Language
 Linguistic Determinism
 Whorf”s hypothesis that
language determines the way
we think
Language
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Mature
Cell phone
Salsa
Guacamole
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Expensive
champagne
Beer
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Baseball
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Bar & Grill
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Myers’ PSYCHOLOGY
(7th Ed)
Chapter 10
Thinking, Language,
and
Chapter 11
Intelligence
ESSENTIAL QUESTION:
What is cognition?
How do we define concept, and why is
a concept useful?
What are algorithms and heuristics,
and how do they help us solve
problems?
GPS STANDARD:
SSPBC2- The student will analyze key concepts
associated with information processing.
Thinking
 Cognition
 mental activities associated with thinking,
knowing, remembering, and communicating
 Cognitive Psychologists
 study these mental activities
 concept formation
 problem solving
 decision making
 judgment formation
Thinking
 Concept
 mental grouping of similar objects, events,
ideas, or people
 Prototype
 mental image or best example of a category
 matching new items to the prototype provides a
quick and easy method for including items in a
category (as when comparing feathered creatures
to a prototypical bird, such as a robin)
Thinking
 Algorithm
 methodical, logical rule or procedure
that guarantees solving a particular
problem
 contrasts with the usually speedier–but
also more error-prone--use of heuristics
Thinking
 Heuristic
 simple thinking strategy that often
allows us to make judgments and
solve problems efficiently
 usually speedier than algorithms
 more error-prone than algorithms
Thinking
Unscramble
SPLOYOCHYG
 Algorithm
 all 907,208 combinations
 Heuristic
 throw out all YY combinations
 other heuristics?
Thinking
 Insight
 sudden and often novel realization of the solution to
a problem
 contrasts with strategy-based solutions
 Confirmation Bias
 tendency to search for information that confirms
one’s preconceptions
 Fixation
 inability to see a problem from a new perspective
 impediment to problem solving
The Matchstick
Problem
 How would you
arrange six
matches to form
four equilateral
triangles?
The Candle-Mounting
Problem
 Using these
materials, how
would you
mount the
candle on a
bulletin board?
Thinking
 Mental Set
 tendency to approach a problem in
a particular way
 especially a way that has been
successful in the past but may or
may not be helpful in solving a new
problem
Thinking
 Functional Fixedness
 tendency to think of things
only in terms of their usual
functions
 impediment to problem solving
The Matchstick
Problem
 Solution to the
matchstick
problem
The Candle-Mounting
Problem
 Solving this
problem
requires
recognizing that
a box need not
always serve as
a container
Heuristics
 Representativeness Heuristic p.401
 judging the likelihood of things in
terms of how well they seem to
represent, or match, particular
prototypes
 may lead one to ignore other relevant
information
Heuristics
 Availability Heuristic p. 402
 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
 Example: airplane crash
Thinking
 Overconfidence
 tendency to be more confident than
correct
 tendency to overestimate the
accuracy of one’s beliefs and
judgments
Thinking
 Framing p. 406
 the way an issue is posed
 how an issue is framed can
significantly affect decisions and
judgments
 Example: What is the best way
to market ground beef--as 25%
fat or 75% lean?
Thinking
 Belief Bias
 the tendency for one’s preexisting beliefs to
distort logical reasoning
 sometimes by making invalid conclusions
seem valid or valid conclusions seem invalid
 Belief Perseverance
 clinging to one’s initial conceptions after the
basis on which they were formed has been
discredited
Artificial Intelligence
 Artificial Intelligence
 designing and programming
computer systems
 to do intelligent things
 to simulate human thought processes
 intuitive reasoning
 learning
 understanding language
Artificial Intelligence
 Computer Neural Networks
 computer circuits that mimic the
brain’s interconnected neural cells
 performing tasks
 learning to recognize visual patterns
 learning to recognize smells
Language
 Language
 our spoken, written, or gestured
works and the way we combine them
to communicate meaning
 Phoneme
 in a spoken language, the smallest
distinctive sound unit
Language
 Morpheme
 in a language, the smallest unit that carries
meaning
 may be a word or a part of a word (such as
a prefix)
 Grammar
 a system of rules in a language that
enables us to communicate with and
understand others
Language
 Semantics
 the set of rules by which we derive
meaning from morphemes, words, and
sentences in a given language
 also, the study of meaning
 Syntax
 the rules for combining words into
grammatically sensible sentences in a given
language
Language
 We are all born to recognize speech sounds from all the
world’s languages
Percentage able 100
to discriminate
90
Hindi t’s
80
70
60
50
40
30
20
10
0
Hindispeaking
adults
6-8
months
8-10
months
10-12
months
Infants from English-speaking homes
Englishspeaking
adults
Language
 Babbling Stage
 beginning at 3 to 4 months
 the stage of speech development in which
the infant spontaneously utters various
sounds at first unrelated to the household
language
 One-Word Stage
 from about age 1 to 2
 the stage in speech development during
which a child speaks mostly in single words
Language
 Two-Word Stage
 beginning about age 2
 the stage in speech development during
which a child speaks in mostly two-word
statements
 Telegraphic Speech
 early speech stage in which the child
speaks like a telegram-–“go car”--using
mostly nouns and verbs and omitting
“auxiliary” words
Language
Summary of Language Development
Month
(approximate)
Stage
4
Babbles many speech sounds.
10
Babbling reveals households
language.
12
One-word stage.
24
Two-world, telegraphic speech.
24+
Language develops rapidly into
complete sentences.
Language
 Genes
design the
mechanisms
for a
language,
and
experience
activates
them as it
modifies the
brain
Language
Percentage
correct on
grammar
test
 New language
learning gets
harder with
age
100
90
80
70
60
50
Native 3-7
8-10 11-15 17-39
Age at school
Language
 Linguistic Determinism
 Whorf”s hypothesis that
language determines the way
we think
Language
 The interplay
of thought
and language
Animal Thinking and
Language
Direction of
nectar source
 The straight-line
part of the dance
points in the
direction of a
nectar source,
relative to the
sun
Animal Thinking and
Language
 Gestured Communication
Thinking & Language
Illustrated Note-taking
p. 430-452
1. How do we define concept, and
why is a concept useful?
2. What are algorithms and
heuristics, and how do they help us
solve problems?
Illustrated Note-taking
3. How can….
• fixation
• the confirmation bias
• heuristics
• overconfidence
• framing
• belief perseverance
…... influence our ability to
solve problems?
Illustrated Note-taking
4. What role do…
• phonemes
• morphemes
• grammar
…... play in the structure of
language?
Illustrated Note-taking
5. How do we learn language?
6. What stages do children go through
in the development of language?
Illustrated Note-taking
7. What is the linguistic relativity
hypothesis?
8. Can we think without language?