Flashcards
Intelligence & Linguistics
Cards in this deck (109)
- 1Intelligencethe cognitive ability to think, reason & act purposely and effectively as to manipulate ones environment and meet goals in a rational manner
- 2Abilities of Intelligence-to learn from experience
-to apply knowledge to new situations
-to solve problems
to adapt and respond to changing situations - 3Charles Spearman(1863-1943)
"general intelligence" (g) - 4General Intelligence Theory-statistical factor analysis that indicates an individuals overall mental capacity by level
-level of academic intellect is typically reflected across curricular disciplines
-theories led to the creation of standardized testing - 5Louis Thurston(1887-1995)
Primary Mental Abilities
-human intelligence consists of 7 distinct abilities
1.Numerical Ability 2. Spatial Relations 3. Associative Memory 4. Verbal Communication 5. INductive Reasoning 6. Word Vocab 7. Perceptual Processing Speed
-theories led to creation of modern intelligence test that measures diverse abilities (IQ Test) - 6Raymond Cattel(1929-1983)
-revised Spearman's theory of genetical intelligence
-described 'g' as being composed of two forms: 1. crystallized intelligence 2. fluid intelligence - 7Crystallized Intelligencetakes time, acquired knowledge and solidified through life long learning experiences "book smarts"
- 8Fluid Intelligenceflexibility of reasoning abilities, speed and ability
- 9Howard Gardner(1943-)
-described intelligence as unique to individual learning abilities and develop according to cultural influences
-based upon 8 learning abilities - 10Gardner's 8 Learning Abilities1. Logical/ Mathematical
2. Linguistic (reading, writing speech)
3. Music (composition and appreciation)
4. Bodily Kinesthetic
5. Spatial ( 3D Mapping & Orientation)
6. Naturalistic- recognizing patterns of nature
7. Intrapersonal (self perception)
8. Interpersonal ( social skills & communication - 11Purpose of Gardner's Theory-revolutionized the modern education system by reconstructing school curriculum to meet needs of multiple learning styles
- 12Robert Sternberg(1949-)
Triarchic Theory of Successful Intelligence (1997)
-intelligence displayed through practical problem solving
-focuses on process of problem solving, not final product - 133 cognitive abilities of The Triarchic Theory1. analytical intelligence (evaluation)
2. Practical Intelligence (application of concepts)
3. Creative Intelligence (innovation and imagination)
-most people use one or two forms but highly intelligent people use all 3 - 14Lewis Terman(1877-1956)
-educational/developemental therapist
-adjusted Binet's test and revised scoring calculation to identify cognitive disabilities in children - 15Standford-Binet Intelligence Scale-created by Terman
-first clinically used intelligence test
-standardized a classification system to label developmentally disabled children - 16Intelligence Quotient-term IQ
=mental age/ actual age X 100 - 17Wechsler Test of Intelligence-most commonly used IQ test w/ international versions and age levels
-consider the clinical standard for intelligence measurement
-instead of comparing to ones age, are noramlly distributed according to averages - 18Intelligence Bell Curve-ranges are defined by standard deviation
-average score= 100 (+-15) - 19Average IQ Score-68% of population
(85-115) - 20Above Average IQ Score(115-130)
-14% of population - 21Gifted IQ Score(130-145)
-2% of population - 22Genius IQ Score(145-200)
-0.2% of population - 23Below Average IQ Score(70-85)
-14% of population
Terman- Morons - 24Mentally Retarded IQ Score(55-70)
-2% of population
Terman-imbecile - 25Profoundly Retarded IQ Score(0-55)
Terman-idiot - 26Mental Retardation-clinically defined as IQ scores below 70
- 85% of mental retardation is mild - 27Savantspeople with extreme cognitive deficiences yet are gifted in specific areas such as math, memory, music or art
- 283 Steps to Problem Solving1. Preparation
2. Production
3. Evaluation - 29Preparation-understanding the situation/problem
-identify & familiarize yourself with relevant data--> disregard irrelevant data
-explicitly define the goal - 30Production-develop hypotheses and produce solutions
-algorithms/ heuristics - 31Evaluation-final analysis of solutions-revisit problem
-does solution answer the question?
-is the solution correct in all cases and scenarios?
