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PSYCH 111 > thinking, language and intelligence > Flashcards

thinking, language and intelligence Flashcards

1
Q

how to solve problems?

A

identify current situation
identify goal
sub-problems
routines

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2
Q

automaticity

A

fall into these automatic things when solving problems (ex. reading instructions)

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3
Q

fixation (mental set)

A

nine-dot problem, problem with fixation/trying to stay in the box

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4
Q

framing

A

language of a problem creates a way of thinking about it (ex. 93% fat free, not 7% fat)

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5
Q

hindsight bias

A

something becomes common sense once you know the correct answer

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6
Q

availability heuristic

A

judging the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of their vividness), we presume such events are common (ex. casinos with winning/loud and losing/quiet)

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7
Q

overconfidence

A

when you are more confident than correct, Dunning Kruger Effect

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8
Q

representativeness heuristic

A

judging the likelihood of events based of how well they seem to represent prototypes (small, slim, likes to read poetry is more likely a professor than truck driver)

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9
Q

confirmation bias

A

tendency to search for information that supports our preconceptions and to ignore contradictory evidence

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10
Q

belief preserverance

A

clinging to one’s initial conceptions after the basis on which they were formed has been discredited (ex. carp or no carp in lake)

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11
Q

how do we organize our thoughts?

A

prototype and schema

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12
Q

prototype

A

mental averages; a best example of a category to sort by (ex. prototypic dog, cat, professor, etc.)

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13
Q

schema

A

organizing information into categories than relationship among categories (liben and signorella with traditional vs. nontraditional photos)

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14
Q

phonemes

A

specific sounds of language (that - th, a, t)

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15
Q

morphemes

A

basic meaning units (suffix, prefix, anything that changes the meaning of a word) (strangers has 3 - strange, er, s)

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16
Q

Chomsky, LAD

A

Language Acquisition Device, helps us understand the structure of language/grammar; how child learn and process words

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17
Q

Lennerburg

A

critical period for language, 2yr to puberty, case study Genie is proof of this

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18
Q

active language acquisition is

A

biologically driven

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19
Q

who believed human language was nature

A

chomsky and lennerburg

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20
Q

who believed human language was nurture

A

skinner

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21
Q

3 language principles for Skinner

A

association, imitation, reinforcement

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22
Q

crying

A

from birth, to express needs

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23
Q

cooing

A

2-4 months, little vowel sounds and becoming more social

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24
Q

babbling

A

4-6 months, using harsh constants (b and d)

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25
expressive jargon
towards end of first year, sounds like they made up their own language with no semantic content
26
first word
around 13 months, but really understand 100 words
27
holophrase
packing a whole sentence into one word (ex. doggy means the dog ate my homework)
28
two words
end of second year
29
telegraphic speech
only using vital words (ex. doggy no means no dog don't eat my homework)
30
linguistic determination
language determines the way we think, Whof's hypothesis
31
linguistic relativism
language influences the way we think
32
three approaches to intelligence
psychometric, triarchical and gardner
33
psychometric approach
more measuring things than assuming it is measuring intelligence (school systems/testing/measuring the mind)
34
stanford-Binet intelligence scale
wanted to identify children having difficulty learning in the classroom
35
wechsler intelligence scale for children
performance (picture, special visualization) and verbal (logical reasoning), reinforces that intelligence is measurable/comes down to a number
36
IQ controversy
some people with average IQ do amazing things while some people with amazing IQ do average things
37
who believed biology is destiny in respect to IQ/intelligence?
hernstein and murray Jensen
38
hernstein and murray, 1994
suggested that people who were smart and had high IQs gravitated toward top of society and vice versa for lower IQs bell curve
39
Jensen, 1985
research on IQ and populations of people and their IQ scores, showed difference in IQ based on race and ethnicity caused fundings for programs helping minorities to be cut
40
who believed environment played a large role in IQ?
Scarr and Weinberg Shirly Brice Heath
41
Scarr and Weinburg, 1983
African American children adopted by middle class white parents were shown to have higher IQ scores due to their environment
42
Shirly Brice Heath, 1989
White mothers, when reading to children in their lap, approached task by asking IQ like questions/prepping them to be tested while African American mothers linked the stories to real life events psychometric
43
divergent thinking
multiple answers/thinking creatively
44
convergent thinking
one right answer how schools approach learning, not fostering creativity
45
intrinsic motivation
inside motivation (doing things for ourselves)
46
extrinsic motivation
outside motivations (doing things for parents, peers)
47
locus of control
internal and external
48
internal locus of control
practice and hard work proven to do better in real world things inside your control
49
external locus of control
luck/by chance outside of your control
50
mastery oriented attributions
into learning for learning's sake care more about effort than outcome
51
performance oriented attributions
care more about outcome cares more about grades than learning associated with external locus of control risk learned helplessness
52
learned helplessness
when you fail so much you stop trying the more you realized anything you do won't change your situation
53
sternberg's triarchic theory of intelligence
intelligence couldn't be measured by IQ test
54
three subtheories of sternberg triarchic theory
componential (analytic) experimental (creative) contextual (practical)
55
componential subtheory
allows people to compare and contrast metacognition - knowing about your own cognitive processes/recognizing problem strategy application - picking strategy to solve problem knowledge application - asking what you need to solve problem
56
experimental subtheory
novelty of task - ability to deal with something new automatization of skills - being able to easily adopt skills
57
contextual subtheory
adapting - change things about yourself to become more efficient in your environment shaping - change the environment to better succeed but hard to do selecting - selecting a new environment when you think it will be better
58
gardner's theory of multiple intellgiences
believe people come with these certain intelligences to an extent independent from one another and biological
59
gardner's theory list
linguistic logico-mathematical musical spatial bodily-kinesthetic interpersonal intrapersonal natural existential
60
linguistic
language-based intelligence, like words, gravitate towards careers with reading and writing
61
logico-mathematical
Piaget (logical reasoning), thinking like a scientist, like math and sciences, forming hypothesis and testing them
62
muscial
all things that make up music (pitch, tempo), may be good at composing, singing, playing instruments or recognizing songs, kids with this may hear music in the world that no one else hears
63
spatial
ability to understand 3D reality and representations of these realities, kids in sandbox using the whole box or the whole paper to draw
64
bodily-kinesthic
finding gross motor skills, control your movements, athletes as well as fine motor skills ex. mimes
65
interpersonal
understand other people, reading body language and facial expression, empathize and connect with them, hold space for other people ex. Therapist, teacher
66
intrapersonal
understanding yourself, reflective thinking
67
natural
understanding natural world, kids that are into dinosaurs, shells, rocks ex biologists
68
existential
thinking big picture/"what happens to us when we die"

PSYCH 111 (13 decks)

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