Psychology Intelligence And Learning

Front 1

Outline Sternberg’s triarchic theory of intelligence
CAP

Back 1

He believes there are three kinds of intelligence:

- Creative intelligence (the ability to find solutions other people can't)

- Analytical intelligence: the ability to identify, define and solve problems

- Practical intelligence: the ability to solve problems in everyday settings

Front 2

Discuss the 3 main types of mental ability tests

Back 2

Personality test: describes aspects of a person's character that remain stable across situations. It measures non-cognitive traits such as achievement, motivation, conscientiousness or interests.

Achievement test: acquired certain information, or mastered certain skills - usually as a result of planned instruction or training.

Aptitude: measures a student's overall performance across a broad range of mental capabilities. Often measures more specialized abilities--such as verbal and numerical skills--that predict scholastic performance in educational programs.

Front 3

Compare divergent and convergent thinking styles

Back 3

- Divergent: thinking of as many possibilities as you can eg: brainstorming

- Convergent: narrowing down the list of possibilities to the best one

Front 4

Describe each of the 4 mental blocks and give an example: (CHECK WITH LAURA)

Back 4

Focusing on irrelevant information: When a problem is complex it becomes easier to focus on misleading or irrelevant information.

Functional fixedness: The tendency to perceive the functions of objects as fixed. (not seeing that a match box can be used to hold a candle rather than just matches)

Mental set/confirmation bias: the tendency people have to only use solutions that have worked in the past rather than looking for alternative ideas. Tendency to search for information that confirms one’s preconceptions

Unnecessary constraints: ??

Front 5

What are the 4 properties of language?

Back 5

- Symbolic: words represent objects, events and ideas
- Semantics: the meaning
- Generative: you can combine words and change the meaning
- Structured: there are a limited number of possible combinations

Front 6

Understand the theory of reaction range

Back 6

The degree to which your IQ is shaped by your environment will vary depending on the quality of your environment.

Front 7

Telegraphic speech

Back 7

The child doesn’t use any functional morphemes but we understand what is being said because the words are put in the correct grammatical order

eg: saying throw ball rather than ball throw

Front 8

Define Whorf’s theory of linguistic relativity. How does this theory relate to Loftus’ work on language and memory.

Back 8

It maintains that language shapes the nature of thought. (eg: call a person a ****** and begin to think of them that way)

Loftus examined the language used in eyewitness testimony and the way it can alter memory. She showed that leading questions could distort eyewitness testimony because cues would be provided in the question.

Front 9

How does the Remote Associates Test measure creativity?

Back 9

It measures your ability to see relationships between things that are only remotely associated.

The test consists of presenting participants with a set of words, such as lick, mine, and shaker. The task is to identify the word that connects these three seemingly unrelated ones.

The theory is that creative people see unusual associations but it is difficult to predict so it does not work well.

Measure the AHA moment when the answer suddenly comes to you

Front 10

algorithms (problem solving)

Back 10

A well-defined sequence of procedures or rules that guarantees a solution to a problem. (eg: following instructions)

Front 11

means-ends analysis (problem solving)

Back 11

thinking aloud as you consider the differences between the desired outcome and the current situation and then reduce the differences and find a solution (the example given was how to destroy the tumour)

Front 12

analogical problem solving

Back 12

Solving a problem by finding a similar problem with a known solution and applying that solution to the current problem.

Front 13

heuristic (problem solving)

Back 13

A fast and efficient strategy for decision making (eg: rule of thumb) but one that doesn't guarantee a solution will be reached

Front 14

working backward (problem solving)

Back 14

To solve some problems, you may need to undo the key actions in the problem. Start consciously from the end of the process and develop it step by step from there

Front 15

Describe history of intelligence testing from Galton to Weschler

Back 15

Galton: believed intelligence and social class are positively linked

Binet: devised a way to measure mental age in children as a way to test their aptitude for school

Terman: developed the Stanford-Binet scale, a test that measures intelligence and cognitive abilities in children and adults.

Wechsler: developed Wechsler intelligence test for adults and children. It separates verbal and performance skills.

Front 16

Detail there of the intelligences Gardner identified.

Back 16

Naturalists: able to identify and categorize objects and processes in nature.
Bodily/kinesthetic: able to control one's body movements and handle object skillfully
Interpersonal: able to identify and respond appropriately to other's moods, motivations, desires, temperaments etc.

Front 17

Describe reliability and validity

Back 17

Reliability: responses won’t change over time or because of outside influences

Validity: concepts and measurement tools are related

Front 18

What are the eight levels of intelligence as outlined by Gardner. IBM SIN LL

Back 18

Linguistic
logical-mathematical
spatial
musical
bodily-kinesthetic
interpersonal
intrapersonal
naturalistic.

