Class Notes Unit 2

Question 1

What does Meta mean?

Answer 1

Self-referral

Question 2

3 Schools of Intelligence

Answer 2

Philosophical, Biological, Factorial

Question 3

Philosophical School (big picture)

Answer 3

Mental Philosophy

Question 4

Difference between mental philosophy and philosophical school

Answer 4

Mental philosophy uses different approaches (worldviews, formal knowledge, aim)

Question 5

2 Views Within Mental Philosophy

Answer 5

Associationism and Facultism

Question 6

Facultism

Answer 6

Nativist and Rationalist relation; we have innate faculties and do not need experience. Goal to divide mind into catalogs

Question 7

Criteria for Catalogs

Answer 7

Form: processes or structures and Content: the object

Question 8

Active vs. Passive control over faculties

Answer 8

Active involves choice; closely related to conation as it requires will (arithmatic)

Passive has no choice (perception)

Question 9

Nous

Answer 9

Ability to understand what’s true in the world. Ability to know.

Question 10

Aisthesis

Answer 10

Ability to be aroused by things in the environment; reaction to environment

Question 11

Which is unique to humans? Nous or Aisthesis?

Answer 11

Nous

Question 12

Associationism

Answer 12

Related to empirism (knowledge is acquired) and empiricism (experience is required).

Question 13

Ideas (in Associationism)

Answer 13

Scattered that need to be associated; some weak and some strong associations

Question 14

What did British Empiricists believe?

Answer 14

Mind is passive, mechanistic, and subject to laws (we have no control)

Question 15

Which Philosophy dominated historically

Answer 15

Facultism

Question 16

Factor (definition)

Answer 16

An influence that is causal or explanative

Question 17

Difficulty of finding factors

Answer 17

When looking at behavior, it’s hard to know why

Question 18

How to find factors (causal explanations)?

Answer 18

Look at patterns in multiple behaviors (nuisance behaviors should go away)

Question 19

Theories of Intelligence

Answer 19

Monarchic (1 attribute or faculty), Oligarchic (multiple attributes or faculties), or Anarchic (no faculties, lots of independent ideas)

Question 20

Difficulties or problems with Monarchic and Oligarchic theories

Answer 20

Monarchic: no aggrement on what intelligence is
Oligarchic: figuring out what the attributes are

Question 21

Eclectic Theory

Answer 21

No attribute is individually correct, but all capture aspects of what’s going on

Question 22

Noegenesis

Answer 22

Creation of knowledge (knowledge + creation/origin)

Question 23

Qualitative vs. Quantitative component in Intelligence

Answer 23

Qualitative: when does it happen?
Quantitative: how much?

Question 24

Apprehension, Relation, Correlates

Answer 24

Apprehension: sensing (not necessarily understanding)
Relation: how 2 things go together
Correlates: can educe or predict what will happen

Question 25

Assessment vs. Testing

Answer 25

Assessment: gathering information
Testing: a process of procedures to elicit attributes or behavior

Question 26

Why test?

Answer 26

Sometimes we can’t observe things without elicitation (ex: bravery)

Question 27

Behavioral vs. Psychological assessment

Answer 27

Psychological assessment gathers info on behavior for the purpose of ascribing mental attributes. Behaviorism is just the first part for the purpose of learning about behavior.

Question 28

Testing vs. Experiment

Answer 28

Different purpose

Question 29

Criteria for scoring intellective attributes

Answer 29

Correctness. Fulfils logical, semantic, or factural rule

Question 30

3 Forms of Intellectual Attributes

Answer 30

Speed, Range, Level

Question 31

Isolation Approach to Measurement

Answer 31

Ideal is to isolate properties to measure. Started by measuring how fast people moved arm (speed by units of time)

Question 32

Which scale is counting?

Answer 32

Absolute scale

Question 33

How to map ordinal data to measurement?

Answer 33

Fixed points (ex: celsius). Needs content meaning in the units

Question 34

Conditioning vs. Learning

Answer 34

Conditioning: behavior changes
Learning: doesn’t need behavioral changes (knowledge)

Question 35

Physiology of Learning

Answer 35

Change in neurological response

Question 36

Classical vs. Instrumental/Thorndikian Conditioning

Answer 36

Classical is same existing behavior, new stimulus.
Thorndikian is new behavior given same ennvironemnt that stamps in

Question 37

Law of Effect

Answer 37

Consequences influence behavior. Learning occurs when there’s reward.

Question 38

Thorndike on Intelligence

Answer 38

Intelligence comes from making connections. Tried explaining away mental concepts (behavior is enough); reductionism

Question 39

Problems with Thorndike’s Theory of Intelligence

Answer 39

1) Individual Responses: everyone has different skills and capabilities in learning a given skill
2) Positive Correlations in applying skill to new situations: how do they do that?

Question 40

Behavior doesn’t mean Learning; entails:

Answer 40

Learning can happen without behavior (maturation). Learning is not achievement.

Question 41

Know-that vs. Know-how

Answer 41

Know-that concerns facts.
Know-how is related to abilities of how to do things

Question 42

Further breakdowns of Know-that

Answer 42

Factual Knowledge, Concepts (abstract), Meta-Cognitive (even more abstract), Knowing Individual Objects (knowing a person)

Question 43

Domain-specific vs. Domain-general knowledge

Answer 43

General: Applies to multiple domains (more abstract)

Question 44

Elements of Development

Answer 44

Change, Time, Maturation, Growth (or decline/stagnent)

Question 45

Psychological vs. Dispositional state

Answer 45

Psychological has start/end, dispositional doesn’t

Question 46

Continuity in Development

Answer 46

Growth is not continuous. Sperse growth

Question 47

Surface continuity vs. Surface discontinuity

Answer 47

What we observe largely stays the same vs. Changes

Question 48

Basic Attributes of Infants

Answer 48

Attention, Memory, Number, Space, Executive Functioning, Mental Speed, Noegenesis

Question 49

Orthogenesis

Answer 49

Differentiation (broad –> specialized), Articulation (connect separate things together), and Integration (complex and elaborate combination; calc needs algebra and arithmatic.)