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PSYCH 111 > thinking, language and intelligence > Flashcards

thinking, language and intelligence Flashcards

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1
Q

how to solve problems?

A

identify current situation
identify goal
sub-problems
routines

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2
Q

automaticity

A

fall into these automatic things when solving problems (ex. reading instructions)

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3
Q

fixation (mental set)

A

nine-dot problem, problem with fixation/trying to stay in the box

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4
Q

framing

A

language of a problem creates a way of thinking about it (ex. 93% fat free, not 7% fat)

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5
Q

hindsight bias

A

something becomes common sense once you know the correct answer

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6
Q

availability heuristic

A

judging the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of their vividness), we presume such events are common (ex. casinos with winning/loud and losing/quiet)

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7
Q

overconfidence

A

when you are more confident than correct, Dunning Kruger Effect

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8
Q

representativeness heuristic

A

judging the likelihood of events based of how well they seem to represent prototypes (small, slim, likes to read poetry is more likely a professor than truck driver)

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9
Q

confirmation bias

A

tendency to search for information that supports our preconceptions and to ignore contradictory evidence

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10
Q

belief preserverance

A

clinging to one’s initial conceptions after the basis on which they were formed has been discredited (ex. carp or no carp in lake)

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11
Q

how do we organize our thoughts?

A

prototype and schema

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12
Q

prototype

A

mental averages; a best example of a category to sort by (ex. prototypic dog, cat, professor, etc.)

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13
Q

schema

A

organizing information into categories than relationship among categories (liben and signorella with traditional vs. nontraditional photos)

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14
Q

phonemes

A

specific sounds of language (that - th, a, t)

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15
Q

morphemes

A

basic meaning units (suffix, prefix, anything that changes the meaning of a word) (strangers has 3 - strange, er, s)

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16
Q

Chomsky, LAD

A

Language Acquisition Device, helps us understand the structure of language/grammar; how child learn and process words

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17
Q

Lennerburg

A

critical period for language, 2yr to puberty, case study Genie is proof of this

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18
Q

active language acquisition is

A

biologically driven

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19
Q

who believed human language was nature

A

chomsky and lennerburg

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20
Q

who believed human language was nurture

A

skinner

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21
Q

3 language principles for Skinner

A

association, imitation, reinforcement

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22
Q

crying

A

from birth, to express needs

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23
Q

cooing

A

2-4 months, little vowel sounds and becoming more social

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24
Q

babbling

A

4-6 months, using harsh constants (b and d)

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25
Q

expressive jargon

A

towards end of first year, sounds like they made up their own language with no semantic content

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26
Q

first word

A

around 13 months, but really understand 100 words

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27
Q

holophrase

A

packing a whole sentence into one word (ex. doggy means the dog ate my homework)

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28
Q

two words

A

end of second year

29
Q

telegraphic speech

A

only using vital words (ex. doggy no means no dog don’t eat my homework)

30
Q

linguistic determination

A

language determines the way we think, Whof’s hypothesis

31
Q

linguistic relativism

A

language influences the way we think

32
Q

three approaches to intelligence

A

psychometric, triarchical and gardner

33
Q

psychometric approach

A

more measuring things than assuming it is measuring intelligence (school systems/testing/measuring the mind)

34
Q

stanford-Binet intelligence scale

A

wanted to identify children having difficulty learning in the classroom

35
Q

wechsler intelligence scale for children

A

performance (picture, special visualization) and verbal (logical reasoning), reinforces that intelligence is measurable/comes down to a number

36
Q

IQ controversy

A

some people with average IQ do amazing things while some people with amazing IQ do average things

37
Q

who believed biology is destiny in respect to IQ/intelligence?

A

hernstein and murray
Jensen

38
Q

hernstein and murray, 1994

A

suggested that people who were smart and had high IQs gravitated toward top of society and vice versa for lower IQs
bell curve

39
Q

Jensen, 1985

A

research on IQ and populations of people and their IQ scores, showed difference in IQ based on race and ethnicity
caused fundings for programs helping minorities to be cut

40
Q

who believed environment played a large role in IQ?

A

Scarr and Weinberg
Shirly Brice Heath

41
Q

Scarr and Weinburg, 1983

A

African American children adopted by middle class white parents were shown to have higher IQ scores due to their environment

42
Q

Shirly Brice Heath, 1989

A

White mothers, when reading to children in their lap, approached task by asking IQ like questions/prepping them to be tested while African American mothers linked the stories to real life events
psychometric

43
Q

divergent thinking

A

multiple answers/thinking creatively

44
Q

convergent thinking

A

one right answer
how schools approach learning, not fostering creativity

45
Q

intrinsic motivation

A

inside motivation (doing things for ourselves)

46
Q

extrinsic motivation

A

outside motivations (doing things for parents, peers)

47
Q

locus of control

A

internal and external

48
Q

internal locus of control

A

practice and hard work
proven to do better in real world
things inside your control

49
Q

external locus of control

A

luck/by chance
outside of your control

50
Q

mastery oriented attributions

A

into learning for learning’s sake
care more about effort than outcome

51
Q

performance oriented attributions

A

care more about outcome
cares more about grades than learning
associated with external locus of control
risk learned helplessness

52
Q

learned helplessness

A

when you fail so much you stop trying
the more you realized anything you do won’t change your situation

53
Q

sternberg’s triarchic theory of intelligence

A

intelligence couldn’t be measured by IQ test

54
Q

three subtheories of sternberg triarchic theory

A

componential (analytic)
experimental (creative)
contextual (practical)

55
Q

componential subtheory

A

allows people to compare and contrast
metacognition - knowing about your own cognitive processes/recognizing problem
strategy application - picking strategy to solve problem
knowledge application - asking what you need to solve problem

56
Q

experimental subtheory

A

novelty of task - ability to deal with something new
automatization of skills - being able to easily adopt skills

57
Q

contextual subtheory

A

adapting - change things about yourself to become more efficient in your environment
shaping - change the environment to better succeed but hard to do
selecting - selecting a new environment when you think it will be better

58
Q

gardner’s theory of multiple intellgiences

A

believe people come with these certain intelligences to an extent
independent from one another and biological

59
Q

gardner’s theory list

A

linguistic
logico-mathematical
musical
spatial
bodily-kinesthetic
interpersonal
intrapersonal
natural
existential

60
Q

linguistic

A

language-based intelligence, like words, gravitate towards careers with reading and writing

61
Q

logico-mathematical

A

Piaget (logical reasoning), thinking like a scientist, like math and sciences, forming hypothesis and testing them

62
Q

muscial

A

all things that make up music (pitch, tempo), may be good at composing, singing, playing instruments or recognizing songs, kids with this may hear music in the world that no one else hears

63
Q

spatial

A

ability to understand 3D reality and representations of these realities, kids in sandbox using the whole box or the whole paper to draw

64
Q

bodily-kinesthic

A

finding gross motor skills, control your movements, athletes as well as fine motor skills
ex. mimes

65
Q

interpersonal

A

understand other people, reading body language and facial expression, empathize and connect with them, hold space for other people
ex. Therapist, teacher

66
Q

intrapersonal

A

understanding yourself, reflective thinking

67
Q

natural

A

understanding natural world, kids that are into dinosaurs, shells, rocks
ex biologists

68
Q

existential

A

thinking big picture/”what happens to us when we die”

PSYCH 111 (13 decks)

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