Chapter 8 Thinking, Intelligence, and Language

Chapter Preview Cognitive Revolution in Psychology Thinking Intelligence Language Thinking, Problem-Solving, and Health and Wellness

The Cognitive Revolution cognition – how information is processed and manipulated when remembering, thinking, and knowing 1950s: psychology resumes focus on the mind and mental processes computers: an analogy for the mind/brain - artificial intelligence (AI) IM: Artificial Intelligence Activity

The Computer Analogy IM: Artificial Intelligence Activity

Thinking concepts – mental categories used to group objects, events, and characteristics prototype model – all instances of a concept are compared to a prototype (ideal example) of that concept

Steps in Problem Solving Find and frame problem Develop good problem-solving strategies (subgoals, algorithms, heuristics) Evaluate solutions Rethink and redefine problems and solutions over time IM: Activity Handout 9.1: Solve This Problem

Problem-Solving Obstacles fixation - using a prior strategy only functional fixedness - fixated on usual functions

Reasoning mental activity of transforming information to reach conclusions inductive reasoning - driven by data; bottom-up; specific  general deductive reasoning - driven by logic; top-down; general  specific

Reasoning and Decision Making

Decision Making evaluating alternatives and making choices among them attempting to maximize outcome IM: Decision Making Activity

Reasoning and Decision Making System I – automatic rapid, heuristic, intuitive System II – controlled slower, effortful, analytical

Decision-Making Biases Confirmation Bias search only for info that supports our ideas Hindsight Bias report falsely that we predicted an outcome Availability Heuristic predict probability based on ease of recall Base-Rate Fallacy ignore info about general principles Representativeness Heuristic make judgments based on stereotypes

Critical Thinking thinking reflectively and productively and evaluating the evidence mindfulness – alert and mentally present open-mindedness – receptive to new ways of looking at things

Emotion and Cognition moods influence the way we think bad moods >> use careful logic to solve problems good moods >> efficiency, originality, creativity, ignore irrelevant info

Creative Thinking Divergent versus Convergent Thinking Characteristics of Creative Thinkers brainstorm flexibility and playful thinking inner motivation willingness to face risk objective evaluation of work IM: Activity Handout 9.2: How Do You Think This Invention Came About?

Intelligence What is intelligence? definitions of intelligence reflect culture U.S. – Spearman’s g measuring intelligence - validity - reliability - standardization What is intelligence? Instructors might begin this section by asking students to discuss how they define intelligence either individually or in small groups.

Intelligence Tests: Criteria What is intelligence? Instructors might begin this section by asking students to discuss how they define intelligence either individually or in small groups.

Intelligence Tests Binet – Mental Age (MA) Stern – Intelligence Quotient (IQ) normal distribution Stanford-Binet Test

Intelligence: Normal Distribution

Influences on Testing Cultural Bias in Testing culture-fair tests (e.g., Raven Progressive Matrices) Genetic Influences on Intelligence heritability increases with age Environmental Influences on Intelligence Flynn effect IM: Cultural Bias in IQ Testing Activity IM: Nature vs. Nurture Activity

The Flynn Effect IM: Cultural Bias in IQ Testing Activity IM: Nature vs. Nurture Activity

Variations in Intelligence Giftedness: usually IQ ≥ 130 Terman – socially well adjusted and successful as adults importance of innate ability Intellectual disability: usually IQ < 70 organic versus cultural-familial disabilities mild, moderate and severe/profound adaptive behavior deficits (conceptual, social, practical)

Theories of Multiple Intelligences Sternberg’s Triarchic Theory analytical intelligence creative intelligence practical intelligence IM: Activity Handout 9.3: Which Type of Intelligence is It?

Theories of Multiple Intelligences Gardner’s Frames of Mind verbal mathematical spatial bodily-kinesthetic interpersonal intrapersonal naturalist existentialist musical

Language Language form of spoken, written, or signed communication based on symbols Infinite Generativity ability to produce an endless number of meaningful sentences

Structure of Language Phonology - basic phonemes (sounds) Morphology - rules for word formation Syntax - rules for combining words to form phrases and sentences Semantics - meaning of words and sentences Pragmatics - use of language IM: Activity Handout 9.4: The Structure of Language

Language and Cognition Can you think without using language? Whorf’s linguistic relativity hypothesize “language determines thought” role of cognition in language role of language in cognition IM: Biological and Environmental Influences on Language Activity

Gender Differences in Language Are women more talkative? Gender and Language Gender Differences in Language Are women more talkative? IM: Biological and Environmental Influences on Language Activity 28

Influences on Language Biological Influences language universals hemispheric specialization Environmental Influences behavioral view (learned skill) language exposure (case of Genie) IM: Biological and Environmental Influences on Language Activity 29

Development of Language

Learning a Second Language as an Adult Sensitive Periods in Language Learning new sounds/accent and new grammar new vocabulary IM: Language and Education Activity

Thinking, Problem-Solving, and Health and Wellness Cognitive Appraisal and Coping primary appraisal secondary appraisal cognitive reappraisal IM: Types of Coping Activity

Chapter Summary Describe cognitive psychology and discuss the role of the computer in the development of the field. Explain the processes and human limitations in problem solving, reasoning, and decision making. Describe intelligence and its measurement. Discuss influences on intelligence and types of intelligence. Identify the connections between language and thought and summarize how language is acquired and develops. Discuss the importance of cognitive appraisal with respect to stress and describe various styles of coping. Note: Instructors may use the learning objectives presented on this slide or the following two slides to summarize the chapter material.

Chapter Summary Cognitive Revolution Thinking prototype model of concepts problem-solving steps and barriers reasoning and decision making - inductive, deductive, and intuitive - biases critical and creative thinking

Chapter Summary Thinking, Problem-Solving, and Health and Wellness Intelligence IQ tests: measurement, Binet, normal curve influences on intelligence test scores extremes and types of intelligence Language structure, development, and influences Thinking, Problem-Solving, and Health and Wellness cognitive appraisal and coping strategies