Chapter 9 Thinking And Intelligence

Front 1

Thinking and intelligence

Back 1

The study of how we make decisions

Front 2

Basic Concepts

Back 2

Concepts that have a moderate number of instances and that are easier to acquire than those having few or many instances

Front 3

Prototype

Back 3

an especially representatve example of a concept

Front 4

Benjamin Whorf (1956)

Back 4

-Language and words influence how we think about concepts

-Grammar, how we organize words influences how we think about the world

Front 5

Proposition

Back 5

A unit of meaning that is made up of concepts and expresses a single idea

ex) music is relaxing

Front 6

Codnitive Schemas

Back 6

integrated mental network of knowledge, beliefs, and expectations concerning a particular topic or aspect of the world

ex) tropics

Front 7

Mental images

Back 7

Mental representation that mirrors or resembles the thing it represents (occur in most sensory modalities)

Front 8

Reasoning

Back 8

taking concepts and cognitive schema drawn from experiences and observations of the world and using them to reach conclusions

Front 9

Concepts

Back 9

A mental category that groups objects, relations, activities, abstractions, or qualities having common properties

Front 10

Reasoning Processes

Back 10

-Algorithms

-Heuristics

-Insight

-Intuition

Front 11

Algorithm

Back 11

Set of prcedures guaranteed to find the correct solution to a problem

Front 12

Heuristis

Back 12

"The rule of thumb" solution that does not guarantee a solution

ex) estimation

Front 13

Insight

Back 13

Sudden awareness of the solution without really knwoing how you found it

ex) The AH-HA moment

Front 14

Intuition

Back 14

hunches and gut feelings

Front 15

Formal reasoning problems

Back 15

problems that are solved using established methods (algorithms and logic) and usually have only one correct solution

Front 16

Affect heuristic

Back 16

tendency to rely on your emotional response rather than calculating objective probability

Front 17

Availability heuristic

Back 17

tendency to base probability estimates on how easy it is to think of examples or instances

ex) Plane crash, 1 in 11 million

Front 18

Informal reasoning problems

Back 18

problems with no clearly correct solution, typically solved using heuristics or intuition

Front 19

Exaggerating the Improbable

Back 19

-Common to exaggerate the probability or rare events

-strongly influenced by affect heuristic amd availability heuristic

Front 20

Avoiding loss

Back 20

we are more cautious in making decsions when choices are framed in terms of risk than when framed in terms of gain

Goal: minimize loss

Front 21

Framing effect

Back 21

Choices are influenced by how they are presented

ex) say 1/3 people live vs 2/3 people will die

Front 22

Fairness Bias

Back 22

-We prefer a sense of fairness over rational self interest when economic choices are benig made

-Ultimatum game

Front 23

Barriers to Reasoning Rationally

Back 23

-Exaggerating the improbable

-Avoiding loss

-Fairness bias

-Hindsight bias

-Confirmation bias

-Mental sets

-Need for cognitive consistency

Front 24

Hindsight bias

Back 24

Overestimation of your ability to experience an event once the outcome is known

Front 25

Confirmation bias

Back 25

Only accept information that confirms your own belief or opinion

Front 26

Mental Sets

Back 26

-Tendency to solve problems using procedure that work previously on similiar problems

-Makes problem solving more efficient but not helpful when problems need fresh solutions

Front 27

Need for cognitive consistency

Back 27

Reduce the belief

Change the behavior

Deny the evidence

Rationalize

Front 28

Festinger, Reiken & Schacter (1956)

Back 28

-Researcher prediction: Followers would increase their religious belief to avoid the realization that they had behaved foolishly

-Result: Followers believed that they had been spared because of their impressive faith!

Front 29

Intelligence

Back 29

The ability to profit from experience, acquire knowledge, think abstractly, or adapt to changes in the environment

Front 30

Interlligence Tests

Back 30

1. Provide specific information

2. Notice similarities between objects

3. Solve arithmetic problems

4. Define Words

5. Fill in missing parts of pictures

6. Arrange blocks to resemble design

7. Assemble puzzles

8. Arrange pictures in a logical order

9. Use a coding scheme

10. Judge what behavior is appropriate in a given situation

Front 31

Intelligence: Psychometric Approach

Back 31

- The measurement of mental abilities, traits and processes

-Examines how well people perform on standardized aptitude tests

Front 32

Aptitude test

Back 32

tests designed to measure the ability to aquire skills or knowledge in the future

Front 33

G factor

Back 33

general ability thought to underlie the abilities measured by intelligence tests

Front 34

Crystalized intelligence

Back 34

-general knowledge and codnirive skills

-Gathered knowledge over the lifespan and relatively stable over time

-Dependent on education

Front 35

Fluid intelligence

Back 35

-Capacity to reason and solve problems

-Independent of education

Front 36

Stereotype threat

Back 36

doubt a person experiences about his or her performance in response to negative stereotypes about his or her group's abilities

-often creates anxiety

ex) women aren't smart

Front 37

Intelligence: Cultural Bias

Back 37

-Our exceptation of how others will perform may alter their performance

-Often that expectation is fueled by stereotypes

Front 38

Three aspects of intelligence

Back 38

-Componential (analytical)

-Experiential (creative)

-Contextual (practical)

Front 39

Triarchic Theory

Back 39

Intelligence is the skills and knowledge needed for success according to one's own definition of success within ones own sociocultural context

Front 40

Emotional intelligence

Back 40

The ability to identify your own and other people's emotions accurately, express your emotions clearly, and regulate emotions in yourself and others

Front 41

Beliefs about intelligence

Back 41

Asian parents, teacher and students are more lieky to believe math ability come from studying

-North Americans more likely to view ability as innate

Front 42

Standards about intelligence

Back 42

North American parents had lower academic standards for kidscompared to Asian parents

Front 43

Values about intelligence

Back 43

North American children value education less that their Asian counterparts

Front 44

G factor

Back 44

General ability through underlying the abilities measured by intelligence test