Thinking and Intelligence Psychology Chapter

Thinking and Intelligence

• Thought: Sensations, information, emotions, and memories processed by the brain.

• Concept: Categories of information (linguistic, images, ideas, memories) formed through semantic memory. Combining details to form cognitive structures.

• Prototype: The best example of a concept. Shaped by early experiences.

• Schema: A collection of related concepts, creating assumptions about people/objects/situations. Organizes information efficiently.

• Role Schema: Assumptions about behavior based on roles (e.g., a firefighter).

• Event Schema/Cognitive Script: Expected sequence of events in a context. Routine behaviors, difficult to break.

• Language: System of communication using symbols (words/gestures) in rule-based ways to convey meaning; Phonemes (sounds), morphemes (meaning units), syntax (grammar), semantics (meaning), extralinguistic (social cues).

• Phonemes: Individual sounds.

• Morphemes: Smallest meaningful units.

• Syntax: Grammatical word arrangement.

• Semantics: Word/sentence meaning.

• Extralinguistic: Implicit rules of interpretation (verbal/nonverbal).

• Verbal Behavior (Skinner): Language learned through reinforcement.

• Syntactic Structures (Chomsky): Unique human language acquisition capacity.

• Whorfian Hypothesis/Linguistic Relativism: Language influences thought.

• Roschian Hypothesis: Linguistic concepts independent of the external world.

• Heuristic: Mental shortcut for decision-making using limited information.

• Availability Heuristic: Judging easily remembered instances as more probable.

• Representative Heuristic: Using stereotypes, neglecting base rate information.

• Confirmation Bias: Seeking information that confirms beliefs.

• Anchoring: Using existing numerical information as a starting point for estimates.

• Adjustment: Extent to which one moves away from the anchor.

• Framing: Presentation of options influences choices. Risk-seeking for losses, risk-avoidance for gains.

• Intelligence: A concept defined by intelligence tests, combining logical reasoning, memory, and numerical ability. Boring: "Whatever the tests measure." Operational: consistent, measurable, not necessarily accurate.

• Galton: Intelligence and sensory capacity; inherited ability measurable through sensory acuity.

• Binet: Intelligence as abstract thinking; focused on reasoning, understanding, judgement. Developed first standardized intelligence test to determine mental age.

• IQ Testing Today: WAIS (Wechsler Adult Intelligence Scale) with 15 subtests yielding 5 scores.

• Reliability: Consistency of test scores over time.

• Validity: Measuring what it intends to measure.

• Fluid Intelligence: Ability to solve problems, see complex relationships.

• Crystallized Intelligence: Acquired knowledge and retrieval ability.

• Nature vs. Nurture: Combination of genetics and environment influence intelligence, with differences across groups usually small and potentially caused by cultural advantages/disadvantages.

• IQ Differences: Small differences between groups, with cultural factors influencing results; IQ differences appear to be shrinking.

• Genetic Determinism: Some argue intelligence is solely genetic.

• Hernstein & Murray: Authors of "The Bell Curve," advocating a nature perspective on intelligence.

• Longitudinal Studies of IQ: IQ scores generally stable from 21 to 60.

• Family Influence on IQ: Intelligence tends to run in families.

• Twin Studies: Identical twins raised separately more alike in IQ than adopted siblings; identical twins raised together more alike than those raised apart.

• Adopted Children: Biological, not adoptive, parents' IQ more influential.

• Intellectual Stimulation: Improves IQ during childhood.

• Nature and Nurture Interaction: Both genetics and environment influence IQ.

• Genetic Endowment: Creates a range for likely IQ depending on environment.

• IQ Test Bias: Claims of bias against certain groups.

• Test Bias: Test's usefulness different across groups; item bias, but effects inconsistent.

• Differential Item Functioning (DIF): Concept related to test bias across different groups.

• Flynn Effect: Average IQ scores rise over time, requiring adjustments in standardized tests.

• IQ Score Average Correction: Average score is corrected to 100.

• Population Intelligence: Population getting smarter, average IQ requiring correction to stay the same.

• Myth of 10% Brain Use: Misconception; brains evolved through natural selection; difficult to grow/demand resources; damage shows importance of all areas.

• Brain Evolution: Brains evolved through natural selection.

• Mozart Effect: Misrepresented study claiming playing Mozart increased infant intelligence; no substantial effect found in further studies.

• Cognition: Processes like perception, knowledge, problem-solving, judgement, language, and memory.

• Cognitive Psychology: Studies how people think.

• Natural Concepts: Developed through direct/indirect experiences (e.g., snow).

• Artificial Concepts: Defined by a specific set of characteristics (e.g., a triangle).

• Lexicon: Words in a language.

• Grammar: Rules for conveying meaning using words.

• Language Development: Difficult for adults, easier for children; Skinner (reinforcement), Chomsky (biological mechanisms); critical period for language acquisition.

• Stages of Language and Communication Development: Description by age/period.

• Overgeneralization: Extending language rules to exceptions (e.g., "two gooses").

• Problem-Solving Strategies: Trial and error, algorithms, heuristics, working backwards.

• Trial and Error: Trying different solutions.

• Algorithm: Step-by-step formula.

• Working Backwards: Solving from the desired goal, backward.

• Mental Set: Persisting in past problem-solving methods.

• Functional Fixedness: Inability to view objects for alternative uses.

• Anchoring Bias: Focusing on one piece of information.

• Hindsight Bias: Believing past events were predictable.

• Representative Bias: Stereotyping.

• Triarchic Theory of Intelligence (Sternberg): Practical, creative, and analytical intelligence.

• Analytical Intelligence: Academic problem-solving.

• Creative Intelligence: Innovative problem-solving.

• Practical Intelligence: Street smarts.

• Multiple Intelligences Theory (Gardner): Individuals have various intelligences, thriving in certain areas.

• Linguistic Intelligence: Understanding language functions, sounds, meanings.

• Logical-Mathematical Intelligence: Numerical patterns, reasoning.

• Musical Intelligence: Understanding rhythm, pitch, tone.

• Bodily-Kinesthetic Intelligence: Controlling body movements.

• Spatial Intelligence: Perceiving spatial relationships.

• Interpersonal Intelligence: Understanding others' emotions.

• Intrapersonal Intelligence: Understanding personal emotions and motivations.

• Naturalist Intelligence: Appreciation for the natural world.

• Emotional Intelligence: Understanding emotions, empathy, social skills, self-regulation.

• Creativity: Generating new ideas, solutions, possibilities.

• Divergent Thinking: "Outside the box" thinking, multiple solutions.

• Convergent Thinking: Finding a correct/established solution.

• Intelligence Quotient (IQ): Score on an intelligence test.

• Standardization: Consistent administration, scoring, and interpretation of tests.

• Norming: Testing a large population to compare groups.

• David Wechsler: Developed the WAIS. Combined subtests, emphasized 'global capacity' of a person to act, think, and deal with the environment.

• Representative Sample: Accurate subset of the population.

• Standard Deviations: Describing data dispersion contextually.

Explore key concepts in the psychology of thinking and intelligence with this quiz. Test your understanding of thought processes, semantic memory, schemas, prototypes, and the intricate structure of language. Ideal for students seeking to deepen their knowledge in cognitive psychology.