Problem Solving & Intelligence Flashcards
1
Q
How is Intelligence Defined by Edwin Boring? (3)
A
-Intelligence is whatever intelligence test measures.
- Fails to capture cognitive features of intelligence.
-This includes mental processes involved in the acquisition of knowledge, manipulation of information, and reasoning.
2
Q
Intelligence (Final definition) 2.2
A
- The cognitive ability of an individual to learn from experience, reason well, remember important information, and cope with the demands of daily living.
- Definition was made using two assumptions:
1. Intelligence involves the ability to perform cognitive tasks.
2. Capacity to learn from experience and adapt.
3
Q
Deductive Reseasoning (Problem Solving) (3.1)
A
- Occurs when a person works from ideas and general information to arrive to a specific conclusion.
- Theory to fact.
- Generates hypothesis
Ex. Michelle a is highly organized person, therefore, you would expect that Michelles desk is spotless and clutter free.
(Explain the cycle)
3
Q
Inductive Reasoning (Problem Solving) (3.1)
A
- Works the opposite way from deductive reasoning, where you are moving from a specific fact to observations that encompass a broader, generalized theory.
- Fact to theory.
- Interpreting data
EX. Sarah’s desk has scatted papers, coffee ring stains etc. Therefore, Sarah is disorganized and ignorant of details.
(Explain the cycle)
4
Q
Functional Fixedness (1.1)
A
-Difficulty in seeing alternative uses for common objects.
EX. A water bottle can be used for multiple other purposes.
5
Q
Intelligence Testing (2)
A
- Way of measuring intelligence.
- Two important qualities of a test:
1. is it RELIABLE
2. is it VALID
6
Q
Reliability (4)
A
- A reliable test produces the same results if one person takes it multiple times
- Measures the extent to which repeated testing produces consistent results.
- Proves that intelligence is stable.
- Test-retest method
7
Q
Validity
A
- A valid test actually measures the trait it is suppose to be measuring.
- Shows the extent to which a test is actually measuring what the research claims to be measuring.
8
Q
Analytic Intelligence (2.1)
A
- Used when we analyze, evaluate, judge or compare and contrast.
- Described as academic problem solving and computation.
EX. Solving math problems
9
Q
Creative intelligence (2.1)
A
- Described how well someone can cope with relative novelty and originality.
- Consists of new ways to approach problems.
EX. Storytellers, innovators, artisits.
10
Q
Practical Intelligence (2)
A
- Known as “street smart” or “common sense knowledge”
- Applies problem solving faced in every-day life.
11
Q
Arch of Knowledge (1)
A
- Together, deductive and inductive reasoning form the arch of knowledge.
12
Q
Well-defined problem (1)
A
- A problem in which the starting position, allowable rules, and end goals are clearly stated.
13
Q
Ill-defined problem (3)
A
-A problem in which the starting position, allowable rules, and end goals are not clearly stated.
- Most problems encounter in everyday life.
- Best strategies is to break the problem into smaller and more manageable subgoals, creating small series of well-defined problems.
14
Q
Heuristics (1)
A
- Refers to the mental shortcuts that help make decisions faster and reduce cognitive load.
15
Q
Availability Heuristic (1.1)
A
- Tendency to make decisions about the frequency of an event based on information most easily available (how easily it comes to mind).
EX. You saw a McMaster Student on the bus one day. The next day you take the bus and see a student, you assume they are a McMaster student.
16
Q
Representativeness Heuristic (1.1)
A
- Make judgement about the probability of an event occurring based on how similar that event is to one’s ideal example.
EX. someone wearing a suit and carrying a briefcase, that they must be a lawyer, because they look like the stereotype of a lawyer
17
Q
Interrater reliability (1)
A
- The degree of agreement between multiple observers witnessing the same event. If there is a high degree of agreement, the measure is considered reliable.
18
Q
Predictive validity (1)
A
- The extent to which a score on a test can be used to predict future behaviour.
