thinking, language and intelligence Flashcards
how to solve problems?
identify current situation
identify goal
sub-problems
routines
automaticity
fall into these automatic things when solving problems (ex. reading instructions)
fixation (mental set)
nine-dot problem, problem with fixation/trying to stay in the box
framing
language of a problem creates a way of thinking about it (ex. 93% fat free, not 7% fat)
hindsight bias
something becomes common sense once you know the correct answer
availability heuristic
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)
overconfidence
when you are more confident than correct, Dunning Kruger Effect
representativeness heuristic
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)
confirmation bias
tendency to search for information that supports our preconceptions and to ignore contradictory evidence
belief preserverance
clinging to one’s initial conceptions after the basis on which they were formed has been discredited (ex. carp or no carp in lake)
how do we organize our thoughts?
prototype and schema
prototype
mental averages; a best example of a category to sort by (ex. prototypic dog, cat, professor, etc.)
schema
organizing information into categories than relationship among categories (liben and signorella with traditional vs. nontraditional photos)
phonemes
specific sounds of language (that - th, a, t)
morphemes
basic meaning units (suffix, prefix, anything that changes the meaning of a word) (strangers has 3 - strange, er, s)
Chomsky, LAD
Language Acquisition Device, helps us understand the structure of language/grammar; how child learn and process words
Lennerburg
critical period for language, 2yr to puberty, case study Genie is proof of this
active language acquisition is
biologically driven
who believed human language was nature
chomsky and lennerburg
who believed human language was nurture
skinner
3 language principles for Skinner
association, imitation, reinforcement
crying
from birth, to express needs
cooing
2-4 months, little vowel sounds and becoming more social
babbling
4-6 months, using harsh constants (b and d)
expressive jargon
towards end of first year, sounds like they made up their own language with no semantic content
first word
around 13 months, but really understand 100 words
holophrase
packing a whole sentence into one word (ex. doggy means the dog ate my homework)
two words
end of second year
telegraphic speech
only using vital words (ex. doggy no means no dog don’t eat my homework)
linguistic determination
language determines the way we think, Whof’s hypothesis
linguistic relativism
language influences the way we think
three approaches to intelligence
psychometric, triarchical and gardner
psychometric approach
more measuring things than assuming it is measuring intelligence (school systems/testing/measuring the mind)
stanford-Binet intelligence scale
wanted to identify children having difficulty learning in the classroom
wechsler intelligence scale for children
performance (picture, special visualization) and verbal (logical reasoning), reinforces that intelligence is measurable/comes down to a number
IQ controversy
some people with average IQ do amazing things while some people with amazing IQ do average things
who believed biology is destiny in respect to IQ/intelligence?
hernstein and murray
Jensen
hernstein and murray, 1994
suggested that people who were smart and had high IQs gravitated toward top of society and vice versa for lower IQs
bell curve
Jensen, 1985
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
who believed environment played a large role in IQ?
Scarr and Weinberg
Shirly Brice Heath
Scarr and Weinburg, 1983
African American children adopted by middle class white parents were shown to have higher IQ scores due to their environment
Shirly Brice Heath, 1989
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
divergent thinking
multiple answers/thinking creatively
convergent thinking
one right answer
how schools approach learning, not fostering creativity
intrinsic motivation
inside motivation (doing things for ourselves)
extrinsic motivation
outside motivations (doing things for parents, peers)
locus of control
internal and external
internal locus of control
practice and hard work
proven to do better in real world
things inside your control
external locus of control
luck/by chance
outside of your control
mastery oriented attributions
into learning for learning’s sake
care more about effort than outcome
performance oriented attributions
care more about outcome
cares more about grades than learning
associated with external locus of control
risk learned helplessness
learned helplessness
when you fail so much you stop trying
the more you realized anything you do won’t change your situation
sternberg’s triarchic theory of intelligence
intelligence couldn’t be measured by IQ test
three subtheories of sternberg triarchic theory
componential (analytic)
experimental (creative)
contextual (practical)
componential subtheory
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
experimental subtheory
novelty of task - ability to deal with something new
automatization of skills - being able to easily adopt skills
contextual subtheory
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
gardner’s theory of multiple intellgiences
believe people come with these certain intelligences to an extent
independent from one another and biological
gardner’s theory list
linguistic
logico-mathematical
musical
spatial
bodily-kinesthetic
interpersonal
intrapersonal
natural
existential
linguistic
language-based intelligence, like words, gravitate towards careers with reading and writing
logico-mathematical
Piaget (logical reasoning), thinking like a scientist, like math and sciences, forming hypothesis and testing them
muscial
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
spatial
ability to understand 3D reality and representations of these realities, kids in sandbox using the whole box or the whole paper to draw
bodily-kinesthic
finding gross motor skills, control your movements, athletes as well as fine motor skills
ex. mimes
interpersonal
understand other people, reading body language and facial expression, empathize and connect with them, hold space for other people
ex. Therapist, teacher
intrapersonal
understanding yourself, reflective thinking
natural
understanding natural world, kids that are into dinosaurs, shells, rocks
ex biologists
existential
thinking big picture/”what happens to us when we die”
