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| An effortless,immediate,automatic feeling or though, as contrasted with explicit,conscious reasoning- something acquired expertise becomes automatic habit. |
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| Thinking, manipulating and transforming information in memory. |
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| What psychologists are called that study it? |
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| Cognitive psychologist, cognitive neuropsychologist. |
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| Conservation of resources/energy(shortcuts)(often help-sometimes gets us in trouble) |
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| =Internal, picture-like representations(things or vents) |
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| =Ideas that represent a group of similar objects,events,ideas, or people |
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| How help? Organization-speed, often less cumbersome than verbal Mental maps-help find things |
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| -Helps with new data 1)Formal-by definition 2)Natural- by prototype(typical example) -note important features-use to compare -speeds sorting into categories -speeds up/guides problem solving |
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| -Thinking and behaving in ways to rach a goal -Identify goals and steps needed to get there |
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| Try different way until one works -aka mechanical |
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| -Step by step procedures that gaurantee a solution(can ne labor intensive) example: every letter every place formula |
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| -Speedier but more error prone -Educated guess bade on past experience example: 1)what letters likey together 2) kids tv show? 3) means-end analysis |
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| -Solution comes suddenly and often novel (aha! moment) |
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| Ability to combine ideas and behaviors in new ways-think outside the box |
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| Tendency to search for information that supports what we already think and to ignore or distart informaiong that contradicts our belief. |
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-Mental set
-Functional fixedness |
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| Tendency to approach problems from only one way (esp. if worked in past) - but failure to see from new perspective can slow problem solving too |
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| -Tendency to think oh things only in terms of usual funtions |
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| How an issure is posed can significantly affect decisions and judgments |
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| -Judging how likey something is by how well it represents preototype |
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- Reflects the ability to understans the world
-to learn from experience
-to acquire knowledge
-to use resources effectively in adapting to new situations or solving problems
- Intell cannot me measured directly-must infer
- signs of intelligence will vary by culture
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| -The easier it is to think of an example, the more likey we are to think it will happen. -Yet ease may be dure to vividness or personal experiences-not reality |
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| -We are often more confident then we are correct! -We overestimate accuracy of our beliefs/judgments |
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| The belief perseverance phenomenon |
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| Tendency to cling to initial conceptions even after basis they were formed on has been discredited. |
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| General Intelligence(g factor) |
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Ability to reason and solve problems
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| Specific Intelligences (s factor) |
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bility to excel in certain areas
(like music,art,business) |
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-Accumlated knowledge, verbal skills, strategies
-(school info)(cultural influences) |
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-Ability to problem solve, see relationshipd, reason abstractly
-Believed to be relatively free of cultural influences |
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Ability to break problems into prats to solve
(traditional) |
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| Combine ideas in new ways to solve problems |
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| Social skills and common sense |
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| IQ (Intelligence quotient) |
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| A score that indicates how well you did on that particular intelligence test compared to others your age |
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-Test answers collected on 100s of people of different ages
-Row score (# right) converted to IQ scores using formulas
-IQ tells you : how well you did for your age(mean=100)(sd=15)
-Average score of 100
- Better than average >100
- Below average <100 |
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| Criteria to receieve a diagnosis mental retardation |
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- IQ<70
- Deflicts in adapative behavior
- Before age 18
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-Achievment significant below expectations (based on IQ)
-Can you be gifted and have a learning disability? YES |
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| Environmental contributers to intelligence |
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-IQ generally stable after age 6-7
(and if it changes, doesn't change over night- older you are even less likely it chnages unless you have big corresponding enviornment changes(for better or worse))
-Can make a substantial difference
(one adoption study up 12 points over controls)
-Environment factors known to impact- SES, parental communication/support, quality of schools/neighborhoods, nutrition and healthcare |
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-Increase in average IQ score about 3 points(restandardize)
-Biggest jump- problem solving, not general knowledge |
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| Things associated with IQ |
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-Scholastic achievement:yes(starts age 7)
(Higher IQ, better grades, more likely stay)
-Voccational outcome: yes( again starts age 7)
(higher IQ more likely prestigious job)
-Health, adjustment, life satisfaction: mixed
( kids better liked peers- higher)
(juvenile delinquent and aggresive-lower)
(no relationship: depression,enxiety,social w/d) |
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| Changes between conception and death |
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-Study of human development
-Now interest is in lifespan |
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| What do developmental psychologist study? |
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| Changes in social,emotional,physical,cognitive |
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| Developmental psycholgy two major themes |
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- Variability is the norm and it is ok!
- Nature vs. Nurture
Genes vs. Enviornment |
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| Why is development so hard to study? |
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Definition
-Measuring a moving target
-Development is multifacted and multiply determined(different parts can develop at different rates)
-Gerneally more variability with age(friends, family, job, society, diet, biology,etc.) |
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| What specific research methods are used to study development? |
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- Longitudinal( 1 group many time)
(some people at different ages)(wait and expesive)(see how indivisulas change-scores and ranking)(attrition?)
- Cross-sectional(many groups one time)
(different people at different ages- simultaneous)(faster and cheaper-see age differeneces)(cohort effect?) |
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