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ITP > THINKING, LANGUAGE, AND INTELLIGENCE > Flashcards

THINKING, LANGUAGE, AND INTELLIGENCE Flashcards

1
Q

Cognition

A

(mental activity) involved in understanding, processing, and communicating information

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2
Q

Thinking

A

paying attention to info, mentally representing it, reasoning and making decisions about it

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3
Q

Concept

A

(mental category) used to CLASS together objects, relations, events, abstractions, ideas, or qualities that have COMMON properties

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4
Q

Prototypes

A

(good examples) of a category

which fits the prototype of a fish? sea horse or tuna? why?

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5
Q

Exemplars

A

specific example (dog, red are taught as examples)

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6
Q

Algorithm

A

(specific/systematic procedure) for solving a type of problem that works invariably when it is done correctly

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7
Q

Systematic Random Search

A

(algorithm) for solving problems where each possible solution is tested according to a particular set of rules

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8
Q

Heuristics (Heuristic Devices)

A

(shortcuts/jumping to conclusions) rule of thumb that helps simplify and solve problems

does not guarantee a correct solution, but if right, is a rapid one

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9
Q

Means-End Analysis

A

(heuristic device) trying to solve a problem by evaluating the diff between the current situation and goal

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10
Q

Mental Sets

A

tendency to respond to a new problem with the same approach that helped solve similar problems

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11
Q

Insight

A

(gestalt psychology) sudden perception of relationships among elements of the mentally represented elements of a problem that permits its solution

finally understanding the connection of something once solution is known

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12
Q

Incubation

A

(in problem solving) process of standing back from a frustrating problem for a while and the solutions “suddenly” appears.

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13
Q

Functional Fixedness

A

(may hinder problem solving) tendency to view an object in terms of its name or familiar usage

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14
Q

Representative Heuristics

A

(decision-making heuristic) people make judgments abt samples according to the population they appear to represent.

we make judgements based on the populations of events they represent (coin flip 3:3 probability)

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15
Q

Availability Heuristic

A

(decision-making heuristic) our estimates of frequency or probability are based on how easy it is to find examples

what has more students. sociology majors or art majors? (i will answer based on the numbers if i am aware of the enrollment statistics)

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16
Q

Anchoring and Adjustment Heuristic

A

(decision-making heuristic) a presumption or first estimate serves as a cognitive anchor that when additional info is given can change but still within the proximity of the anchor

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17
Q

Framing Effect

A

influence of WORDING in decision-making

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18
Q

Language

A

communication of info thru the use of symbols arranged according to the rules of grammar

19
Q

Semanticity

A

(quality of language) words are used as symbols for objects, events, or ideas

20
Q

Infinite Creativity

A

capacity to create rather than imitate sentences (combine words into original sentences)

21
Q

Displacement

A

(quality of language) ability to communicate info in another time and place (gen to gen)

22
Q

Linguistic-Relativity Hypothesis

A

(view) that language structures the way we view the world

23
Q

Prelinguistic Vocalizations

A

actions that show communication but are not considered as language

24
Q

Holophrases

A

single word used to express complex meanings

“cat” could be expressed thru: that is a cat, u look like my cat, i want a cat

25
Q

Overregularization

A

application of regular grammatical rules for forming inflections to irregular verbs and nouns

26
Q

Psycholinguistic Theory

A

(view) that language learning involves interaction between environmental factors and an inborn tendency to acquire language

27
Q

Language-Acquisition Device (LAD)

A

(in psycholinguistic theory) neural “prewiring” that facilitates the child’s learning of grammar

28
Q

INTELLIGENCE

A

(general mental capability) to reason, plan, solve problems, comprehend complex ideas, learn quickly, and learn from experience

29
Q

g

A

spearman’s symbol for general intelligence which he believed ulderlay more specific abilities

30
Q

s

A

spearmans symbol for specific factors whixh he believed accounted for infividual abilites

31
Q

Primary Mental Abilites

A

(thurstone) the basic abilities that make up intelligence examples include word fluency and numerical ability

32
Q

Theory of Multiple Intelligence

A

(howard gardner) there are many kinds of intelligence.

language ability, logical-mathematical ability, bodily-kinesthetic talents (dancers & athletes), musical talent, spatial-relations skills, and 2 kinds of personal intelligence: awareness of one’s own feelings & sensitivity to other people’s feelings

33
Q

Triarchic Theory

A

(robert sternberg) theory of intelligence: analytical (academic ability), creative (ability to cope with novel situations), and practical (street smarts)

34
Q

Emotional and Social Intelligence

A

(peter salovey & john mayer) says that social and emotional skills are a form of intelligence, just as academic skills are

35
Q

Convergent Thinking (Creativity & Intelligence)

A

(thought process) that narrows in on the single best solution to a problem

used to arrive at the right answer to a multiple-choice question

36
Q

Divergent Thinking

A

(thought process) attempts to generate multiple solutions to problems

used to generate solutions to an essay question

37
Q

Mental Age (MA) Stanford-Binet Intelligence Scale

A

the accumulated months of credit that a person earns on the scale (intellectual level at which a child is functioning)

38
Q

Intelligence Quotient (IQ)

A

(a) originally, a ratio obtained by
dividing a child’s score (or mental
age) on an intelligence test by
chronological age.
(b) generally, a
score on an intelligence test

39
Q

Wechsler Scales

A

use for children and adults.

verbal subtests - knowledge of verbal concepts
performance subtests - familiarity with spatial-relations

40
Q

Group Tests

A

SBIS and Wechsler scales are given to one person at a time. This allows the examiner to observe the test taker closely.

41
Q

Reliability and Validity of Intelligence Tests

A

Reliability: scores are consistent from testing to testing (test-retest reliability)
Validity: scores correlate moderately to highly with the variables they are supposed to predict

42
Q

Differences in Intellectual Functioning

A

a) socioeconomic and ethnic differences
b) gender differences in cognitive skills

43
Q

Heritability

A

degree to which the variations in a trait from one person to another can be attributed to, or explained by, genetic factors

44
Q

Environmental Influences on Intelligence

A

(bradley) HOME ENVIRONMENT and parenting style affect IQ, EDUCATION, THE FLYNN EFFECT

ITP (5 decks)

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