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| Idea that the brain is an information-processing organ that operates, in some ways, like a computer |
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| Mental capacity to acquire knowledge, reason, and solve problems effectively |
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| Mental groupings of similar objects, ideas, or experiences |
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| imprecise mental categories that develop out of everyday experiences..Mental representations of objects and events drawn from our direct experience. |
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| Ideal or most representative example of a conceptual category. A GENERIC IMAGE. |
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| concepts defined by rules, such as word definitions and formulas. |
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| General to specific, subcategories. |
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| Cognitive representation of physical space. EX: they enable you to give directions to someone, find your classes, and give someone the ability to move through their home with their eyes closed. |
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| Brain waves shown on the EEG in response to stimulation. isolating unique brain wave patterns evoked by certain stimulus. |
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| ability to make judgments without conscious reasoning. |
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| A cluster of knowledge about sequences of events and actions expected to occur in particular settings. |
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| Problem solving procedures or formulas that guarantee a correct outcome. Never fail strategies, step by step procedures. Will not work with certain kinds of problems, it wouldn't work for a question such as: Would I be happier with the new model or the old model? |
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| Rules of thumb, do not promise a correct solution but can give a good start in the right direction |
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| What are three Heuristic strategies? |
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| Working backward, searching for analogies, breaking big problems into smaller problems. |
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| Working Backward (Heuristic strategy) |
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| Starting the problem at the end and working back to the start. |
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| Searching for Analogies (Heuristic strategy) |
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| Employ a strategy that was previously learned. the trick is to recognize the similarity or (analogy) between the old and new problem. |
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| Breaking a big problem into smaller problems. (Heuristic strategies) |
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| break a problem into steps or create subgoals. |
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| tendency to respond to a new problem in the same way you approached a similar problem previously. |
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| inability to see a new use for an object that is already associated with a different purpose. EX: Dime can be used to tighten bolts. |
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| we impose unnecessary limitations on ourselves. Ex: Nine dot problem. |
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| Obstacles of problem solving. |
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| Lack of specific knowledge required by the problem, lack of interest, low self-esteem, fatigue, and drug use, stress. |
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Name the 6 types of Bias.
Hint: One does not have the word "Bias" in its name. |
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| Confirmation Bias, Hindsight Bias, Anchoring Bias, Representativeness Bias, Availability Bias, Tyranny of Choice |
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| Ignore or find fault with information that does not fit ones own opinions and to seek out information that does. |
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| "I knew it all along" Overestimate their ability to have predicted it. |
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| Faulty Heuristic caused by basing an estimate on a completely irrelevant quality. EX: What we decide to pay for a car or house depends on the price and condition of the first item we're shown. |
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| Social judgement, prejudice, based on the presumption that, once people or events are categorized, they share all the features of other members in that category. |
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| Tendency to judge probability by how readily examples come to mind. EX: Do more english words begin with R than have R in the third position? Most would say that more begin with R because it is easier to come up with examples. |
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| Too many choices become overwhelming, and effective decision making is impaired. |
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| mental process that produces novel responses that contribute to the solutions of problems. |
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| What produces extraordinary creativity according to Weisberg? |
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| Extensive knowledge, high motivation, and certain personality characteristics. NOT superhuman talets. |
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| having extensive and organized knowledge of the field which you will make your creative contribution. |
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| largely innate potentialities, specific to certain domains. ( contrasted with abilities acquired by learning) |
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| what are the TRAITS of highly creative people? |
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| Independence, Intense interest in a problem, willingness to restructure a problem, preference for complexity, need for stimulating interaction. |
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| Resist social pressures to conform to conventional ways of thinking. Confidence to strike out on their own. |
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| What is intense interest in a problem? |
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| Always tinkering often just in their minds with problems that fascinate them. Main motivation is internal. |
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| What is willingness to restructure the problem. |
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| Question the way a problem is presented, grapple with the problem, always changing and redefining the assignments given to them. |
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| What is a preference for complexity? |
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| Drawn to complexity, to things that may seem chaotic to others, looking for simplicity in complexity, attracted to the most difficult problems in a certain field. |
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| What is the need for stimulating Interaction? |
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| Grows out of an interaction of highly creative individuals, mentor, teacher. |
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| What does creativity require? |
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| People who are mentally handicapped but have a highly developed skill, EX: Rain man. |
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| Does having high intelligences mean that an individual will be creative? |
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| No lots of bright people never produce anything that could be considered original or insightful. |
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| Where does Robert Sternberg argue that creativity lies? |
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| Is intelligence defined in relation to the same abilities in a comparison to a group of people usually around the same age range? |
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| Alfred Binet and Theodore Simon were the first to do what? |
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| What were the 4 main points of approach for the IQ test created by Binet and Simon? |
