Review for Chapter 7 and 8: Concepts, Problem Solving, Decision Making & Intelligence
YOU ARE NOT RESPONSIBLE FOR THE FOLLOWING INFORMATION
Ch7: framing, artificial intelligence & robotics , Language
Ch8: gifted/retarded, emotional intelligence/creativity
Vocabulary: prototype, thinking, problem solving, intelligence, Simon Binet, standard normal distribution/bell
curve, Socio-Economic Status (SES)
Learning Objectives:
1. Define what is meant by cognition and identify the specific processes it includes.
2. Understand what Kosslyn's research tells us about ways we use mental images.
3. Explain what a concept is.
4. Distinguish between a formal and natural concept.
5. Explain how trial and error, algorithms heuristics and the use of insight/intuition differ.
6. Recognize and distinguish obstacles to problem solving, decision making and thinking (functional
fixedness, mental set, availability heuristic, representativeness heuristic, belief bias, confirmation bias).
7. Describe when and how the single feature, additive, and elimination-by-aspects strategies are most
useful in decision making.
8. Describe the Stanford-Binet Intelligence Scale and Binet's contribution to psychology.
9. Explain the meaning of IQ and explain how the method for calculating it has changed (know how to
calculate IQ according to the old formula).
10. Compare and contrast Wechsler's tests and the Stanford Binet.
11. Explain the terms: reliability, validity and standardization.
12. Identify the factors that underlie intelligence according to Spearman and Thurstone.
13. List and describe the types of intelligence identified by Gardner and Sternberg.
14. Discuss the nature-nurture controversy in relation to intelligence.
15. Explain why twins are often used to study the heritability of various characteristics.
16. Know what the research indicates in terms of how much IQ is influenced by genes, the differences in IQ
between different groups and what factors are most likely to contribute to those differences.
Decisions Involving Uncertainty
Availability Heuristic:
*how readily can we come up with instances of an event may lead us to over or underestimate an event’s
likelihood.
Ex: words starting with “K” vs. words with K in the third position. Plane crashes vs. Car crashes
Representativeness Heuristic:
*estimate likelihood by comparison to prototypes, ignoring overall probability
Ex: Bob, whose description matches that of an army general is really more likely to be a cab driver.
Obstacles to Logical Thinking
Belief-Bias: reject/ignore evidence that violates our beliefs
Confirmation Bias: pay more attention to or seek evidence that confirms our beliefs.
Ex: I think O.J. is guilty, therefore I ignore evidence to the contrary, I pay more attention to info consistent
with his guilt, and I am more likely to read an article where the title says he’s guilty.
Sternberg's Triarchic Theory
Componential: "deductive", analytic intelligence. Uses mental steps or "components" to solve problems
Experiential: "inductive", creative intelligence. Uses experience in ways that lead to insight.
Contextual: "street smarts", practical intelligence. Ability to adapt to the contexts of everyday life.
Term
Gardner's Multiple Intelligences, Matching
Definition
Linguistic
A. A person with detailed, accurate self-knowledge is high in this intelligence
Logical-mathematical
B. skills in problem solving and scientific thinking
Spatial
C. ability to identify and classify patterns in nature
Musical
D. skills in tasks involving music
Bodily-kinesthetic
E. The ability to detect and respond appropriately to the moods, temperaments,
motivations, and intentions of others
Naturalist
F. skills involving spatial configurations
Interpersonal
intelligence
G. skills in using the body in the solution of problems or in the construction of
products or displays
Intrapersonal
intelligence
H. skills involved in the production and use of language