1. Myers’ Psychology for AP*
David G. Myers
PowerPoint Presentation Slides
by Kent Korek
Germantown High School
Worth Publishers, © 2010
*AP is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.

2. Unit 7B: Cognition: Thinking, Problem Solving, Creativity, and Language

3. Unit Overview Thinking Language Thinking and Language
Click on the any of the above hyperlinks to go to that section in the presentation.

4. Introduction
Cognition (thinking)
Cognitive psychologists

5. Thinking

6. Concepts
Concepts
Category hierarchies
prototype

7. Solving Problems Strategies
Algorithms
Step-by-step
Heuristic
Insight

8. Solving Problems Creativity
Strernberg’s five components
Expertise
Imaginative thinking skills
A venturesome personality
Intrinsic motivation
A creative environment

9. Solving Problems Obstacles to Problem Solving
Confirmation bias
Fixation
Mental set
Functional fixedness

10. Solving Problems Obstacles to Problem Solving
Confirmation bias
Fixation
Mental set
Functional fixedness

11. Making Decisions and Forming Judgments Using and Misusing Heuristics
The Representative Heuristic

12. Making Decisions and Forming Judgments Using and Misusing Heuristics
The Availability Heuristic

13. Making Decisions and Forming Judgments Overconfidence

14. Making Decisions and Forming Judgments The Belief Perseverance Phenomenon
Consider the opposite

15. Making Decisions and Forming Judgments The Perils and Powers of Intuition
Unconscious intuition

16. Making Decisions and Forming Judgments The Effects of Framing
Framing experiments

17. Language

18. Language Introduction

19. Language Structure Phonemes
English about 40 phonemes
Learning another language’s phonemes

20. Language Structure Morphemes
Includes prefixes and suffixes

21. Language Structure Grammar
Semantics
Syntax

22. Language Development When Do We Learn Language?
Receptive language
Productive language
Babbling stage
One-word stage
Two-word stage
Telegraphic speech

23. Language Development When Do We Learn Language?

24. Language Development When Do We Learn Language?

25. Language Development When Do We Learn Language?

26. Language Development When Do We Learn Language?

27. Language Development When Do We Learn Language?

28. Language Development When Do We Learn Language?

29. Language Development Explaining Language Development
Skinner: Operant Learning
Learning principles
Association
Imitation
Reinforcement

30. Language Development Explaining Language Development
Chomsky: Inborn Universal Grammar
Language acquisition device
Universal grammar

31. Language Development Explaining Language Development
Statistical Learning and Critical Periods
Statistical learning
Critical (sensitive) period

32. Thinking and Language

33. Language Influences Thinking
Whorf’s linguistic determinism
Bilingual advantage

34. Thinking in Images
Implicit memory

35. The End

36. Teacher Information Types of Files Animation
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Animation
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Adding slides to this presentation
Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

37. Teacher Information
Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks can be identified by the text being underlined and a different color (usually purple).
Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.
Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation.
These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation.
For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the address on the next slide to learn a technique to expedite the returning to the original point in the presentation.

38. Teacher Information Continuity slides
Throughout this presentation there are slides, usually of graphics or tables, that build on one another. These are included for three purposes.
By presenting information in small chunks, students will find it easier to process and remember the concepts.
By continually changing slides, students will stay interested in the presentation.
To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.
Please feel free to contact me at with any questions, concerns, suggestions, etc. regarding these presentations.
Kent Korek
Germantown High School
Germantown, WI 53022

39. Division title (green print) subdivision title (blue print)
xxx

40. Division title (green print) subdivision title (blue print)
Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete this box when finished

41. Definition Slide
= add definition here

42. Definition Slides

43. Cognition
= the mental activities associated with thinking, knowing, remembering, and communicating.

44. Concept
= a mental grouping of similar objects, events, ideas, or people.

45. Prototype
= a mental image or best example of a category. Matching new items to a prototype provides a quick and easy method for sorting items into categories (as when comparing feathered creatures to a prototypical bird, such as a robin).

46. Algorithm
= a methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually speedier – but also more error-prone – use of heuristics.

47. Heuristic
= a simple thinking strategy that often allows us to make judgments and solve problems efficiently; usually speedier but also more error-prone than algorithms.

48. Insight
= a sudden and often novel realization of the solution to a problem; it contrasts with strategy-based solutions.

49. Creativity
= the ability to produce novel and valuable ideas.

50. Confirmation Bias
= a tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence.

51. Fixation
= the inability to see a problem from a new perspective, by employing a different mental set.

52. Mental Set
= a tendency to approach a problem in one particular way, often a way that has been successful in the past.

53. Functional Fixedness
= the tendency to think of things only in terms of their usual functions; an impediment to problem solving.

54. Representativeness Heuristic
= judging the likelihood of things in terms of how well they seem to represent, or match, particular prototypes; may lead us to ignore other relevant information.

55. Availability Heuristic
= estimating the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of their vividness), we presume such events are common

56. Overconfidence
= the tendency to be more confident that correct – to over-estimate the accuracy of our beliefs and judgments.

57. Belief Perseverance
= clinging to one’s initial conceptions after the basis on which they are formed has been discredited.

58. Intuition
= an effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning.

59. Framing
= the way an issue is posed; how an issue is framed can significantly affect decisions and judgments.

60. Language
= our spoken, written, or signed words and the ways we combine them to communicate meaning.

61. Phoneme
= in language, the smallest distinctive sound unit.

62. Morpheme
= in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix).

63. Grammar
= in a language, a system of rules that enables us to communicate with and understand others.

64. Semantics
= the set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning.

65. Syntax
= the rules for combining words into grammatically sensible sentences in a given language.

66. Babbling Stage
= beginning at about 4 months, the stage of speech development in which the infant spontaneously utters various sounds at first unrelated to the household language.

67. One-word Stage
= the stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words.

68. Two-word Stage
= beginning about age 2, the stage in speech development during which a child speaks mostly two-word statements.

69. Telegraphic Speech
= early speech state in which a child speaks like a telegram – “go car” – using mostly nouns and verbs.

70. Linguistic Determinism
= Whorf’s hypothesis that language determines the way we think.