19
Q
Weschler Intelligence Adult Scale (WAIS) (3)
A
- Known as IQ tests.
- Said to be standardized.
-Someone who achieves the mean score will receive an IQ of 100, while a score surrounding the mean form a percent normal distribution with a standard deviation of 15.
20
Q
Twin Studies (3)
A
- Comparing identical twin (100% genes shared) vs. fraternal twin (50% genes shared)
- Identical twins show a strong positive correlation of +0.8, significantly greater than the +0.6 correlation of fraternal twins.
- Role of genes in the development of intelligence.
21
Q
Role of Environment and Intelligence (3)
A
- Fraternal twins raised together show higher correlation than fraternal twins raised apart.
- Suggest that environment can have an effect.
- Another example between gene vs environment are the similarities between adoptee and biological parents vs. adoptees and adaptor parents.
22
Q
The Flynn Effect (4)
A
- Raw IQ test score has been on the rise since 1932.
- Score that corresponds to an IQ of 100 had been on the rise.
-Rising at a rate of 9-15 points every 30 years.
-Causes: Increased schooling, multimedia, nutrition and health.
23
Q
Piaget’s Fundamental Idea (2)
A
- Children are active learners.
- By manipulating and exploring their environments, children incorporate new information into what they know.
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Schemas (1.1)
- A mental framework for interpreting the world around us.
EX. If Greg frowns during a conversation, you use schemas to interpret that he must be unhappy and you can act accordingly. A child on the other hand has not developed this skills and may focus on more interesting outcomes rather than you being sad.
25
Assimilation (1.1)
- Incorporating new information into existing schemas
EX. a child manipulates incoming information so that it makes sense with their existing schema.
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Accommodate (2)
- Modifying existing schemas to fit incompatible information.
- When new information is compatible with the existing schema, the child must alter their schema to make sense of this new information.
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The four stages (3)
-Each stage is characterized by specific abilities and limitations
-Child must undergo some sort of change in their schema before moving to the next stage.
- Children can progress to the next stage at their own rate, but must do so in sequential order...no stage can be skipped.
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Sensorimotor (3)
- Between 0-2 years old
- Child begins recognizing that they can change the environment by engaging with the world and acting intentionally.
- A major milestone is object permanence, where they realize that an object will continue to exist.
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Preopertational (1.1)
- 2-7 y/o
- Still has a number of important cognitive limitations.
EX. Those include: egocentrism, seriation, reversible relationship, and conservation.
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Egocentrism (1)
- Difficulty understanding the world from a perspective other than your own
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Seriation (1)
- Ability to logically order a series of objects (big to small/ small to big)
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Reversible relationships (1)
- If she has a brother, she would say "I have a brother, his name is George", but if you ask "Does George have a sister", she will say "No".
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Conservation (1.1)
- Knowing that a quantity doesn't change if it's been altered
EX. Fluid conservation example, where two glasses contain the same amount of liquid, but one is poured in a smaller glass and other other in a tall glass. Even though the volume of liquid is conserved, the child will pick the taller glass.
34
Concrete Operation Stage (3)
- Age 7-12
- The child's schemas are still concrete and based on their experiences with the world.
- Still struggles to think in abstract terms or reasons based on hypotheses.
- This is why more abstract concepts are learnt after the age of 12 years old.
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Formal Operational Stage (2)
- Children have mastered the ability to think in abstract terms, work with hypothesis, and do everything else that makes up the range of adult cognitive abilities.
- They can understand the theoretical world in which fantasy worlds take place.
36
Charles Spearman (1.2)
- Theorised that there was one generalized intelligence called "g".
EX. People who performed well on classical intelligence tasks performed well on all kinds of tasks - vocabulary, math, special abilities etc.
EX. only people with a certain "g" can vote, or reproduce.
37
Howard Gardner
- Multi-intelligence theory (8 types)
-Each of these intelligences is independent from the other.
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