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This chapter explores the relationship between language and cognition, including the use of language to encode information, the role of language in problem solving and creative thinking, and the basics of mental imagery and concept formation.
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Cognition, Language and Creativity Chapter 10 McElhaney
Basics • Language is used to encode information • Animals are capable of rudimentary language use only with aid of human intervention. • Problem solving = acquired knowledge + strategies • Creative Thinking= is novel, new, divergent
What is thinking? • Cognition- mentally processing information • Cognitive Psychology- is the study of human information processing. • Thinking is an internal representation (mental expression) of a problem or situation
Basic Units of Thought • Images • Concepts: ideas, representations- by class of related concepts • Language: words symbols + rules for combining them
People use Visual Images Auditory Images Synesthesia: images cross normal sensory barriers Colors, tastes, odors People use imagery: Decision making- problem solving Change Feelings <thinking> To improve skill and prepare for action To aid memory Mental Imagery
Mental Images are 3-D • Mental rotation is possible making imagined movements • The Minds Eye- • 1. Brain areas where memories are stored • 2. Send signals back to visual cortex • 3. Where images are created
Using Mental Images • We use stored images • Info from memory is used • We apply past experiences to problem solving • Created images are- ideas/images not remembered but created • Artists see the image and it is created
Kinesthetic Imagery • Muscular sensations • Important in music, sports, and dance • Micro-movements= occur in connection between muscle activity + thinking
Concepts • Idea that represents a class of objects or events • Very abstract • Identify features of objects • Conceptual thinking is the ability to classify into categories
Concept Formation • Concepts are learned • Process of classifying information into meaningful categories • Concepts are identified by: • Positive Instances vs. Negative Instances • Items are classified as either part of a concept or not.
Conceptual Rules • Help us decipher– • Help us order concepts
Conjunction Concepts- Must have 2 or more features “In conjunction with” Relational Concepts- With principal definitions of concept based on relations Example: Sister and brother Below and under Disjunctive Concepts Concepts must have one of several possible features “It must have this feature or that feature” Either or qualities Types of Concepts
Types of Concepts 2 • Prototypes- ideal models to identify concepts- • Examples of concept • Connotative Meaning: emotional or personal meaning/understanding • Connote = Ideas about, signifies • Measured by Semantic Differential- qualitative rating • Based on a scale • Denotive Meaning- word definition, is exact definition
Faulty Concepts • Are understandings that lead to thinking errors. • Example= Social Stereotypes • Over simplified (beliefs or) concepts of people • One dimensional thought
Language • Thinking relies heavily on language • Words encode (translate) the world into symbols. • Semantics = study of the meaning if words • Words get meaning from Context • Semantics affect thinking when words we use alter meaning
Skinner: Behaviorist: Operant Learning of language Association- sights of things with sounds of words Imitation- of words and syntax modeled by others Reinforcement- with success and smiles “The vocal musculature became susceptible to operant conditioning” Chomsky = inborn universal grammar Behavior explanation is over simplified Language naturally occurs But still needs nurture Thinking process Children learn their environment’s language Children begin using morphemes in a predictable order Your ability to learn language is inborn. Debate over Acquisition of Language
Chomsky 2 • All human languages have the same grammatical building blocks = Universal Grammar • Nouns, verbs, subjects, objects, negations, questions • Our Brains are pre-wired for language • We all start speaking in nouns, • It happens naturally • Or brains have a language acquisition device • But need to be exposed to language
Phonemes: basic speech sounds Morphemes: sounds with meaning “sounds collected into meaningful units” Grammar: set of rules for making sounds into words and sentences Syntax: rules for word order “man bites dog” Chomsky- Unspoken rules we use to change ideas into sentences Universal core patterns: Past Passive Negative Question Structure of Language
We can generate new thoughts or ideas Language Is not limited to speech American Sign Language Language is productive Gestural Language
No evidence of formal language Only simple messages Examples: Vicki Washoe chimp (the Gardners) Used sign language 240 signs 6 word sentences Sarah Chimp Used magnetic symbols Learned to question Label things Classify objects, color, size, and shape Kanzi Chimp Found chimps able to produce language based on Lexigrams- machine buttons + symbols primitive sentences Animal Languages?
Criticism of Animal Language • People say it doesn’t work • Simply an operant response to get food • Counter response- said yes they use symbols hold conversations • Patterns + Similar to conversations like young children
Problem Solving • Mechanical solutions • Trial and error • Rote- thinking is guided by a learned set of rules • Solving by Understanding • Deeper Comprehension of a problem (helps solving) • Discover general properties of a solution • General solution identifies the requirements for success • Proposes a series of functional (workable) solutions • Then chooses the best one
Algorithm A step-by-step procedure that guarantees a solution Heuristics A strategy for identifying and evaluating problems and solutions Then random search limiting the number of alternatives then apply trial and error “car doesn’t start check the battery” Algorithms and Heuristics
IDEAL Strategy • Heuristic=have a general thinking strategy • Bransford- researcher, 5 steps • Identify • Define- problem clearly • Explore- possible solutions + relevant knowledge • Act-= try a possible solution or hypothesis • Look at results and learn from results
Insight • Involves selective encoding- selecting infor that is relevant to a problem • Ignore distractions • Selective Combinations • Bringing together seemingly unrelated bits of useful information • Selective Comparison • Ability to compare new problems with old info or with problems already solved
Insightful Solutions • Insight = seeing a solution • Rapid and clear info-ideas about a topic • Create insight by reorganizing a problem • See it in new ways and then see new solutions
Barrier to Problem Solving:Fixation • Characterized by- becoming blind to alternatives • Tendency to be “hung up” on wrong solutions • Caused by unnecessary restrictions on our thinking
Restricted Thinking • Functional Fixedness- not able to think outside the box • Inability to see new uses for familiar objects • or things we use in a particular way
Other Barriers • Emotional Barrier • Inhibition, fear of making a fool of oneself • Fear of making a mistake • Inability to tolerate ambiguity • Excessive self-criticism • Cultural Barriers • Cultural views prevent creative problem solving • Learned Barriers- • Conventions about user- • Traditional views limit possibilities • Perceptual Barriers • Habits lead to lack of solutions
Creative Thinking Fluency- total # of suggestions Flexibility- # of times you shift from one class of possible uses to another Originality- refers to ow novel or unusual the suggestions are
Creative Thinking • Must be practical or sensible • Inductive Thinking • Specific to the facts or general principles • Deductive Thinking • Going from general principles to specific principles • Logical Thinking • Proceeding from given information to new conclusions on the bais of explicit rules • Conclusions base don formal principals of reasonsing • Illogical • Intuitive, associated or personal
Creative Thinking • Divergent Thinking • Convergent thinking
Test of Creativity • Unusual Uses Test • Person tries to think of as many possible uses for some object • Consequences Test • Goal to list the consequences that would follow a basic change • Anagram Test • Use a word • Find as many new words as possible by rearranging the letters
Stages of Creative Thought • Orientation • Define problems, Identify dimensions • Preparation • Collect and use as much info as possible • Incubation • Time is needed to process and think • Illumination • Insight gained “light bulb” goes off • Verification