THINKING AND INTELLIGENCE

1. THINKING AND INTELLIGENCE Chapter 9

2. WHAT IS THINKING? • Every time you use information and mentally act on it by forming ideas, reasoning, solving problems, drawing conclusions, expressing thoughts, or comprehending the thoughts of others, you are thinking…..

3. What’s on your Mind?Thought: Using what we Know • Studying thinking is pretty hard to do. Why? It’s hard to see! • Thinking frees you from the confines of the immediate present. • The mind and all of its complex processes, such as perceiving, thinking, problem solving and all the rest, are an information processing procedure, a computation. The mind is an information processing machine, similar to a computer but far more complex.

4. concept • How do we define a “concept”?

5. WHAT IS A CONCEPT? Mental representations of a group or category that share similar characteristics.

6. What does this describe? • Consider the following words: • Tail, Fur, Teeth, Four legs

7. Defining concept….. • Now consider this list of words: • Tail, fur, Teeth, Four legs, Bark

8. ELEMENTS OF CONCEPTS & PROTOTYPE ILLUSTRATED • Think about a chair. Try to imagine and picture a chair. Now, describe it… • Your imagined chair probably consist of wood, four legs, a rectangular or square seat and a back constructed of two vertical supports on each side of the seat connected by a couple of horizontal slats. • This is a typical chair. It’s common and might be considered as a prototypical or prototype chair. • A prototype -is the most typical example of an object or event within a particular category.

9. Propositions and Schemas • We build mental models by clustering many propositions to help us understand how things relate to each other. War is hell is an example of two concepts, “War” and Hell” • To build a mental model we will use this example: • War is hell…World War II was a war..World War II was hell. • Schemas are basic units of understanding that represent the world and are the result of organizing mental models into larger groups. • An example would be: “Some of the soldiers who fought in WWII experienced psychological trauma. Some people believe that his was due to the extreme nature of war. Some people have even said that war is hell”.

10. How conscious is thought? • Subconscious processes • Non conscious processes • Mindlessness

11. How Conscious IS THOUGHT • Subconscious Process: Occur outside of awareness but can be made conscious.

12. Non conscious PROCESSES • Non-conscious occurs outside of awareness but affect behavior. • Non Conscious processes occur in the following five ways: • If the person is unaware of it. • If it happens without effort. • If it is untended. • Autonomous (runs by itself, without conscious attention). • If it resists conscious control.

13. Types of Conscious Processes Mindlessness & Implicit Learning

14. REASONING RATIONALLY The drawing of conclusions or inferences from observations, facts, or assumptions • Algorithms & Logic Deductive & • Inductive Reasoning

15. INFORMAL REASONING Heuristics & Dialectical Thinking • Reflective Judgment

16. Stages of reflective judgment

17. Barriers to rational reasoning Exaggerating the improbable (Affect and Availability Heuristic)

18. BARRIERS TO RATIONAL REASONING

19. Avoiding loss • People try to minimize risks and losses when making decisions. • Rating a condom as effective when they are told it has a 95 percent success rate in protection against the AIDS virus, but not when they are told it has a 5 percent failure rate which is the same thing. • Choosing a ticket that has a 1 percent chance of winning a raffle to one that has a 99 percent chance of losing.

20. The fairness bias The Ultimatum Game: Your partner gets $10 and must decide how much to share with you. You can accept or reject the offer, but if you reject it, neither of you get any money. It is rational to accept any offer: you always end up with more money if you accept than if you reject the offer. In industrial societies, offers of 50% are typical. Offers below 20–30% are commonly rejected.

21. Scenarios Scenario one & Scenario two

22. BARRIERS TO RATIONAL REASONING Final Barriers are: The confirmation bias Biases due to mental set The hindsight bias The need for cognitive consistency (Cognitive Dissonance)

23. WHAT IS INTELLIGENCE?

24. WHICH IS CORRECT? A person’s intelligence level is dictated from birth. There is nothing you can do to change your destined IQ. • True • False

25. WHICH IS CORRECT? A person’s intelligence level is dictated from birth. There is nothing you can do to change your destined IQ. • True • False

26. Which is correct? Most people who are highly intelligent also fit the “geek” stereotype of being physically weak and uncoordinated. • True • False

27. Which is correct? Most people who are highly intelligent also fit the “geek” stereotype of being physically weak and uncoordinated. • True • False

28. Defining intelligence • Intelligence-Psychologists think of intelligence in terms of the ability to solve problems and to learn and understand complex material. • Or the General Ability or “g factor” • Psychometric approach

29. Raymond Cattell’sTYPES OF INTELLIGIENCE CRYSTALIZED INTELLIGENCE Knowledge and skills gained through experience and education that tend to increase over the life span. & FLUID INTELLIGIENCE • Refers to innate, inherited reasoning abilities, memory and speed of information processing. It is relatively independent of education and tend to decline as people age.

30. TYPES OF IQ TEST • Stanford-Binet Intelligence Test • The test calculated an intelligence quotient (IQ score) in which a child’s mental age (MA) was compared to her chronological age (CA). The equation was IQ=MA-CA. • Wechsler Adult Intelligence Test (WAIS)

31. STANFORD-BINET INTELLIGENCE TEST

32. Expectations and IQ Scores are affected by expectations for performance. Expectations are shaped by stereotypes. Stereotype threat Burden of doubt one feels about his/her performance due to negative stereotypes about his/her group. Stereotype threat affects African-Americans, Latinos/Latinas, low-income people, women, and the elderly.

33. STEREOTYPE THREAT

34. Cognitive ApproachSternberg’s Triarchic TheoryTriarchic means “three-part” • “The skills and knowledge needed for success in life, according to one’s own definition of success, within one’s sociocultural context.” Componential (analytic) Comparing, analyzing, and evaluating. The mental processes used in thinking. This type of process correlates best with IQ. Includes: Metacognition-higher order processes that define, plan, monitor and evaluate a problem.(intellectual task of writing a paper.) Experiential (creative) Inventing solution to new problems. Focus on how people perform tasks with which they have either little or no previous experience. Transfer skills to new situations. Contextual (practical) Applying the things you know to everyday contexts. (Commonly known as street smarts.)

35. GARDNER’S Domains of intelligence Emotional intelligence • Ability to identify your own and other people’s emotions accurately. • Ability to express your emotions clearly. • Ability to manage emotions in self and others. • Appears to be biologically based.

36. Gardner’s Eight Types of Intelligence • Linguistic intelligence-The ability to use written or spoken language well. • Spatial intelligence-the ability to reason well about spatial relations. • Musical intelligence-The ability to compose and understand music • Logical/mathematical intelligence-The ability to manipulate abstract symbols. • Bodily/kinesthetic intelligence- the ability to plan and understand complex sequence of movements. • Intrapersonal intelligence-The ability to understand one’s self. • Interpersonal intelligence- The ability to understand other people and social interactions. • Naturalistic intelligence- The ability to observe carefully and interact with patterns in nature.