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Psychology 1X03 > Problem Solving & Intelligence > Flashcards

Problem Solving & Intelligence Flashcards

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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.

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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.
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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)
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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)
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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.

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5
Q

Intelligence Testing (2)

A
  • Way of measuring intelligence.
  • Two important qualities of a test:
    1. is it RELIABLE
    2. is it VALID
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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
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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.
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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
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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.
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10
Q

Practical Intelligence (2)

A
  • Known as “street smart” or “common sense knowledge”
  • Applies problem solving faced in every-day life.
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11
Q

Arch of Knowledge (1)

A
  • Together, deductive and inductive reasoning form the arch of knowledge.
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12
Q

Well-defined problem (1)

A
  • A problem in which the starting position, allowable rules, and end goals are clearly stated.
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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.

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14
Q

Heuristics (1)

A
  • Refers to the mental shortcuts that help make decisions faster and reduce cognitive load.
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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.
24
Q

Schemas (1.1)

A
  • 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
Q

Assimilation (1.1)

A
  • Incorporating new information into existing schemas
    EX. a child manipulates incoming information so that it makes sense with their existing schema.
26
Q

Accommodate (2)

A
  • 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.
27
Q

The four stages (3)

A

-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.

28
Q

Sensorimotor (3)

A
  • 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.
29
Q

Preopertational (1.1)

A
  • 2-7 y/o
  • Still has a number of important cognitive limitations.
    EX. Those include: egocentrism, seriation, reversible relationship, and conservation.
30
Q

Egocentrism (1)

A
  • Difficulty understanding the world from a perspective other than your own
31
Q

Seriation (1)

A
  • Ability to logically order a series of objects (big to small/ small to big)
32
Q

Reversible relationships (1)

A
  • 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”.
33
Q

Conservation (1.1)

A
  • 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
Q

Concrete Operation Stage (3)

A
  • 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.
35
Q

Formal Operational Stage (2)

A
  • 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
Q

Charles Spearman (1.2)

A
  • 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
Q

Howard Gardner

A
  • Multi-intelligence theory (8 types)
    -Each of these intelligences is independent from the other.
38
Q
A

Psychology 1X03 (9 decks)

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