psych - cogniton - ch 7

concepts

represent class/category

based on what you specifically think and know

develops as you grow

superordinate concept

most general form → “animal” or”fruit”

large; extremely broad

basic level type

similar concepts are organized → “dog”, “Cat”, or “pear”

subordinate concept

specific → one’s pet dog or pear in one’s hand

trial and error

try until successful solution is found;

always works but may take a while

algorithms

guaranteed result

step by step methodical methos

may take longer or use more cognitive energy

think of math

heuristic

may lead to a solution

cognitive shortcut, based on past experience and knowledge

availability heuristic

judge probability by how easily it comes to mind

more likely to get bit by a shark vs lightning struck → getting bit by a shark is more dangerous, reported more often, and more sensationalized

like educated guess

arrangement problems

group of elements rearranged in a particular way

like a puzzle

Weshler:

• how you work under pressure

• tests trial and error, algorithm, heuristic

• tests which skill you have

inducing structure

identify relationships among elements → 14-24-34-44-54-64-?

looks at ability to reason

transformation problem

initial state, a goal state, and a series of methods (with rules)

functional fixedness

think of an object only in terms of its typical use

sole function

box only meant to hold things

mental set

use problem-solving patterns that have worked in the past

• even if it doesn’t work, you use it over and over again. it may’ve worked before

• ex: you’re a bus driver → adding and subtracting ppl on bus → age of bus driver?

divergent thinking

generate unusual, but appropriate (creative), responses to problems or questions

convergent thinking

responses based primarily on knowledge and logic

fixation

fixed apporach to a problem → inability to take another perspective → lack creativity

Spearman’s Theory

• g factor (general): reason/solve problems (more favored); general inteligence → math, science, formal stuff from school

• s factor (specific): excel in certain areas; specific intelligence → ex: fixing cars

Gardner’s Theory

9 multiple intelligences → everyone innately has a talent for 1 out of 9

• verbal/linguistic → ability to use language → writers, speakers

• musical → ability to compose and/or perform music → musicians, even those who do not read musical notes but can perform and compose

• logical/mathematical → ability to think logically and to solve mathematical problems → scientists/engineer

• visual/spatial → ability to understand how objects are oriented in space → pilots, astronauts, artists, navigators

• movement → ability to control one’s body motions → dancers, athletes

• interpersonal → sensitivity to others and understanding motivation of others → psychologists, managers

• intrapersonal → understanding of one’s emotions and how they guide actions → various people-oriented careers

• naturalist → ability to recognize the patterns found in nature → farmers, landscapers, biologists, botanists

• existentialist → ability to the “big picture” of the human world by asking questions about life, death, and the ultimate reality of human existence → various careers, philosophical thinkers

Triarchic Theory of Inteliigence → Sternberg

3 kinds of intelligences:

• analytical intelligence → gain from formal schooling, semantic knowledge

• creative intelligence → think divergently or outside the box, practical but (kinda) outlandish → make a movie

• practical intelligence → common sense → fix house

it’s important to have a balance of all 3

IQ Tests → Intelligence Quotient (IQ)

mental age divided by chronological age times 100

if mental age is above chronological, you’re above mean IQ → 100

Stanford-Binet Intelligence Scales

IQ score

Wechsler Intelligence Tests

verbal score, performance, overall score of intelligence

Development of IQ Tests → standardization

test large group for whom test is designed → ex: white men vs all people

on the graph → 34, 14, 2 → standard deviation, what percent would fall

validity

does it measure what it’s supposed to measure → ex: depression vs anxiety

reliability

the same scores again and again with same people

you could reliably measure the wrong thing

reliabilty w/o validity and validity w/ reliability → both are possible

Intellectual Disability → developmentally delayed

IQ falls below 70 and adaptive bhavior is severely deficient for age → ex: still wearing diapers by 8

the 4 levels of delay

• mild: 55-70 IQ

• moderate: 40 - 55 IQ

• severe: 25 - 40 IQ

• profound: below 25 IQ

moderate and severe are often nonverbal

gifted

2% of population that fall on upper end of normal curve → IQ of 130 or above