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Introduction to Psychology > Thinking and Intelligence > Flashcards

Thinking and Intelligence Flashcards

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1
Q

Cognition

A
  • Refers to thinking, and it encompasses the processes associated with perception, knowledge, problem solving, judgement, language, and memory
  • Essential feature of human consciousness, yet not aspects of cognition are consciously experienced
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2
Q

Cognitive Psychology

A
  • Dedicated to examining how people think

* Attempts to explain how and why we think the way we do by studying the interaction among humans

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3
Q

Concepts

A
  • Categories or groupings of linguistic information, images, ideas, or memories such as life experiences
  • Allow us to see the relationships among the different elements of your experiences and to keep the information in your mind organize and accessible
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4
Q

Prototype

A

•Best representation of a concept

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5
Q

Natural Concepts

A

•Created “naturally” through your experiences and can be developed from either direct or indirect experiences

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6
Q

Artificial Concept

A
  • Concept that is defined by a specific set of characteristics
  • Enhance the understanding of a topic by building on one another
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7
Q

Schema (plural: schemata)

A
  • A mental construct consisting of a cluster or collection of related concepts
  • When a schema is activated, the brain makes immediate assumptions about the person or object being observed
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8
Q

Event Schema or Cognitive Script

A
  • A set of behaviors that can feel like a routine

* May be difficult to change; reason of why many habits are difficult to break once they have been acquired

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9
Q

Language

A

•A communication system that involves using words and systematic rules to organize those words to transmit information from one individual to another

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10
Q

Other than language, what are the other communication that species use?

A
  • Postures
  • Movements
  • Odors
  • Vocalization
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11
Q

Lexicon

A
  • Refers to the words of a given language

* Vocabulary

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12
Q

Grammar

A

•Refers to the set of rules that are used to convey meaning through the use of lexicon

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13
Q

Phoneme

A
  • A basic sound unit of a given language (e.g., “ah”, and “eh”)
  • Different languages have different phoneme
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14
Q

Morphemes

A
  • Phonemes are combined to form morphemes

* The smallest units of language that convey some type of meaning (e.g., “I” is both a phoneme and a morpheme)

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15
Q

Semantics

A

•Refers to the process by which we derive meaning from morphemes and words

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16
Q

Syntax

A

•Refers to the way words are organized into sentences

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17
Q

When is a critical period for language acquisition?

A

•It was shown that proficiency at acquiring language is maximal early in life; generally, as people age, the ease which they acquire and master new languages diminishes

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18
Q

Over-generalization In Language

A

•Refers to an extension of a language rule to an exception to the rule

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19
Q

Developmental Language and Communication (Stages)

A
  1. 0-3 months: Reflexive communication
  2. 3-8 months: Reflexive communication; interest in others
  3. 8-13 months: Intentional communication; sociability
  4. 12-18 months: First words
  5. 18-24 months: Simple sentences of two words
  6. 2-3 years: Sentences of three or more words
  7. 3-5 years: Complex sentences; has conversations
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20
Q

Linguistic Determination

A

•The term implies that people who speak different languages as their mother tongues have different thought processes.

21
Q

Problem-solving Strategies

A
  • Trial and Error – continue trying different solutions until the problem is solved
  • Algorithm – step-by-step problem-solving formula
  • Heuristics – general problem-solving framework
22
Q

Mental Set

A

•Refers to the persistence in approaching a problem in a way that has worked in the past but is clearly not working now

23
Q

Functional Fixedness

A

•A type of mental set where you cannot perceive an object being used for something other than what it was designed for

24
Q

Different Types of Biasness

A
  • Anchoring – tendency to focus on one particular piece of information when making decisions or problem-solving
  • Confirmation – focuses on information that confirms existing beliefs
  • Hindsight – belief that the event just experienced was predictable
  • Representative – unintentional stereotyping of someone or something
  • Availability – decision is based upon either on an available precedent or an example that may be faulty
25
Q

Raymond Cattel

A

•Proposed a theory of intelligence that divided general intelligence into two components – crystallized and fluid intelligence

26
Q

Crystallized Intelligence

A
  • Characterized as acquired knowledge and the ability to retrieve it
  • When you learn, remember, and recall information
  • Helps you overcome concrete, straightforward problems
27
Q

Fluid Intelligence

A
  • Encompasses the ability to see complex relationships and solve problems
  • Helps you tackle complex, abstract challenges in your daily life
28
Q

Robert Sternberg

A

•Developed another theory of intelligence, which he titled the triarchic theory of intelligence because it sees intelligence as three parts – practical, creative, and analytical intelligence

29
Q

Practical Intelligence

A

•Refers to finding solutions that work in your everyday life by applying knowledge based on your experiences

