Ch. 8 - Cognition & Intelligence

Question 1

• Intelligence:

Answer 1

no agreed upon definition

Question 2

• Unified capacity theorists:

Answer 2

one thing— visible characteristics of intelligence are all correlated in a subliminal way—

Question 3

• Unified capacity theorists:

Answer 3

verbal (comprehension/vocab) + performance (coding/speed) = one thing

Question 4

• Uncorrelated characteristic multiple:

Answer 4

number of individual traits

Question 5

• Sternberg’s triarchic theory of intelligence (triangle):

Answer 5

• Componential/analytical
• Experimental/creativity
• Contextual/practical
• Three are unrelated!!! Can be strong/weak/not present in any combination

Question 6

• Componential/analytical:

Answer 6

coding, fast thinkers, solutions, abstractions, processing – timed tests

Question 7

• Experimental/creativity:

Answer 7

skills with novel problems and unfamiliar problems in new settings combining unrelated facts

Question 8

• Contextual/practical:

Answer 8

adapt to environment to maximize strengths and compensate weaknesses— street smarts

Question 9

• Gardner’s Multiple Intelligence Theory:

Answer 9

independent aspects – people can excel in certain (only a few) areas— backed with brain studies on damage

Question 10

• Gardner’s Multiple Intelligence Theory:

8 aspects:

Answer 10

linguistic, naturalistic, interpersonal, intrapersonal, musical, logical, bodily – none are dominant

Question 11

• Criteria for language:

Answer 11

learning abstract set of symbols

Question 12

• Behaviorist theories:

Answer 12

Skinner argued that children learn language the same way they learn everything else through intimidation, reinforcement and other established principles of conditioning

Question 13

• Behaviorist theories:

Answer 13

Skinner

Question 14

• Language acquisition:

Answer 14

reinforcement of random sounds – graph would resemble a linear positive slope

Question 15

• Language acquisition:

Answer 15

reinforcement of random sounds – graph would resemble a linear positive slope— SKINNER

Question 16

• Nativist theories:

Answer 16

Chomsky pointed out that there are an infinite number of sentences in language therefore it is unreasonable for children to learn by intimidation

Question 17

• Nativist theories:

Answer 17

Chomsky

Question 18

• Language acquisition device:

Answer 18

an innate mechanism or process that facilitates the learning of language

Question 19

• Interactionist theories:

Answer 19

argue that the language acquisition device concept is extremely vague

Question 20

• Language development:

Answer 20

• Cooing and random vocalizations – 6-8 weeks
• Distinct babbling (ads consonants) – 4-10 months
• Jargon (babbling with speech inflections) – starts to resemble your culture (specific sounds) – 8-10 months
• Holophrastic speech (one word to represent a whole idea in sentences) – 10-15 months

Question 21

• Bilingualism:

Answer 21

acquisition of two languages that use different speech sounds, vocabulary, and grammatical rules

Question 22

• Linguistic relativity:

Answer 22

hypothesis that one’s language determines the nature of one’s thought— different language lead people to view the world differently— ex. Eskimo and English views of the snow, the English language has one word for snow whereas the Eskimo language has words that distinguish falling snow, wet snow, etc.

Question 23

• Problem solving:

Answer 23

refers to active efforts to discover what must be done to achieve a goal that is not readily attainable

Question 24

• Problem solving:

- Steps:

Answer 24

understand, develop possible solutions, try one, see if it works

Question 25

- Approaches to problem solving:

Answer 25

- Algorithms: | - Heuristics:

Question 26

- Algorithms:

Answer 26

step by step method that always leads to succes

Question 27

- Heuristics:

Answer 27

used for problems that we cannot solve with an algorithm

Question 28

- Barriers to effective problem solving/ Common errors in human cognition (12)

Answer 28

- Availability heuristic: - Anchoring and adjustment heuristic: - Representative heuristic - Base rate information: - Framing: - Sunk cost effect/loss aversive: - Conjunction fallacy: - Gambling: - Functional fixedness: - Mental set: - Insight: - Incubation effect:

Question 29

- Availability heuristic:

Answer 29

involves basing the estimated probability of an event on the ease with which relevant instances come to mind

Question 30

- Anchoring and adjustment heuristic:

Answer 30

people tend to negotiate around the first reasonable offer

Question 31

- Representative heuristic:

Answer 31

involves basing the estimated probability of an event on how similar it is to a prototype of that event

Question 32

- Base rate information:

Answer 32

actual numbers/statistics of something

Question 33

- Framing:

Answer 33

the way a problem is presented

Question 34

- Sunk cost effect/loss aversive:

Answer 34

people are more likely to value something if they pay for it/have something to lose

Question 35

- Conjunction fallacy:

Answer 35

occurs when people estimate that the odds of two uncertain events happening together are greater than the odds of either event happening alone

Question 36

- Gambling:

Answer 36

tend to overestimate our control over chance outcomes

Question 37

- Functional fixedness:

Answer 37

tendency to perceive an item only in terms of its most common use

Question 38

- Mental set:

Answer 38

exists when people persist in using problem solving strategies that have worked in the past

Question 39

- Insight:

Answer 39

occurs when people suddenly discover the correct solution to a problem after struggling with it for a while

Question 40

- Incubation effect:

Answer 40

occurs when new solutions surface for a previously unsolved problem after a period of not continuously thinking about the problem

Question 41

Measuring Intelligence | - Things to measure:

Answer 41

physical attributes (face symmetry), mental processing speed (timed tests), physical response time (dollar reaction game)

Question 42

- Heritability ratio:

Answer 42

estimate of the proportion of trait variability in a population that is determined by variations in genetic inheritance

Question 43

- Reaction range:

Answer 43

refer to these genetically determined limits on IQ (or other traits)

Question 44

- Reaction range:

Answer 44

- Jacobson’s experiment

Question 45

- Jacobson’s experiment:

Answer 45

showed environmental aspects of IQ -- two classrooms that are identical except in one the teacher is told that the class is smart and the other teacher is told they aren’t, found that the not smart classroom had lower IQ scores than the smart one

Question 46

Study of Intelligence | Types of Tests

Answer 46

* Achievement * Aptitude * Personality tests * IQ ≠ intelligence

Question 47

Intelligence Controversies | • How to measure it

Answer 47

1. Physical attributes 2. Mental processing speed 3. Physical response time

Question 48

What is an IQ?

Answer 48

Binet (1904): Mental age Stern, then Terman (1916): IQ = MA/CA × 100 ((Mental age))/((Chronological age))

Question 49

Most Common Threats to Reliability for IQ Tests: | Can drag scores down

Answer 49

* Low motivation * High anxiety * Lack of food, sleep, etc.

Question 50

**Pygmalion in The Classroom | “The Harvard Test of Inflected Acquisition.”

Answer 50

* 2 groups * Re-tested 8 months later * Self-Fulfilling Prophecy * The teachers in charge of the school environment caused their students to change based on the scores they got back at the beginning of the year

Question 51

IQ Tests: | Genes give you the range and the environment helps determine that range

Answer 51

Genes give you the range and the environment helps determine that range

Question 52

What is an IQ Test Good For?

Answer 52

* Predicting academic success * Jobs (confounded) * Comparisons * Diagnosis?