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manipulating and transforming information into memory; psychologist that study this field are called
1) cognitive psychologist
2) cognitive neuropsychologist- this links back to the brain and what is going on in the body
WHAT IS STUDIED: all mental activities associated with knowing, remembering, deciding,attending, solving, judging and communication |
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| Henry Me radical experimental brain surgery in 1953 at the age of 26 to stop seizure - have an early bike accident which damaged brain -left IQ and personality the same _but left him with limited problems with memories established before surgery (RETROGRADE) -problem with putting in new memories -left him with no ability to form new long term memories (ANTEROGRADE) |
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| representations in the mind of resemble the object or event being represented. = internal, picture, representations of things or events of the present; help make decisions that are not present HOW DOES THIS HELP? organization - spped, often less cumbersome than verbal mental maps - help find things |
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ideas that represent a froup of simular objects, events, ideas, or people
WHY DEVELOP?
-help with new data (where at?) -formal - by definition -natural - by prototype |
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type of concept which is typical, highly representative examples of a concept.
EX; BIRD- robin, blue jay, eagle |
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a rule that, if applied appropriately, guarantees a solution to a problem
EX; what if you go through and systematically check each and every item in wach aisle; which takes awhile but solution is there - can be labor intensive EX; formula |
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| speedier but more error educated guess based on past experience EX; what if you first try to find the juice aisle and when it is not there you try the specialty natural food section |
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| trying different ways till finding a solution EX: just picking an aisle to find the product. |
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| TYPES OF METHODS TO PROBLEM SOLVING |
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1) TRIAL AND ERROR
2) HEURISTICS
3) ALGORITHM
4) INSIGHT
5)CREATIVITY |
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| SOLUTION COMES SUDDENLY, (AHA! moment) |
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| ability to combine ideas and behavior in new ways thinking outside of the box |
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| METHODS THAT EFFECTS PROBLEM SOLVING |
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| 1) confirmation bias 2) fixation |
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tendency to search for information that supports what we already think, and to ignore of distort information that contradicts our beliefs
EX polical debate (doesnt change our mind about a representive for pres.) |
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| A) MENTAL SET tendency to apprach problems from problems from only one way (especially if worked in past) B)FUNCTIONAL FIXEDNESS tendency to think of things/ objecs only in terms of its typical use EX;"MOM! there is no body wash" - individual could use shampoo for body wash same thing |
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| judging how likely something is by how well it represents (matches) protypes (can help or hurt) (can lead us to ignore other relecant information like base rates) EX: mother of down syndrome baby - most likely the mother would appear olders, but this is not always true. |
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| the easier it is to think of examples, the more likely we are to think it will happen EX: Jaws - mostly like to to think we could get bitten or attacked by a shark, 9-11 attack- being afried to end up in a airplace cash then a car accident, where the facts show that car accidents are mostly likely to happen, airplane travel is safer. |
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| we are often more confident than we are correct! we overstimate accuracy of our beliefs/ judgements. |
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| Belief Perseverance Phenomenon |
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| tendency to cling to inital conceptions even after basis they were formed on has been discreadited; it is harder to change someones opinnion than establish a new opinion. |
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| the ability to generate unusual, yet apropriate, response to problems or questions |
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| the ability to produce responses that are based primarily on knowledge and logic |
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| communicaton of information through symbols arranged according to systematic rules |
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| system of rules that determine how our thoughts can be expressed |
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| the study of the smallest unit of speech called phonemes |
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| ways in which words and phrases can be combined to form sentences |
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| the rules governing the meaning of words and sentences |
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| meaningless speechlike sounds made by children from around the age of 3 months through 1 year |
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| sentences in which words not critical to the messsage are left out |
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| the phenomenon by which children apply language rules even when the application results in an error |
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| LEARINING - THEORY APPROCH (TO LANGUAGE DEVELOPMENT) |
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| the theory suggesting that language acuistion follows the principles of reinforcement and conditioning |
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| NATIVIST APPROACH (TO LANGUAGE DEVELOPMENT) |
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| theory that a genetically determinded, innate mechanism directs language development |
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an effortless, immediate, automatic feeling or though as contrasted with explicit, conscious reasoning
- sometimes acquired expertise becomes automatic habit
-sometimes we dont know where they come from
EX: chess player, judgement, spar of the moment |
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changing the way data is presented to make a difference |
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how an issue is posted can significantly affect decision and judgements.
EX; burger content, surgery death rate, condom effectiveness, politics, sale rack |
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| there is no standard definition; someone understanding the world (reflects the ability to understand the world) |
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| THE THEORIES OF INTELLIGENCE |
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- General Intelligence (g -factor)
- Specific intelligence (s - factor)
- Cattell and Horn Crystallized
- Fluid
- Gardner (mult. intelligences)
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"general intelligence" the ability to reason and solve problems, the ability to do well/ reasoning, general ability on how well they do across the world
EX nervous system, work effect if doesnt work, minor problems - can be effective by nature; trauma |
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| "specific intelligences" is the ability to excel in certain areas such as music, art, math, can lack or do well |
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| CATTELL AND HORN CRYSTALLIZED |
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| accumulated knowledge verbal skills, strategies (school information) (cultural influences) stuff learned in school, bound by environmental |
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| ability to solve, see relationships reason abstractly; believed to be relatively free of cultural influences (come up by yourself) |
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GARDNER'S
verbal/linguistic, musical, logical/ mathematical, visual/ spatial, movement, interpersonal, naturalist, existentialist
- looking beyond
-different kind of smarts |
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| STERNBERG (TRI ARCHIC THEORY OF INTELLIGENCE) |
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- Analytic Intelligence- ability to break problems into parts to solve (trad)
- Creative Intelligence- combine ideas in new ways to solve problems
- Practical Intelligence - social skills and common sense
(most tasks require a combo of all 3) |
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