Chapter 9: Thinking, Language, and Intelligence

Question 1

cognition

Answer 1

Mentally processing information (images, concepts, etc.); thinking

Question 2

Cognitive Psychology

Answer 2

the study of human information processing

Question 3

Basic units of thoughts

Answer 3

images, concepts and language.

Question 4

Images

Answer 4

picture-like mental representations

Question 5

Most of us use images to

Answer 5

think, remember and solve problems.
• To make a decision, to improve a skill, to aid
memory.

Question 6

Created Image

Answer 6

Image that has been assembled or invented rather than remembered

Question 7

Kinesthetic Images

Answer 7

Created from produced, remembered, or imagined muscular sensations

Question 8

Concept

Answer 8

an idea that represents a class of objects or events

Question 9

Concept Formation

Answer 9

Process of classifying world into meaningful categories

Question 10

Conceptual Rule

Answer 10

Guidelines for deciding whether objects or events belong to concept class

Question 11

Prototypes

Answer 11

Ideal model used as an example of a good concept

Question 12

Denotative Meaning

Answer 12

Exact definition of a word or concept

Question 13

Connotative Meaning

Answer 13

Emotional or personal meaning of a concept

Question 14

Language

Answer 14

Words or symbols, and rules for combining them, that are used for thinking and communication

Question 15

Semantics

Answer 15

Study of meanings in language

Question 16

Intuition

Answer 16

Quick, impulsive thought that does not make use of formal reasoning

Question 17

heuristics

Answer 17

mental shortcuts; “rule of thumb” that reduces the number of alternatives that people must consider

Question 18

Confirmation bias

Answer 18

A tendency to search for information that confirms a personal bias; we see what we want (or expect) to see

Question 19

Representativeness Heuristic

Answer 19

Classifying something as belonging to a certain category to the extent that it is similar to a typical case from that category

Question 20

Base-Rate Fallacy

Answer 20

Failure to consider probability of given event in total population

Question 21

Availability Heuristic

Answer 21

Basing an estimate on
the ease with which examples from that category come to mind; We tend to overestimate the frequency of vivid,
impactful, newsworthy events.

Question 22

Framing

Answer 22

The way a problem is stated or the way it is structured.

Question 23

People take more risks on decisions framed

Answer 23

in a negative manner (to recover losses or prevent injuries), than when the same decision is positively framed (to achieve gains).

Question 24

Intelligence

Answer 24

ability to learn from experience, solve problems, and use our knowledge to adapt to new situations.

Question 25

Assessing Intelligence | Stanford-Binet Intelligence Scale, Fifth Edition (SB5)

Answer 25

Widely used individual intelligence test

Question 26

SB5: Cognitive Factors Measured

Answer 26

``` Fluid reasoning Knowledge Quantitative reasoning Visual-spatial processing Working memory ```

Question 27

Fluid reasoning

Answer 27

tests reasoning ability

Question 28

Knowledge

Answer 28

assesses the person’s knowledge about a wide range of topics

Question 29

Quantitative reasoning

Answer 29

measure a person’s ability to solve problems involving numbers

Question 30

Visual-spatial processing

Answer 30

people who have visual-spatial skills are good at putting picture puzzles together and copying geometric shapes

Question 31

Working memory

Answer 31

measures the ability to use short-term memory

Question 32

David Wechsler | developed

Answer 32

the Wechsler Adult Intelligence Scale (WAIS)

Question 33

Wechsler Intelligence Scale for Children (WISC)

Answer 33

an intelligence test for school-aged | children

Question 34

WAIS measures

Answer 34

overall intelligence and 11 other aspects related to intelligence

Question 35

For a psychological test to be acceptable it must fulfill the following three criteria:

Answer 35

1. Standardization 2. Reliability 3. Validity

Question 36

Standardizing a test involve

Answer 36

administering the test to a representative sample of future test takers in order to establish a basis for meaningful comparison.

Question 37

Standardized tests establish

Answer 37

a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.

Question 38

A test is reliable

Answer 38

when it yields consistent | results

Question 39

The validity of a test

Answer 39

refers to what the test is | supposed to measure or predict.

Question 40

You can have ------without ------ but you can’t have validity without reliability

Answer 40

reliability; validity

Question 41

Chronological Age

Answer 41

Person's age in years

Question 42

Mental Age

Answer 42

intellectual performance

Question 43

Intelligence Quotient (IQ)

Answer 43

Intelligence index; | mental age divided by chronological age, then multiplied by 100

Question 44

Average IQ in the U.S.

Answer 44

100

Question 45

Giftedness

Answer 45

Having a high IQ (usually above 130) or special talents or abilities

Question 46

A ----- correlation (about .50) exists between IQ and school grades.

Answer 46

strong

Question 47

IQ is NOT a good predictor of success

Answer 47

in art, music, writing, dramatics, science and leadership

Question 48

Men and women do NOT appear to differ in overall intelligence.

Answer 48

There are several ways in which males and females differ in various abilities.

Question 49

Better spellers

Answer 49

girls

Question 50

verbally fluent and have large vocabularies

Answer 50

girls

Question 51

better at locating objects

Answer 51

girls

Question 52

more sensitive to touch, taste, and color

Answer 52

girls

Question 53

better at special ability and math computation

Answer 53

boys

Question 54

------ mental ability scores vary more than ----

Answer 54

boys; girls

Question 55

detect emotions more easily

Answer 55

women

Question 56

The Nature and Nurture of Intelligence

Answer 56

* Intelligence is NOT solely a consequence of your genes or solely a consequence of your environment. * We can assess the relative contribution of nature and nurture through twin and adoption studies.

Question 57

The greater the genetic similarity between two individuals,

Answer 57

the more similar are their IQ scores. – This suggests a genetic component to intelligence

Question 58

All other things being equal, two individuals raised together

Answer 58

will have more similar IQ scores than those raised apart. | – This is evidence that the environment shapes intelligence in important ways.

Question 59

The IQ scores of adopted children

Answer 59

correlate more highly with those of their biological relatives than with those of their adoptive relatives. Such data point to a probable role of heredity.

Question 60

Gardner’s Theory of Eight Multiple Intelligences

Answer 60

``` Language, Logic and Math, Visual and Spatial Thinking, Music, Bodily-Kinesthetic Skills, Intrapersonal Skills (Self-Knowledge), Intrapersonal Skills (Social Abilities), Naturalistic Skills ```

Question 61

Language

Answer 61

Used for thinking by lawyers, writers, comedians

Question 62

Logic and Math

Answer 62

Used by scientists, accountants, programmers

Question 63

Visual and Spatial Thinking

Answer 63

Used by engineers, inventors, aviators

Question 64

Music

Answer 64

Used by composers, musicians, music critics

Question 65

Bodily-Kinesthetic Skills

Answer 65

Used by dancers, athletes, surgeons

Question 66

Intrapersonal Skills (Self-Knowledge)

Answer 66

Used by poets, actors, ministers

Question 67

Interpersonal Skills (Social Abilities)

Answer 67

Used by psychologists, teachers, politicians

Question 68

Naturalistic Skills (Ability to Understand Natural Environment

Answer 68

Used by biologists, organic farmers