-are there multiple or alternative solutions? - 32algorithmsstep by step procedures that gaurantee a solution
- 33heuristica simple thinking strategy that often allows us to make judgements and solve problems efficiently; usually faster than algorithms but more error prone
- 34insighta sudden and often novel realization of the solution to the problem; contrasts with strategy based solutions
- 35confirmation biaswe seek evidence that supports our pre-conceptions and to ignore or distort contradictory evidence
- 36fixationthe inability to see a problem from a new perspective
- 37mental set-a tendency to approach s problem in one particular way, often a way that has been successful in the past
- 38functional fixednessthe tendency to think of things only in terms of their usual functions, an impediment to problem solving
- 39representativeness heuristicjudging the likelihood of things in terms of how they seem to represent or match particular prototypes, may lead us to ignore other important info
- 40availability heuristicestimating the likelihood of events based on their availibility in memory, if instances come readily to mind, we presume such events are common
- 41overconfidencea tendency to overestimate the accuracy of your knowledge and judgments
- 42belief perserveranceclinging to one's initial conceptions after the basis on which they have been formed has been discredited
- 43intuitionan effortless, immediate, automatic feeling or thought as contrasted with explicit conscious reasoning (enable us to react quickly and adaptly)
- 44framingthe way an issue is posed or presented, how can significantly affect decisions and judgments
- 45Conceptualizationdevelopmental classifications for a collective group of objects, stimuli into schemas
- 46Schemas-mental categories based upon cognitive similarities
-constantly evolve and redefine as the mind develops and thoughts become more sophisticated - 47assimilationinclusion of a stimulus into an existing schema- "fitting in" when similarities outweigh differences
- 48accommodationadjustments and modifications made when differences outweigh similarities
- 493 types of accommodation (schemas)1. redefine parameters of schema
2.place new into different schema
3. create a new schema - 50cognitionmental processes involving sensory input, the acquisition, storage, retrieval and application of knowledge (memory) used to solve problems (thinking)
- 51mental imagerymental representations of sensory experiences
- 52Mental Imagery Visualizing Process-imagination and envision of a process/stimuli
-anticipation (before) w/o experiencing
-"picturing it in our mind"
-learned expectations of what stimulus should be
(top dow processing)
-promotes motivation for goal achievement - 53Creativityability to produce authentic procedures and novel outcomes to a solution
- 543 elements of creativity1. Originality
2. Fluency
3. Flexibility - 55Originalityingenuity to create unique ways to solve problems
- 56Fluencyability to produce multiple correct solutions to a single problem
- 57Flexibilityability to interchange various methods of problem solving and make adjustments when circumstances dictate
- 58Divergent Thinkingproblems intended to have multiple solutions, multidirectional cognitive branching
(brain storming) - 59Covergent Thinkingmultivariable problems that direct thinking towards one singular correct solution
(conventional thinking) - 60phonemesbasic set of sounds, smallest distinctive sound unit
(869 in human speech) - 61morphemethe smallest unit of language that carries meaning
- 62grammera system of rules that allows us to communicate with and understand others
- 63syntaxthe rules for combining words into gramatically sensible sentences
- 64semanticsthe set of rules by which we derive meanings from morphemes
- 65receptive languageability to comprehend speech
- 66productive languageability to produce words
- 67communicationcomplex systems of transmitting/recieving comprehensible information through sound expression and behavior
-the most primary elements are largely instinctive actions that require little to no learning - 68languagecomplex systems of communication composed of specified symbols, words/hand signals, that are arranged according to grammer
- 69Purpose of Languageallows for sophisticated exchange of thought, promotes social identity and cultural cohesion, foundation of human cognitive development, allows for internal comprehension of thought, memory, emotion & sensory perception
- 70Natural Conceptsunderstanding the characteristics that define the schema and representing it with a prototype
- 71prototypemodel examples that contain all the essential features and characteristics of the schema by which new stimuli are compared to
- 72Artificial Conceptsdefining the characteristics of the prototype and comparing new stimuli to the model example but to a defined list of its features
- 73Hierarchicial Concepts-prioritizing the mental checklist into a ranked order of the most important features
-new stimuli are assimilated not necessarily by the plurality of features but by the important characteristics - 74conceptsa mental grouping of similar objects, events, ideas or people
- we organize concepts into category hierarchies - 75Sternberg's Triarchic Model of Intelligence1. Practical Intelligence (everyday tasks)