30
Q

Analytical Intelligence

A
  • Closely aligned with academic problem solving and computations
  • Demonstrated by the ability to analyse, evaluate, judge, compare and contrast
31
Q

Creative Intelligence

A

•Marked by inventing or imagining a solution to a problem or situation

32
Q

Howard Gardner

A
  • Developed multiple intelligence theory
  • In Gardner’s theory, each person possesses at least 8 intelligence. Among these 8 intelligences, a person typically excels in some and falters in others
33
Q

Gardner’s 8 Intelligences

A
  • Linguistic Intelligence – perceives different functions of language, different sounds, and meaning of words; may easily learn multiple languages
  • Logical-mathematical Intelligence – capable of seeing numerical patterns; strong ability to use reason and logic
  • Musical Intelligence – understands and appreciate rhythm, pitch and tone; may play multiple instruments or perform as a vocalist
  • Bodily Kinesthetic Intelligence – high ability to control the movements of the body
  • Spatial Intelligence – ability to perceive the relationship between objects and how they move in space
  • Interpersonal Intelligence – ability to understand and be sensitive to the various emotional states of others
  • Intrapersonal Intelligence – ability to access personal feelings and motivation and use them to direct behavior and reach personal goals
  • Naturalist Intelligence –high capacity to appreciate the natural world and interact with the species within it
34
Q

Emotional Intelligence

A
  • Gardner’s inter- and intrapersonal intelligence are often combined
  • Encompasses the ability to understand the emotions of yourself and others; show empathy
  • Ability to regulate your own emotions and respond to culturally appropriate ways
35
Q

Creativity

A

•Ability to generate, create or discover new ideas, solutions, and possibilities

36
Q

Divergent Thinking

A
  • Described as thinking “outside the box”

* Allows an individual to arrive at unique, multiple solutions to a given problem

37
Q

Convergent Thinking

A

•Ability to provide a correct or well-established answer or solution to a problem

38
Q

Sir Francis Galton

A
  • Believed that many aspects of human nature, including intelligence, could be measured scientifically. In a time before IQ tests
  • Attempted to measure intelligence through reaction time tests.
39
Q

Alfred Binet and Théodore Simon

A
  • Binet – French psychologist who invented the first practical IQ test, the Binet–Simon test
  • Simon – worked with Binet to develop the Binet-Simon scale, one of the most widely used scales in the world for measuring intelligence.
40
Q

David Wechsler

A
  • Developed a new IQ test int the United States; combined several subtests from other intelligence tests used between 1880 and World War I
  • Wechsler Adult Intelligence Scale - fourth edition (WAIS-IV)
  • Wechsler Intelligence Scale for Children (WISC-V)
  • Wechsler Preschool and Primary Scale of Intelligence - Revised (WPPSI-III)
41
Q

Flynn Effect

A
  • Named after James Flynn
  • Refers to the observation that each generation has significantly higher IQ than the last; however, increased IQ scores do not neccessarily that the younger generations are more intelligent per se
42
Q

Bell Curve

A

•Demonstrates a normal distribution of a trait

43
Q

Representative Sample

A

•A subset of the population that accurately represents the general population

44
Q

Standard Deviation

A
  • Describe how data are dispersed in a population and give context to large data sets
  • The bell curve uses the standard deviation to show how all scores are dispersed from the average score
45
Q

What does IQ score of below 70 indicates?

A
  • Significant cognitive delays
  • Major deficits in adaptive functioning
  • Difficulty meeting”community standards of personal independence and social responsibility” when compared to the same-aged peers
46
Q

Different Intellectual Disability Subtypes

A
  • Mild (85%) – 3rd - 6th grade skill level in reading, writing, math; may be employed and live independently
  • Moderate (10%) – Basic reading and writing skills; functional self-care skills; require some oversight
  • Severe (5%) – Functional self-care skills; require oversight of daily environment and activities
  • Profound (<1%) – May be able to communicate verbally or non-verbally; requires intensive oversight
47
Q

Range of Reaction

A
  • The theory that each person responds to the environment in a unique way based on the individual’s genetic makeup
  • According to this idea, your genetic potential is a fixed quantity, but whether you reach your full potential (intellectual) is dependent upon the environment stimulation you experience, especially during childhood
48
Q

Dysgraphia

A
  • A learning disability that results in a struggle to write legibly
  • Extreme difficulties putting their thoughts down on paper
  • Require academic accommodations to help them succeed in school – provide students with alternative assessment opportunities to demonstrate what they know
  • Treatment – occupational therapy
49
Q

Dyslexia

A
  • Inability to correctly process letters; unable to understand sound-letter correspondence
  • The neurological mechanism for sound processing does not work properly
  • Some cope by memorizing the shapes of most words, but they never actually learn to read

Introduction to Psychology (16 decks)

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