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what is the 2 factor theory
spearmans theory that intelligence consists of a general factor (g) such as problem solving and specific factors (s) for different skills such as math and verbal skills.
thurstones theory of intelligence
-didnt believe in general intelligence
-believed intelligence needed to be a measurement of all 7 mental abilities
what are the 7 mental abilities
-inductive reasoning
-verbal comprehension
-numerical ability
-spatial relations
-perceptual speed
-word fluency
-memory
gardners theory of multiple intelligences
proposes that intelligence is not a single entity, but rather consists of multiple distinct types, including linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences.
sternbergs 3 intelligences
analytical, creative, and practical intelligence.
what is practical intelligence
required for everyday tasks which may be ill defined with multiple solutions (management)
what is creative intelligence
adaptability to novel situations and generating novel ideas
what is analytical intelligence
(academic problem solving) assessed by IQ tests. single correct answer
emotional intelligence
combination of gardners interpersonal and intrapersonal intelligences
4 components
-perceiving emotions; to recognize them in faces music and stories
-understanding emotions; to know how to express them and how they change and blend
-managing emotions; to know how to express then in varied situations
-using emotions to enable adaptive or creative thinking
language phonemes
-phonemes are basic units of sound in a language (ie. ch/a/b/t/th/r/oo/ay
-different phonemes are combined to form words
-babies are born with the capacity to make all phoneme sounds (130) however as we learn languages we lose the capacity to produce some phonemes
infant directed speech
-also referred as motherese
-a type of speech often used by parents (adults) when they talk to babies
-higher pitch and simple words and sentences
whole object constraint
-children behave according to a whole object constraint
-they assume that a new word refers to the entire object we are paying attention to
telegraphic speech
-young children use short, precise words to communicate. 2 and 3 word utterances are characteristic of this phase
over-extension
-an over extension is to use a word to refer to more than its intended referent
under-extension
-an under extension is to use a word to refer to less than its intended referent
aspects of pragmatics
-turn taking
-politeness
-sarcasm and irony
-non verbal communication
pragmatics
-the ability to use background knowledge and context to understand language is called pragmatics
-pragmatics refers to the social language skills we use in our daily interactions with others
aspects of pragmatics; what is turn taking
when engaging in conversations, individuals allow each participant to contribute their ideas
aspects of pragmatics; what is politeness
involves using language and gestures to show respect and avoid conflict
aspects of pragmatics; what is sarcasm and irony
refers to when the intended meaning differs from the literal meaning of the words used
aspects of pragmatics; non verbal communication
facial expressions and body language
Memory; recognition
identifying items previously learned. it involves a cue. a multiple choice question on a test is attempting to test your recognition
memory: recall
retrieving information that us not currently in your conscious awareness but was learned at an earlier time. it is the mental search for information and does not include a cue. a fill in the blank question tests your recall
reconstruction process
reconstructive memory is the omission or addition of details to a recalled event based on an individuals personal experience
eidetic memory
the ability to remember with great accuracy, visual information based on short term exposure
ex photographic memory
state -dependant learning
learning is the phenomenon where people remember more information if their physical or mental state is the same at time of encoding and time of recall
selective attention
capacity to focus on task-relevant aspects of experience while ignoring irrelevant or distracting information
selective inattention
failing to see visible objects when our attention is directed elsewhere. at the level of conscious awareness we are “blind” to all but a tiny sliver of visual stimuli
reticular formation
is an area of the brain responsible for attention. it is not fully developed until puberty
what is cognitive learning
form of altering behaviour that involves mental processes and may result from observation or imitation. focused on how information is obtained, processed and organized
latent learning
latent learning refers to learning that is only exhibited at a later date. for instance, a child might learn a new words, but not use it until a week later
ex: becoming our parents; when a teenager becomes a parent and is as caring as his mother was when he was younger
learned helplessness
if a person has numerous experiences in which his or her action have no effect, he or she may learn a general strategy of helplessness or laziness
3 important important elements of learned helplessness
stability
globality
internality
stability
refers to the persons belief that the state of helplessness results from permanent characteristics
globality
charcterizing their failure as a reflection of the whole person not a specific deficit
internality
the focus on an internal reasons for failure
mimicry
witnessing the behaviour of others simply increases the chances that we will simply follow their lead and do the same thing
observational learning
you watch someone perform a behaviour and is later able to reproduce it closely, though the observer was unable to do this before he or she observed the actions of the model
ex bobo dolls
disinhibition
when an observer watched someone else engage in a threatening activity without being punished, the observer may find it easier to engage in that behaviour later
what is cognitive development
age related changes that occur in mental activities such as attending, perceiving, learning, thinking and remembering
generalization
the tendency to respond in the same way to different but similar stimuli
this can be adaptive; toddlers might be afraid of moving cars, but they are also afraid of moving trucks and motorcycles
discrimination
the learned ability to distinguish between CS and other irrelevant stimuli
ex: confronted with a guard dog may rise your heart rate but with a guide dog it may not
extinction
when a conditioned stimulus is presented alone without an unconditioned stimulus, the conditioned response will eventually cease
ex: pavlov’s dog experiment and how when the bell was repeatedly presented without the presentation of food, the salivation response eventually became extinct
variable interval
reinforces a response at unpredictable times
fixed interval
reinforces a response only after a specified time has elapsed
variable ratio
reinforces a response only after a unpredictable number of responses
fixed ratio
reinforce a response after a specified number of responses
operant conditioning
learning in which a certain action is reinforced or punished, resulting in corresponding increases decreases in occurrence
use the term consequence for both reinforcement and punishment