2. Analytical Intelligence (evaluate situations and apply knowledge)
3. Creative Intelligence (adjust in response to new situations within a changing environment) - 76Genetics of Intelligence-Polygenetic (many genes involved)
-genetic influences take more affect as you get older over environmental
-50% of variation in intelligence among people is because of heredity - 77Relation of Intelligence to brain-size of certain ares (Parietal and Frontal lobes)
-highly intelligent people have more neural plasticity and synapses
-more gray matter in ares associated with memory, attention & language have a higher intelligence - 78Correlation between IQ and speed of perceiving...+.3 to +.5
- 79Eugenics-Francis Galton
-attempted to engineer the human gene pool by breeding intellectually superior people - 80factor analysisa statistical procedure that identifies clusters of related items (factors) on a test, used to identify different dimensions of performance that underlie a person's score
- 81Francis Galton-eugenics
-purpose was to see if natural ability correlated with intelligence (did not) - 82achievement testa test to asses what a person has learned
- 83aptitude testpredict future performance (capacity)
- 84Alfred Binet-measured "mental age" -level of performance typically associated with a certain chronological age
-theorized that mental aptitude is a general capacity, used a variety of reasoning and problem solving questions
-used to identify schoolchildren needing attention but not why - 85standardization-defining meaningful scores by comparison with the performance of a pretested group
- 86normal curvesymmetrical bell shaped curve that describes the disturbution of many physical and psychiological attributes, most fall by average and fewer on extremes
- 87Flynn EffectIQ rising and aptitude score dropping
- 88reliabilitythe extent to which a test yields consistent results, as assessed by consistency on two halves on the test or on retesting
- 89validitythe extent to which a test measures or predicts what it is supposed to
- 90content validitythe extent to which a test samples the behavior that is of interest
- 91predictive validitythe success with which a test predicts the behavior it is designed to predict, assessed by computing test scores with criterion behavior
- 92down syndromea condition of retardation and associated with physical disorders caused by an extra copy of chromosome 21
- 93Dynamics of Intelligence-IQ tests before age 3 only moderately predict future aptitudes
-by age 3 can predict aptitude
-by age 7 scores stabilize - 94Purpose & Clinical Applications of IQ tests-used to asses intelligence and cognitive development for people's appropriate age levels
-used as diagnostic indicators to identify potential learning disabilities
-used forensically to evaluate legal competency - 955 Components of Creativity1. Expertise
2. Imaginative Thinking Skills
3. Venturesome personality
4. Intrinsic Motivation
5. Creative Environment - 96babbling stage(4 months)
-the stage of speech development in which the infant spontaneously utters various sounds - 97one word stage(age 1 to 2)
stage in speech development in which child speaks mostly in single words - 98two-word stage(age 2)
stage in which child speaks in two word statements - 99aphasiaimpairment of language, usually caused by left hemisphere damage either to Broca's Area (speaking) or Wernicke's Area ( Understanding)
- 100linguistic determinismWhorf's hypothesis that language determines the way we think
- 101communicationvarious systems of transmitting/receiving comprehensible information through sound expression and behavior
(largely instinctive actions that require little to no learning) - 102Language Acquisition-process in universal
-anatomical structures in the brain allow for speech and language to develop through biological maturation
-linguistic aptitude and IQ have positive correlation - 103Benjamin Whorf-cultural sociologist and linguistic
"Linguistic Determinism Hypothesis" (1957 - 104Linguistic Determinism Hypothesis- the significance of language is more than a mechanism for external communication, language provides the neurological framework for internal human cognition
-language is the code that constructs the neural pathways needed for thought and memory - 105Noam Chomsky-developmental psychologist/linguist
- "Language Activation Device" - 106Language Activation Device-the brain is pre-wired for language acquisition
-learning is required but is only possible when structures of the brain have matured enough (Broca's & Wernicke's) - 107LAD Characteristics-LAD is highly responsive in early childhood (2-5) but gradually decays as the brain ages
- if primary language is not acquired by puberty, the LAD will decompose and the ability to learn a language will become impossible - 108Eric Lenenberg-advanced Chomsky's theories of LAD
-"Critical Period Hypothesis" - 109Critical Period Hypothesis-if primary language is not acquired within the critical period of early childhood, not only will learning a language be impossible, but severe cognitive disabilities will result
-if primary language not acquired by puberty, brain will become cognitively retarded
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- Flashcards on Intelligence & Linguistics, created by aruss16 on 31/10/2013.
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