A

basic speech sounds

34
Q

morphemes

A

meaningful units of language that are the smallest components of speech carrying meaning

35
Q

aphasia

A

loss of the ability to speak or understand language

36
Q

Broca’s aphasia

A

affects the production of speech

37
Q

Wernicke’s aphasia

A

affects speech comprehension

38
Q

dyslexia is influenced by

A

genetic factors and has influence on phonological awareness

39
Q

brain differences due to dyslexia

A

grey matter volume and white matter connectivity in circuits of language processing, also atypical brain lateralization and greater activation near Broca

40
Q

intelligence

A

ability to understand complex ideas, adapt effectively to the environment, learn from experience, engage in reasoning etc.

41
Q

intelligence quotient

A

measure of individual intelligence relative to a statistically normal curve

42
Q

frequently used intelligence tests

A

Stanford-Binet Intelligence Scales and Wechsler Adult Intelligence Scale

43
Q

IQ =

A

mental age / chronological age X 100

44
Q

fluid intelligence

A

ability to think logically without needing previously learned knowledge (peaks in young adulthood and then declines)

45
Q

crystallised intelligence

A

requires specific, learned knowledge such as vocabulary or maths (remains stable in adulthood)

46
Q

biological influences on intelligence are in

A

brain structure, brain activity, intelligence and genetics

47
Q

intelligence positively correlates with

A

brain volume

48
Q

genes play a role in

A

intelligence (75% of variance can be attributed to genetics) but also environmental variables have an impact

49
Q

55-70 IQ indicates

A

mild intellectual disability

50
Q

40-55 IQ indicates

A

moderate intellectual disability (down)

51
Q

25-40 IQ indicates

A

severe intellectual disability

52
Q

IQ below 25

A

profound intellectual disability

Psychology Midterm (11 decks)

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