Psych ch 7 - Intelligence

concept

a mental category that groups objects, activities, or qualities having common properties

prototype

an especially representative example of a concept

cognitive schemas

an integrated mental network of knowledge, beliefs, and expectations concerning a particular aspect of the world

mental images

a representation in the mind that mirrors or resembles the thing it represents

subconscious processes

mental processes occurring outside of conscious awareness but accessible to consciousness when necessary

nonconscious processes

mental processes occurring outside of and not available to conscious awareness

implicit learning

learning that occurs when you acquire knowledge without being aware of how you did so and without being able to state exactly what you have learned

algorithm

a problem solving strategy guaranteed to produce a solution even if the user does not know how it works

heuristic

a rule of thumb that suggests a course of action or guides problem solving but does not guarantee an optimal solution

reasoning

the drawing of conclusions or inferences from observations, facts, or assumptions

dialectical reasoning

a process in which opposing facts or ideas are weighted and compared, with a view to determining the best solution or resolving differences

affect heuristic

the tendency to consult one’s emotions instead of estimating probabilities objectively

availability heuristic

the tendency to judge the probability of a type of event by how easy it is to think of examples or instances

framing effect

the tendency for people’s choices to be affected by how a choice is presented, or framed, such as whether it is worded in terms of potential losses or gains

hindsight bias

the tendency to overestimate one’s ability to have predicted an event after the outcome is known (ie.. the “i knew it all along” phenomenon)

intelligence

an inferred characteristic, usually defines as the ability to profit from experience, acquire knowledge, think abstractly, act purposefully, or adapt to changes in the environment

crystallized intelligence

cognitive skills and specific knowledge acquired over a lifetime

fluid intelligence

the capacity to reason and to use information to solve problems

intelligence quotient (IQ)

a measure of intelligence originally computed by dividing a person’s mental age by their chronological age and multiplying by 100 and now derived from norms provided for standardized intelligence tests

mental age (MA)

a measure of development expressed in terms of the average mental ability at a given age

metacognition

the knowledge or awareness of one’s own cognitive processes and the ability to monitor and control them

triarchic theory of intelligence

a theory of intelligence that emphasizes analytic, creative, and practical abilities

analytical intelligence

the information-processing strategies you draw on when you are thinking about a problem

creative intelligence

transferring skills to new situations

practical intelligence

the application of intelligence, which requires you to take into account the different contexts in which you find yourself

tacit knowledge

strategies for success that are not explicitly taught but that instead must be inferred

multiple intelligence theory

a theory of intelligence that emphasizes many different ways of processing information

emotional intelligence

the ability to identify emotions accurately, express your emotions clearly, and regulate emotions in yourself and others

cognitive ethology

the study of cognitive processes in nonhuman animals

theory of mind

a system of beliefs about the way the mind of others work and of how individuals are affected by their beliefs and feelings

points of view

mental measurement (psychometrics)

• focuses on how people are different

• historical approach for researching intelligence

Experimental psychology

• focuses on how people are similar

• a later development in researching intelligence

What is intelligence?

a combination of abilities enabling one to:

• learn from experience

• reason or think abstractly

• meet challenges and adapt

Alfred Binet

said ppl not doing well in school should be taken out and given special instruction

• 1st Bignet-Simon test in 1905 (test to identify the falling behind students)

• important novel approaches —> development or norms; testing individuals and comparing them to norms

Wilhelm Stern

wanted a single score for reporting test performance

constructed the mental quotient by comparing mental age with chronological age

Mental quotient (MQ)

MQ = (mental age/ chronological age) x 100

Lewis Terman

made the Standford-Binet test and IQ score

David Wechsler

developed WAIS and WISC which resulted in deviation scores for children and adults

checkered motives

basic research and pedagogical applications

social engineering

• intelligence testing reflected American prejudices

• Eugenics stimulated IO “studies” in the US

• Jane Mercer-IO tests used to maintain political dominance

Charles Sperman

he used testes and reasoned:

• single factor - do the same on all tests

• multiple factors - performance will vary from test to test

results were mixed

developed the Two-Factor Theory of Intelligence

• g factor - general intelligence

• s factors

Raymond Cattell

student of Sperman

Theory of fluid and crystallized Intelligence

changes in intelligence with age

fluid intelligence

the speed and capacity of basic mental processes

crystalized intelligence

acquired skills and knowledge (result of experience and formal education)

Howard Gardner

Theory of Multiple Intelligence

• verbal-linguistic

• logical mathematical

• visual-spatial

• body-kinesthetic

• musical

• interpersonal

• intrapersonal

what makes the IQ test flawed?

poor validity

Wolfgang Kohler

early research of animal intelligence

Robert Sternberg

triarchic theory involving componential, experimental, and contextual intelligence

Daniel Kahneman

researched biases and errors in human judgment