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| Artificail intelligence (AI) |
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| The science of creating machines capable of preforming activities that require intelligence when they are done by people. |
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| The way in which information is processed and manipulated in remembering, thinking, and knowing |
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| Manipulating info mentally, as when we form concepts,solve problems, make decesions, and rflect in a creative or critical manner. |
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| Mental categories that are used to group objects, events, and characteristics. |
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| Madel stating that all instances o a concept share defining properties |
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Model emphasizing that when peopl evaluate wheather a given items reflect a certan concept, they compar the item with most typical item(s) int hat category and look for a "family resblance"
*maintains that characteristic propeties are used to crete a representation of the aveage or ideal member-the prototype-fr eachother |
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| An attempt to find an appropriate way of attaining a goal when the goal is not readily available |
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| Steps to Poblem Solving (4 steps) |
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1.find the frame problems
2.Develop good problem-solving stratigies
3.Evaluate Solutions
4.Rethink and Redefine problems and solutions over time |
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Setting intermidiate goals or defining intermidiate problems in order to be in a better posistion to reach the fnal goal or solution
*stage 2 |
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Stratigies to gauruntee a solution to a problem.
*stage 2
*ex. Formulas, instructions, and testing for all possible solutions |
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hotcut strategies or guidlines that suggest, but do not gauruntee, a solution to a problem
*stage 2 |
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| Using prior problem-slving stratigy and failing to look at a proplem from a fresh, new prespective. |
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type of fixation in which individuals fail to solve a problem because they are fixated on a thing's usual functions.
*ex. using somthing else to hammer in a nail with out a hammer means you have overcome this |
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The mental activity of transforming info to reach conclusions
*closly tied to critical thinking |
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Reasoning from the specific to the general or from the bottom up
*Drawing conclusions from "a few" and associating them with the "the whole" |
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| Reasoning form the general to the specific. |
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| Evaluating alternatives and making choices among them |
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| The tendency to serch for and use info that supports, rather then refutes, our ideas |
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The tendency to report falsly, after the fact, that we accuretly predicte an outcome.
* "I knew it all along" |
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| A prediction about the probability of an event based on the ease of recalling or imagining similar events. |
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Being alert and mentally present for one's everyday activities
*key to critical thinking |
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| Being receptive to the possibility of other ways of looking at things |
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| The ability to think about somthing in a novel and unusual ways and come up with uncoventional solutions to problems |
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Thinking that produces many answers to the same question.
*chractristic of creativity |
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| Thinking that produces one correct answer; characterisitc of the type ofthinking required ontraditional intelligence tests |
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| Charcteristics of Creative thinkers |
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1.Flexibility and playful thinking
2.Inner Motivation
3.Willingness to face risk
4.Objective evaluation of work |
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| Craeativ Probem Solving (5 steps) |
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Definition
1.Preperation
2.Incubation-churning ideas in your head
3.Insight-where the peices come together
4.Evaluation-is idea valuable?
Elaboration-percestance in understanding ideas |
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Psychologist who focusd on creativity and innovation.
*famous for concept of flow: A person is "at one" with the activity |
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| The quality of having a particular talent-that "somthing special"-for the things that one does in a particular domain |
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| Problem-Solving skills and the ability to adapt and learn from one's life everyday experiences |
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| The extent to which a test yields a consistent, reproducible measure of preformance |
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| Developing uniform procedures fo administering and scoring a test, as well as creating norms for the tests |
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| An individual's level of mental development relative to that of others |
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| Intelligence Quotiet (IQ) |
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| An individuals (MA) devided by chronological age multiplied by 100 |
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| Constructed first intelligence test after being asked to create ameassure to determine which children would benifit from instruction in France's schools |
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| Constructed first intelligence test after being asked to create ameassure to determine which children would benifit from instruction in France's schools |
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| A symmetrical, bell shaped curve witha majority of the sores falling in the middle of the possible range and few appering oward the extreams of range |
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| The portion of IQ defferences in a population tha is attributed to genetic differences |
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| Intelligence tests that are intended to be culturally un biased |
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| Individuals with an IQ of 130 or higher and/or superior talent in a particular area |
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| A condition of limited mental ability in which an indivuals IQ is lower thatn 70. Hasdifficulting adapting to everyday lif, and hasan onset of these characteristics in the so-called developmental period |
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physical brain damage
*Downs syndrome
*most have IQ in between 0 and 50 |
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| Cultural-Familiar retardation |
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retardation with no sign of physical brain damage.
*IQ between 55 and 70 |
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| Triarchic theory of intelligence |
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theory that there are three main types of intelligence
*Robert J. Sternburg
*Analytical, Creative, Practical |
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| The ability to anyalyze, judge, evaluate, compare, and contrast |
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| The ability to create, desgn, invent, originate, ad imagine |
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| The ability to create, desgn, invent, originate, ad imagine |
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| The ability to use, apply, implement, and put ideas into practice |
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| Gardners Eight frames of mind |
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1.verbal-abiliy to use words and laguages
2.Mathematical-ability to carry out mathematical operations
3.Spatial-ability to think three deminsionaly
4.Bodily-Kinesthetic-Ability to phyiscally manipulate objects and be physically adept.
5.Musical-sensetiviy to pitch, rythem, melody, and tone
6.Intrapersonal-Ability to understand ones self
7.Interpersonal-ability to understand and interact with others effectivly
8.Naturalist-ability to observe patterns in nature and understand natural and humanmade systems |
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Form of communication.
*spoken, writtin, or signed |
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| The ability to produce an infinate number of sentences using a relativly limited set of rules |
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| A language's sound system |
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| A language's rules for word formation |
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| A language's rules for the way words are combined to form acceptible phrases and sentences |
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| The meaning words or sentences in a particular language |
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early architects of the view that childrens language developmetncannot be explined by evironmental input.
*children are biologicly prewired to learn language at a certain atime and in a certain way |
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Approach to learning to read that stresses that reading instruction should parellel a child's natural language learning.
*reading materials should be whoe and meaningful |
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| An approach to learning to read that emphasizes basic rules translating written symbols into sounds |
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| Individuals interpretation ofthe events in their lives as harmful, threatening, or challenging and their determination of wheather they hae the resources to cope effectivly with the events |
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| Managing taxing circumstances, expending effort to solve life's problems and seeking to master or reduce stress |
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| The cognitive strategy of squarely facing one's troubles and trying to solve them |
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| Responding to he emotional aspects of stress rather than focusing on the problem causing the stress |
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| Directy confronting a problem with active attempts to solve it |
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| Coping with a problem by trying to ignore it |
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| effect of EDUCATION on intelligece |
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