


concepts
solve problems
make decisions.
Mental representations of some sense
experiences

What must be done to achieve a goal not
readily attainable.



1. interpretation
2. strategy
3. evaluation




Trial and error
Information retrieval
algorithms
heuristics

Trying out solutions one after the other until
one works.

Retrieving from long term memory
.


Means-ends analysis – combining hill climbing
and sub goals
Working backwards



Problems of inducing structure
Problems of arrangement
Problems of transformation

discover the relationship between the parts of a
problems

arranging the parts of a problem to satisfy
some criteria.
carrying out a sequence of transformation in
order to reach a specific goal.
 Tend to be solved in a planned sequence of
steps rather then insight.

Creativity

Ability to generate original ideas or solve problems
in novel ways
 Divergent thinking
 Ability to generate unusual, yet appropriate, responses to
problems or questions
 Convergent thinking
 Produces responses that are based primarily on knowledge
and logic
 Cognitive complexity
 Preference for elaborate, intricate, and complex stimuli and
thinking patterns.
 NOT related to intelligence
Copyright McGraw-Hill, Inc.
2011
24





Confirmation bias
Fixation
Representitiveness
Availability
Framing


This inability to see a fresh perspective.
It is tunnel vision.

The tendency to perceive a function of an object
as fixed and unchanging.

The tendency to define things in terms of the
way we see it.

Basing our judgments and decisions on
information that we can immediately recall.

The tendency to feel sure about our beliefs
and to explain away our failures.

Presentation that effects the way we think and
solve problems.

The tendency to cling to our beliefs even in the face
of contrary evidence.



The gamblers fallacy
The law of small numbers
The conjunction fallacy


i.e. t, th, k
There are 45 phonemes in the English
language

I.E. PRE-EXIST



Grammar has two components:
1. syntax
2. Semantics

Rules that govern how we combine words into
meaningful sentences and phrases

DESCRIBES HOW WE ASSIGN MEANING
TO MORPHEMES, WORDS AND
SENTANCES

Knowing the relationships between words
of sentences (surface structure) and its
underlying meaning



1. develop a thought
2. choose words
3. produce sounds

There are three theories:
Learning theory approach
Nativist approach
Interactionist approach




Echolalic
Language perception – differentiating
sounds to distinguish behaviors
Meaning – understanding the relationship
between a word and an action
Integration of language and thought holophrastic



Language Specificity – One word at a time
Two word sentences
Grammatical transformations and three word
sentences


The Whorfian hypothesis says that language
precedes thought.
Piaget says thought precedes language.
Copyright McGraw-Hill, Inc.
2011
49


Believed wealthy were more intelligent
Founded eugenics movement

To do this they developed questions relative
to reasoning and problem solving.


1. it would limit educational opportunities
2. it would make people incapable of
learning.

the Stanford-Binet

Ma/ca * 100.

It has been replaced by a deviation IQ.



Preschoolers
Adults
Children


Aptitude tests measure a person’s capacity to
learn
Achievement tests measure past learning.





This is true of:
LSAT
MCAT
GRE
GMAT
Louis Thurston


Howard Gardner’s theory of multiple
intelligences
Robert Sternburg’s triarchic theory of
intelligence








Linguistic
Musical
Mathematical
Spatial
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalistic

Are There Different Kinds of Intelligence?

Gardner’s Multiple Intelligences

Many ways of showing intelligence
 8 Different Forms
Copyright McGraw-Hill, Inc.
2011
70



Brain damage may impair one mental ability
It’s rare to find a renaissance man
Prodigies master only one skill
Savants demonstrate one exceptional skill
He Identified intelligence From Three
Different Perspectives



Analytical (componential) – the ability to
solve academic problems and judge ideas
Creative (experiential) – insight, creativity,
inventiveness
Practical (contextual) – practical knowledge,
street smarts





Both require the following:
Motivation
Attention
Perseverance
Test taking ability


Identical twins raised in different families
have similar intelligence scores
Also, adopted children have intelligence
scores more similar to their biological
mothers

Many believe that genes are just a starting
point

Could intervention in a child’s family life effect
economic and social deprivation?


1. no differences in verbal abilities
2. Females are better at math in negligible
differences



Their concern is to enable schools who
might best benefit from early intervention.
Should not be used as absolute measures.
Only reflect one aspect of a person