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Definition
1. Interpreted scores as an estimate of current performance.
2. Identify children who needed special help, not label them as bright or dull.
3. Pinpoint areas of performance which special education could help.
4. construct the test empirically - based on how children were observed to perform. |
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Term
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| average age at which individuals achieve a particular score..EX: Mental age of 14 means that someone mental function is that of someone who is 14 years of age. |
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| number of years since birth. |
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| Inelligent Quotient formula. |
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| IQ= (Mental age/ Chronological age) X 100 |
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| What are the highs, normal, and lows of the IQ test? |
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Below 70- Mental retardation
100- Normal
130- Gifted |
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| Creates a bell shaped curve. describes the spread of a characteristic throughout a population. |
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| scores falling near the middle of a normal distibution. |
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| Psychologist David Wechsler offers a family of tests that measure many skills that are presumed to be components of intelligence.. What do these include? |
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| Vocabulary,verbal comprehension, Arithmetic ability, similarities ( ability to state how two things are alike) and block design. |
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| James Flynn pointed out that the average IQ score is rising gradually about how many points per decade? |
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Definition
| 3 points per decade. They have to renorm the tests every few years to keep the IQ average at 100 points. Also known as the "IQ creep" |
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| True or False, group tests of intelligence are now available? |
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Definition
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| What do group tests of intelligence use to give the tests? |
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Definition
| paper and pencil measures,involving booklets, and computer score answer sheets. |
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| Below IQ 70 and only 2% of the population |
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| 30 points above average 130, also 2% |
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| Broad definition of Mental retardation |
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Definition
| Significantly subaverage intellectual functioning that becomes apparent before age 18. limitations in areas such as work, health, and ability to take care of ones self. |
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| True or False. Lewis Terman brought Binet and Simon's IQ test to the states,? |
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Definition
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| What type of Study did Lewis Terman do? |
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| Logitudinal research program which followed the top scoring children on the IQ test. Periodically he retested them, and gathered information on their achievements. Most continued on paths to success. |
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| If you discover your child is gifted what should you do? |
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Definition
| You should do nothing special, chances are what you're doing right now has provided them with a very healthy environment. |
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| Remarkable but limited talet, mentally slow in other ways. |
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| Psychometrics is the field of what? |
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| Mental measurements. Major professionals: Alfred Binet, and Lewis Terman, and Charles Spearman. |
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| What does Charles spearman suggest about intelligence? |
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Definition
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| General intelligence/ G FACTOR |
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Definition
| general ability proposed by spearman, as the main factor underlying all intelligent mental activity. |
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| Crystallized intelligence |
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Definition
| knowledge a person has acquired, plus the ability to access that knowledge. |
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Definition
| ability to see complex relationships and solve problems. |
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| according to sternberg, the ability to cope with the environment or "Street smarts" |
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| Sternberg's Triarchic Theory |
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Definition
Practical intelligence- ability to cope with their environment
Analytical intelligence- ability to think problems through and find correct answers.
Creative intelligence- helps people develop new ideas and see new relationships. ( Einstein, Picasso.) |
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| Gardner's multiple intelligences |
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Definition
Linguistic- vocab
Logical/mathematical
Spatial intelligence- relationships in space
Musical intelligence
Bodily-kinesthetic intelligence- controlled movement.
Interpersonal-understand others
Intrapersonal- understand self
Naturalistic- classify living thigns
Spiritual- ability to think abstractly about spiritual terms.
Existential intelligence- ability to thinking about components of the universe and meaning of existence and death. |
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| What did John Berry Study about Native Americans? |
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Definition
| Mental abilities considered valuable to them. |
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Definition
| An awareness that other people's behavior may be influenced by beliefs, desires, and emotions that differ from one's own. |
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| Allen and Beatrice Gardner studied what animal and what did they teach it? |
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Definition
| Washoe- a chimpanzee which they raised like a human child, they tought the chimp sign language, and at one point learned about 250 signs. |
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| True or false, Animals are capable of cognition and intelligent behavior? |
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Definition
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| Trait variation within a group, raised under the same conditions, attributed to genetic differences, tells us nothing about between group differences. |
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