Front 19

Define intelligence

Back 19

It is functional, adaptable and culturally defined.

The ability to direct one's thinking, adapt to once's circumstances, and learn from one's experiences.

Front 20

Ratio IQ

Back 20

A statistic obtained be dividing a person's mental age by their physical age and then multiplying by 100.

Used to determine the ratio (or difference) between a child's mental and physical age.

Front 21

Deviation IQ

Back 21

A statistic obtained by dividing a person's IQ test score by the average test score of people in the same age group and then multiplying by 100.

Devised because the ratio IQ only applied to children.

Front 22

What is fluid intelligence?

Back 22

the ability to deal with new tasks, solve problems and draw logical inferences

Front 23

What is crystallized intelligence?

Back 23

the ability to retain and use knowledge that was acquired through experience

Front 24

In language what is a Phenome

Back 24

the smallest unit of sound people recognize as speech rather than just noise

Front 25

In language, what is a morphemes

Back 25

the smallest meaningful units of language eg: car is one morpheme but cars is two. Or the boy is two morphemes

Front 26

In language, what is a content morpheme

Back 26

refer to things or events like dog or party.

Front 27

Function morphemes

Back 27

Serve a grammatical function such as tying a sentence together eg: and, or, but, when

Front 28

Syntax

Back 28

Rules that specify how words can be combined into phrases (eg, every sentence must have one or more nouns and one or more verbs)

Front 29

What are the milestones in human language aquisition

Back 29

Babbling – babies can say sounds like ‘ba’ at six months old. All kids from all countries will initially babble the same sounds.

Words – at 1 year a baby knows about 10 words

Word combinations – at two years old

Complete simple sentences – at 3 years

Front 30

What is a holophrase?

Back 30

Using one word to convey an entire sentence or idea eg: “Juice” for “I want juice.”

Front 31

Overgeneralize/overregulation

Back 31

As kids learn language they intuitively learn grammatical rules and may apply a rule to situations where it doesn’t make sense (eg: adding ‘ed” to every word that is past tense like saying runned instead of ran or I founded instead of I found.

Front 32

Fast mapping

Back 32

Refers to children’s ability to map (or know) a word and its meaning after hearing it only once

Front 33

What did Chomsky believe and what is his language acquisition device.

Back 33

Language learning capabilities are built into the brain, which is specialized to allow children to acquire language quickly simply by listening to other speak.

He believes language acquisition is separate from general intelligence.

Front 34

Define a concept. What does it mean if the concept is ill defined or well-defined.

Back 34

A concept is a a way of grouping related objects or events eg: having a 'concept' of what a dog is

Ill-defined concept requires more info to be understood

Well defined doesn’t need more info to be understood

Front 35

Changing representation

Back 35

looking at the problem from a different perspective can make it easier to solve

Front 36

What is a additive/subtractive method of decision-making?

Back 36

Taking into account all the important features of the possible choices and then systematically evaluating each option. This approach tends to be a better method when making more complex decisions.

Front 37

Deep structure

Back 37

The meaning of a sentence. The following two sentences are worded differently but have the same meaning or deep structure. “the dog chaste the cat” and “the cat was chased by the dog.”

Front 38

Surface structure

Back 38

The way a sentence is worded

Front 39

Nativist theory

Back 39

The belief that language is separate from general intelligence and is an innate, biological skill/capacity (eg: you don’t have to be smart to learn language and you can be smart and have trouble learning language)

Front 40

Broca’s area of brain

Back 40

left frontal cortex and involved in production of the patterns of sound and sign languages.

Front 41

Wernicke’s area of brain

Back 41

is located in the left temporal cortex and is involved in language comprehension dee

Front 42

Interactionist approach

Back 42

is the theory that although infants are born with the ability to learn language their social interactions play a key role because adults do things to facilitate learning like speaking slowly, enunciated clearly etc.

Front 43

Aphasia

Back 43

Difficulty producing or understand language.

Front 44

Genetic dysphasia

Back 44

Person is unable to learn the grammatical structure of language despite having normal intelligence.

Front 45

Framing effects

Back 45

When people give different answers to the same problem depending on how the problem is phrased (or framed). Eg: tell a person a drug cures something 70% of the time and they will likely be impressed. Tell them it fails 30 % of the time and they will see it as risky.

Front 46

Prospect theory

Back 46

people choose to take on risk when evaluating potential losses and avoid risks when evaluating potential gai ns. (eg: if offered a guaranteed $1000 or a chance to win $3000 people will choose the guaranteed money)

Front 47

Overextension

Back 47

Using one word to refer to every object in a category like calling all four legged creatures a cat or calling all men da da.