2.  concepts  solve problems  make decisions.

6. Mental representations of some sense experiences

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

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

14.  Trial and error  Information retrieval  algorithms  heuristics

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

16.  Retrieving from long term memory

18. .

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

20.  Problems of inducing structure  Problems of arrangement  Problems of transformation

21.  discover the relationship between the parts of a problems

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

23. 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.

24.  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

25.  Confirmation bias  Fixation  Representitiveness  Availability  Framing

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

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

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

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

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

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

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

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

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

38.  I.E. PRE-EXIST

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

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

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

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

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

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

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

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

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

49. Copyright McGraw-Hill, Inc. 201149

50.  Believed wealthy were more intelligent  Founded eugenics movement

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

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

57.  the Stanford-Binet

58.  Ma/ca * 100.

60.  It has been replaced by a deviation IQ.

62.  Preschoolers  Adults  Children

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

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

66. Louis Thurston

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

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

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

71.  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

72. He Identified intelligence From Three Different Perspectives

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

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

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

81.  Many believe that genes are just a starting point

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

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

92.  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