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| Question | Answer |
| Intelligence | the cognitive ability to think, reason & act purposely and effectively as to manipulate ones environment and meet goals in a rational manner |
| Abilities of Intelligence | -to learn from experience -to apply knowledge to new situations -to solve problems to adapt and respond to changing situations |
| Charles Spearman | (1863-1943) "general intelligence" (g) |
| General 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 |
| Louis 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) |
| Raymond Cattel | (1929-1983) -revised Spearman's theory of genetical intelligence -described 'g' as being composed of two forms: 1. crystallized intelligence 2. fluid intelligence |
| Crystallized Intelligence | takes time, acquired knowledge and solidified through life long learning experiences "book smarts" |
| Fluid Intelligence | flexibility of reasoning abilities, speed and ability |
| Howard Gardner | (1943-) -described intelligence as unique to individual learning abilities and develop according to cultural influences -based upon 8 learning abilities |
| Gardner's 8 Learning Abilities | 1. 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 |
| Purpose of Gardner's Theory | -revolutionized the modern education system by reconstructing school curriculum to meet needs of multiple learning styles |
| Robert Sternberg | (1949-) Triarchic Theory of Successful Intelligence (1997) -intelligence displayed through practical problem solving -focuses on process of problem solving, not final product |
| 3 cognitive abilities of The Triarchic Theory | 1. 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 |
| Lewis Terman | (1877-1956) -educational/developemental therapist -adjusted Binet's test and revised scoring calculation to identify cognitive disabilities in children |
| Standford-Binet Intelligence Scale | -created by Terman -first clinically used intelligence test -standardized a classification system to label developmentally disabled children |
| Intelligence Quotient | -term IQ =mental age/ actual age X 100 |
| Wechsler 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 |
| Intelligence Bell Curve | -ranges are defined by standard deviation -average score= 100 (+-15) |
| Average IQ Score | -68% of population (85-115) |
| Above Average IQ Score | (115-130) -14% of population |
| Gifted IQ Score | (130-145) -2% of population |
| Genius IQ Score | (145-200) -0.2% of population |
| Below Average IQ Score | (70-85) -14% of population Terman- Morons |
| Mentally Retarded IQ Score | (55-70) -2% of population Terman-imbecile |
| Profoundly Retarded IQ Score | (0-55) Terman-idiot |
| Mental Retardation | -clinically defined as IQ scores below 70 - 85% of mental retardation is mild |
| Savants | people with extreme cognitive deficiences yet are gifted in specific areas such as math, memory, music or art |
| 3 Steps to Problem Solving | 1. Preparation 2. Production 3. Evaluation |
| Preparation | -understanding the situation/problem -identify & familiarize yourself with relevant data--> disregard irrelevant data -explicitly define the goal |
| Production | -develop hypotheses and produce solutions -algorithms/ heuristics |
| Evaluation | -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? |
| algorithms | step by step procedures that gaurantee a solution |
| heuristic | a simple thinking strategy that often allows us to make judgements and solve problems efficiently; usually faster than algorithms but more error prone |
| insight | a sudden and often novel realization of the solution to the problem; contrasts with strategy based solutions |
| confirmation bias | we seek evidence that supports our pre-conceptions and to ignore or distort contradictory evidence |
| fixation | the inability to see a problem from a new perspective |
| mental set | -a tendency to approach s problem in one particular way, often a way that has been successful in the past |
| functional fixedness | the tendency to think of things only in terms of their usual functions, an impediment to problem solving |
| representativeness heuristic | judging the likelihood of things in terms of how they seem to represent or match particular prototypes, may lead us to ignore other important info |
| availability heuristic | estimating the likelihood of events based on their availibility in memory, if instances come readily to mind, we presume such events are common |
| overconfidence | a tendency to overestimate the accuracy of your knowledge and judgments |
| belief perserverance | clinging to one's initial conceptions after the basis on which they have been formed has been discredited |
| intuition | an effortless, immediate, automatic feeling or thought as contrasted with explicit conscious reasoning (enable us to react quickly and adaptly) |
| framing | the way an issue is posed or presented, how can significantly affect decisions and judgments |
| Conceptualization | developmental classifications for a collective group of objects, stimuli into schemas |
| Schemas | -mental categories based upon cognitive similarities -constantly evolve and redefine as the mind develops and thoughts become more sophisticated |
| assimilation | inclusion of a stimulus into an existing schema- "fitting in" when similarities outweigh differences |
| accommodation | adjustments and modifications made when differences outweigh similarities |
| 3 types of accommodation (schemas) | 1. redefine parameters of schema 2.place new into different schema 3. create a new schema |
| cognition | mental processes involving sensory input, the acquisition, storage, retrieval and application of knowledge (memory) used to solve problems (thinking) |
