UNIT 2.2-2.8 - COGNITION

Module 2.2a - Thinking, Problem Solving, Judgments, and Decision Making

Define Cognition (Example provided):

• Definition: The mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.

• Example: Solving a math problem by using prior knowledge.

Define Metacognition:

• Definition: Awareness and understanding of one's own thought processes.

• Example: Realizing you didn’t understand a passage in a book, then re-reading it to ensure comprehension.

Difference Between Concept and Prototype:

• Concept: A mental grouping of similar objects, events, ideas, or people.
  Example: The idea of a “vehicle” includes cars, bicycles, boats, etc.

• Prototype: The best example or mental image of a concept.
  Example: A sports car may be your prototype of a “vehicle” because it best represents the category for you.

What is a Schema? How Does Culture Impact Schema?

• Schema: A cognitive framework or concept that helps organize and interpret information.
  Impact of Culture: Cultural experiences shape schemas, influencing how people interpret events or behaviors.
  Example: In some cultures, weddings are extravagant celebrations, while in others, they are small and quiet. These cultural differences create varying schemas about weddings.

Related to Schema – Assimilation:

• Assimilation: Interpreting new experiences by integrating them into existing schemas.
  Example: A child sees a zebra for the first time and calls it a horse, fitting it into their existing schema for "horse."

Related to Schema – Accommodation:

• Accommodation: Adjusting or creating new schemas to fit new information.
  Example: After learning that a zebra is different from a horse, the child creates a new schema for "zebra."

What is Creativity? What Fosters It?

• Definition: The ability to produce novel and valuable ideas.

• What fosters creativity: Expertise, imagination, intrinsic motivation, a supportive environment, and openness to experience.

Aptitude:

• Definition: A natural ability to learn or excel in a specific area.

Convergent Thinking (Example):

• Definition: Narrowing down multiple ideas to arrive at a single, correct solution.
  Example: Answering a multiple-choice question.

Divergent Thinking (Example):

• Definition: Generating multiple creative solutions to a single problem.
  Example: Brainstorming all the ways to use a paperclip.

Five Components of Creativity:

1. Expertise: Knowledge base in a specific area.
   Example: A skilled engineer can brainstorm innovative solutions to mechanical problems.

2. Imaginative Thinking Skills: Ability to see things in new ways or recognize patterns.
   Example: Thinking about how to combine unrelated technologies, like a smartwatch with a fitness tracker.

3. Intrinsic Motivation: Being motivated by internal satisfaction rather than external rewards.
   Example: Painting because you enjoy it, not for money or praise.

4. Creative Environment: Support and encouragement to think creatively.
   Example: A workplace where brainstorming is encouraged.

5. Venturesome Personality: Willingness to take risks and try new things.
   Example: An entrepreneur launching a new and innovative product.

How Can a Person Boost Creativity?

• Engage in diverse experiences: Travel, try new hobbies, and meet people from different backgrounds.

• Practice brainstorming: Generate multiple solutions without judgment.

• Seek feedback: Collaborate with others to refine ideas.

• Stay curious: Continuously learn and ask questions.

• Take breaks: Step away to allow your subconscious to process information.

Module 2.2b - Problem Solving Strategies and Decision Making

Problem Solving Strategies or Obstacles:

Forming Decisions and Judgments:

Module 2.8a - Intelligence: Definitions and Theories

Define the Following Terms and Give Examples:

• Intelligence
  Definition: The ability to learn from experience, solve problems, and use knowledge to adapt to new situations.
  Example: A student learns a new math concept and applies it to solve real-world problems.

• General Intelligence (g)
  Definition: Spearman's idea of a general factor that underlies specific mental abilities and is measurable on intelligence tests.
  Example: A person who scores high on a reading test is also likely to score high on a math test.

• Factor Analysis
  Definition: A statistical method used to identify clusters of related items on a test.
  Example: Identifying "verbal ability" as a cluster from a variety of test questions.

• Fluid Intelligence
  Definition: The ability to reason quickly and abstractly, often decreases with age.
  Example: Solving a new puzzle without prior experience.

• Crystallized Intelligence
  Definition: Accumulated knowledge and verbal skills, tends to increase with age.
  Example: Knowing the capital of a country.

• Cattell-Horn-Carroll (CHC) Theory
  Definition: A hierarchical model of intelligence, combining fluid/crystallized intelligence and specific abilities.
  Example: Separating general intelligence into categories like memory, reasoning, and processing speed.

• Multiple Intelligences
  Definition: Gardner's theory that intelligence is not one general ability but distinct types such as linguistic, logical-mathematical, and musical intelligence.
  Example: A composer (musical intelligence) versus a novelist (linguistic intelligence).

• Savant Syndrome
  Definition: A condition in which a person with otherwise limited abilities has an exceptional specific skill.
  Example: A person with autism who can play a complex piano piece after hearing it once.

• Grit
  Definition: Passion and perseverance in pursuing long-term goals.
  Example: Training for years to compete in the Olympics.

• Emotional Intelligence (EI)
  Definition: The ability to perceive, understand, manage, and use emotions effectively.
  Example: A leader motivates their team by managing their own emotions and empathizing with others.

Module 2.8b - Measuring Intelligence

Define the Following Terms and Provide Examples:

Module 2.8c - Systematic Issues in Intelligence Assessments

Module 2.8d - Academic Achievement vs. Intelligence