Thinking & Intelligence Flashcards

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1
Q

Cognitive Psychology

A

What’s happening in the brain

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2
Q

Linguistic relativity hypothesis

A

Do we need language to think?.. not always

  • perceptions and thoughts are shaped by the language we speak.. not accurate
  • Language does influence thoughts and memories and how we perceive BUT does not limit our perceptions Ex) bump vs. crash
  • Store memories using language or connection to a word
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3
Q

Schemas

A

Categories of knowledge

  • influence how we think
  • decision making
  • stereotypes: inaccurate info, ex) nerds
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4
Q

Prototypes

A
  • best example of a category

- Ex: may compare all other dog to your own dog

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5
Q

Deductive Reasoning

A

General to specific conclusion

  • Ex) all standard cars have 4 wheels, Maria’s car is a standard, Maria’s car has 4 wheels
  • Errors occur when we follow logic + result in invalid conclusions
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6
Q

Inductive Reasoning

A

Specific (individual cases/facts) to general conclusion

  • Ex) cards with diff # of symbols
  • each trial (right or wrong answers) helps you to reach a conclusion
  • General conclusion= to win you want to choose the cards with 3 objects
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7
Q

Algorithms

A
  • procedures/formulas/steps used to solve a problem

- may take time and doesn’t work for everything: not effective, too many steps

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8
Q

Heuristics

A

“Rule of thumb”

-shortcuts used to quickly solve a problem

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9
Q

Trial-and-error

A
  • trying new solutions until you find out what works
  • adults become afraid of this method/afraid of failing
  • especially used by kids
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10
Q

Insight

A
  • sudden awareness
  • realize similar to past experience or “perceptual reorganization”
  • made connection the brain has not made before
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11
Q

Availability Heuristics

A
  • Bias
  • easier to bring to mind
  • believe it is more common
  • Ex) being more afraid of dying in a shark attack vs. everyday activities that kill more people statistically/realistically
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12
Q

Representative Heuristics

A
  • Bias
  • After we create categories, make assumptions that they are the same
  • Comparing new info to prototypes
  • think 2 events can be the same but no events are the same
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13
Q

Errors in Problem Solving + Decision Making

A

Mental Set
-tendency to use strategies we are familiar with, but not always easiest or best strategy
-more likely to think about things in 1 way vs. thinking outside the box
-self-imposed limitations
-functional fixedness: see things as having only 1 function
Bias
-confirmation: look for things to confirm the rule, don’t look for the opposite
-hindsight: after learning about an event we believe that the event could have been predicted
Ex) blaming victim “you should have known better”

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14
Q

What is Intelligence

A
  • ability to solve problems and learn complex material effectively
  • ability to adapt to the environment, “street smart”
  • mental quickness: not always true
  • Tests: solving problems, learning and understanding complex material, IQ tests
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15
Q

Intelligence quotient (IQ)

A
  • originally computed by dividing mental age by chronological age and multiplying by 100
  • new method uses normal distribution (Avg is set at 100 for each age group)
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16
Q

Binet and Simon (1905)

A
  • developed intelligence test for the French Gov.
  • wanted test to identify children who needed extra help in the classroom
  • used “normal” children from multiple age groups, compared avg scores to other children
  • lower mental age than chronological age meant slow learners
  • later adapted = Stanford-Binet Scale (older people appeared less intelligent break test into different age groups)
17
Q

David Wechsler

A

-developed scales in 1939, later revised
-used more frequently today
-took into account mental maturity
-used in schools to pinpoint learning problems
-Types:
Wechsler Adult Intelligence Scale (WAIS)
Wechsler Intelligence Scale for Children (WISC)
Wechsler Preschool and Primary Scale of Intelligence (WPPSI)

18
Q

Cattell’s Types of Intelligence

A
  • crystallized intelligence: knowledge we have acquired from past learning
  • fluid intelligence: ability to think, reason, and solve problems
19
Q

Sternberg’s Triarchic Theory

A
  • Analytical: write, math, understand
  • Practical: use experience and knowledge to handle new tasks (common sense)
  • Creative: determine, analyze, monitor (not limited to art)
20
Q

Gardner’s Theory of Multiple Intelligence

A

Could have combination of the following forms of intelligence:

  • linguistic, verbal
  • logical-mathematics
  • spatial, manipulate mental images and relationship in space
  • bodily-kinesthetics, movement and coordination
  • musical
  • naturalistic, observe and recognize changes
  • interpersonal, understand others
  • intrapersonal, understand self
21
Q

Smart Genes, Smart Environment

A
  • Twin studies prove environ: more genes in common results in higher correlation. Regular siblings are less correlated than fraternal twins (same genes but diff time period/environment)
  • Adoption studies prove genetics: adopted child IQ better correlated with biological mother’s IQ, identical twins raised apart have higher correlation than other siblings raised apart
  • Environment: Socioeconomic status, poor nutrition, poor brain development. Parents education can impact child’s development and the child’s IQ
22
Q

Race-Ethnicity Intelligence

A
  • Environment
  • Test bias: measures culture more than intelligence, tests geared toward middle-class white ppl
  • Environmental diff: socioeconomic status, family size.
  • Background: Not all cultures see intelligence in the same way, some ppl more comfortable testing (depending on what school they went to), who’s giving the test? racist?..may grade harder
  • Stereotype threat: Can influence outcomes by causing stress EX) male or female. ethnicity
23
Q

Gender and Intelligence

A

-males score higher on spatial reasoning
-females score higher on verbal reasoning
-Sex hormones? Women and men’s cycles cause different hormone levels so test scores can differ at diff. times. High testosterone increases spatial while lower testosterone increases verbal skills
-Society? Stereotypes: Ex. women are not good at math-won’t have to try as hard bc you believe you aren’t capable
Ex. children are given a task and depending on what you classify the task as will change their effort
Ex. Basketball challenge: 2% said girls would do better than the boys so boys were 5x more likely to choose $2 per basket versus the girls who mostly chose only 50cents

24
Q

Intellectual Disabilities

A
  • score of 70 or lower
  • impairment in conceptual, social, and/or practical
  • Causes: genetic (down syndrome), environmental (FAS) during fetal development
25
Q

Misconceptions of Disabilities

A

IS NOT THE INABILITY TO LEARN
-can still learn to function as adults
-shaping and reinforcement can help
Stereotypes
-Myths: can’t ever find a job, have a relationship, won’t live independently
-Truths: Many can live independently, have jobs, and relationships

26
Q

Gifted

A

-IQ of at least 135 but usually 150-180
-most research on IQ over 150
Causes:
-genetic/biology (Gifted males have slightly lower testosterone than average while gifted females have slightly higher testosterone than average)
-environment: authoritative parenting, rich and stimulating environment
-not sure which has more of an impact

27
Q

Gifted Compared to Average

A
  • same processing but gifted are more effective and driven
  • Gifted have a difficulty with social skills possibly linked to being rejected at a younger age and they have twice the rate of emotional and social problems
  • Smart people can fail due to lack of motivation, impulse control, procrastination, concentration, fear
28
Q

Savant Syndrome

A

-combo of intellectual disability and gifted
-high performance in a area and low performance in most other areas
-research:
Autistics are very good at identifying music notes
Higher cognitions override unique abilities.. could be proven through magnetic impulse but research is difficult to obtain without damaging the individuals