| mental imagery | mental representations of sensory experiences |
| Mental 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 |
| Creativity | ability to produce authentic procedures and novel outcomes to a solution |
| 3 elements of creativity | 1. Originality 2. Fluency 3. Flexibility |
| Originality | ingenuity to create unique ways to solve problems |
| Fluency | ability to produce multiple correct solutions to a single problem |
| Flexibility | ability to interchange various methods of problem solving and make adjustments when circumstances dictate |
| Divergent Thinking | problems intended to have multiple solutions, multidirectional cognitive branching (brain storming) |
| Covergent Thinking | multivariable problems that direct thinking towards one singular correct solution (conventional thinking) |
| phonemes | basic set of sounds, smallest distinctive sound unit (869 in human speech) |
| morpheme | the smallest unit of language that carries meaning |
| grammer | a system of rules that allows us to communicate with and understand others |
| syntax | the rules for combining words into gramatically sensible sentences |
| semantics | the set of rules by which we derive meanings from morphemes |
| receptive language | ability to comprehend speech |
| productive language | ability to produce words |
| communication | complex 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 |
| language | complex systems of communication composed of specified symbols, words/hand signals, that are arranged according to grammer |
| Purpose of Language | allows 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 |
| Natural Concepts | understanding the characteristics that define the schema and representing it with a prototype |
| prototype | model examples that contain all the essential features and characteristics of the schema by which new stimuli are compared to |
| Artificial Concepts | defining the characteristics of the prototype and comparing new stimuli to the model example but to a defined list of its features |
| Hierarchicial 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 |
| concepts | a mental grouping of similar objects, events, ideas or people - we organize concepts into category hierarchies |
| Sternberg's Triarchic Model of Intelligence | 1. 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) |
| Genetics 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 |
| Relation 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 |
| Correlation between IQ and speed of perceiving... | +.3 to +.5 |
| Eugenics | -Francis Galton -attempted to engineer the human gene pool by breeding intellectually superior people |
| factor analysis | a 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 |
| Francis Galton | -eugenics -purpose was to see if natural ability correlated with intelligence (did not) |
| achievement test | a test to asses what a person has learned |
| aptitude test | predict future performance (capacity) |
| Alfred 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 |
| standardization | -defining meaningful scores by comparison with the performance of a pretested group |
| normal curve | symmetrical bell shaped curve that describes the disturbution of many physical and psychiological attributes, most fall by average and fewer on extremes |
| Flynn Effect | IQ rising and aptitude score dropping |
| reliability | the extent to which a test yields consistent results, as assessed by consistency on two halves on the test or on retesting |
| validity | the extent to which a test measures or predicts what it is supposed to |
| content validity | the extent to which a test samples the behavior that is of interest |
| predictive validity | the success with which a test predicts the behavior it is designed to predict, assessed by computing test scores with criterion behavior |
| down syndrome | a condition of retardation and associated with physical disorders caused by an extra copy of chromosome 21 |
| Dynamics of Intelligence | -IQ tests before age 3 only moderately predict future aptitudes -by age 3 can predict aptitude -by age 7 scores stabilize |
| Purpose & 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 |
| 5 Components of Creativity | 1. Expertise 2. Imaginative Thinking Skills 3. Venturesome personality 4. Intrinsic Motivation 5. Creative Environment |
| babbling stage | (4 months) -the stage of speech development in which the infant spontaneously utters various sounds |
| one word stage | (age 1 to 2) stage in speech development in which child speaks mostly in single words |
| two-word stage | (age 2) stage in which child speaks in two word statements |
| aphasia | impairment of language, usually caused by left hemisphere damage either to Broca's Area (speaking) or Wernicke's Area ( Understanding) |
| linguistic determinism | Whorf's hypothesis that language determines the way we think |
| communication | various systems of transmitting/receiving comprehensible information through sound expression and behavior (largely instinctive actions that require little to no learning) |
| Language 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 |
| Benjamin Whorf | -cultural sociologist and linguistic "Linguistic Determinism Hypothesis" (1957 |
| Linguistic 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 |
| Noam Chomsky | -developmental psychologist/linguist - "Language Activation Device" |
| Language 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) |
| LAD 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 |
| Eric Lenenberg | -advanced Chomsky's theories of LAD -"Critical Period Hypothesis" |
| Critical 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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