 concepts  solve problems  make decisions.

Mental representations of some sense experiences

 What must be done to achieve a goal not readily attainable.

 1. interpretation  2. strategy  3. evaluation

 Trial and error  Information retrieval  algorithms  heuristics

 Trying out solutions one after the other until one works.

 Retrieving from long term memory

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 Means-ends analysis – combining hill climbing and sub goals  Working backwards

 Problems of inducing structure  Problems of arrangement  Problems of transformation

 discover the relationship between the parts of a problems

 arranging the parts of a problem to satisfy some criteria.

carrying out a sequence of transformation in order to reach a specific goal.  Tend to be solved in a planned sequence of steps rather then insight.

 Creativity  Ability to generate original ideas or solve problems in novel ways  Divergent thinking  Ability to generate unusual, yet appropriate, responses to problems or questions  Convergent thinking  Produces responses that are based primarily on knowledge and logic  Cognitive complexity  Preference for elaborate, intricate, and complex stimuli and thinking patterns.  NOT related to intelligence 24 Copyright McGraw-Hill, Inc. 2011

 Confirmation bias  Fixation  Representitiveness  Availability  Framing

 This inability to see a fresh perspective.  It is tunnel vision.

 The tendency to perceive a function of an object as fixed and unchanging.

 The tendency to define things in terms of the way we see it.

 Basing our judgments and decisions on information that we can immediately recall.

 The tendency to feel sure about our beliefs and to explain away our failures.

 Presentation that effects the way we think and solve problems.

 The tendency to cling to our beliefs even in the face of contrary evidence.

 The gamblers fallacy  The law of small numbers  The conjunction fallacy

 i.e. t, th, k  There are 45 phonemes in the English language

 I.E. PRE-EXIST

 Grammar has two components:  1. syntax  2. Semantics

 Rules that govern how we combine words into meaningful sentences and phrases

 DESCRIBES HOW WE ASSIGN MEANING TO MORPHEMES, WORDS AND SENTANCES

 Knowing the relationships between words of sentences (surface structure) and its underlying meaning

 1. develop a thought  2. choose words  3. produce sounds

 There are three theories: Learning theory approach Nativist approach Interactionist approach

 Echolalic  Language perception – differentiating sounds to distinguish behaviors  Meaning – understanding the relationship between a word and an action  Integration of language and thought - holophrastic

 Language Specificity – One word at a time  Two word sentences  Grammatical transformations and three word sentences

 The Whorfian hypothesis says that language precedes thought.  Piaget says thought precedes language.

Copyright McGraw-Hill, Inc

 Believed wealthy were more intelligent  Founded eugenics movement

 To do this they developed questions relative to reasoning and problem solving.

 1. it would limit educational opportunities  2. it would make people incapable of learning.

 the Stanford-Binet

 Ma/ca * 100.

 It has been replaced by a deviation IQ.

 Preschoolers  Adults  Children

 Aptitude tests measure a person’s capacity to learn  Achievement tests measure past learning.

 This is true of:  LSAT  MCAT  GRE  GMAT

Louis Thurston

 Howard Gardner’s theory of multiple intelligences  Robert Sternburg’s triarchic theory of intelligence

 Linguistic  Musical  Mathematical  Spatial  Bodily-kinesthetic  Interpersonal  Intrapersonal  Naturalistic

70  Are There Different Kinds of Intelligence?  Gardner’s Multiple Intelligences  Many ways of showing intelligence  8 Different Forms Copyright McGraw-Hill, Inc. 2011

 Brain damage may impair one mental ability It’s rare to find a renaissance man  Prodigies master only one skill  Savants demonstrate one exceptional skill

He Identified intelligence From Three Different Perspectives

 Analytical (componential) – the ability to solve academic problems and judge ideas  Creative (experiential) – insight, creativity, inventiveness  Practical (contextual) – practical knowledge, street smarts

 Both require the following:  Motivation  Attention  Perseverance  Test taking ability

 Identical twins raised in different families have similar intelligence scores  Also, adopted children have intelligence scores more similar to their biological mothers

 Many believe that genes are just a starting point

 Could intervention in a child’s family life effect economic and social deprivation?

 1. no differences in verbal abilities  2. Females are better at math in negligible differences

 Their concern is to enable schools who might best benefit from early intervention.  Should not be used as absolute measures.  Only reflect one aspect of a person