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Psychology in Action (8e) by Karen Huffman

Psychology in Action (8e) by Karen Huffman. Chapter 8: Thinking, Language, and Intelligence Presented by: Mani Rafiee. Lecture Overview. Thinking Language Intelligence The Intelligence Controversy. Chapter Introduction.

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Psychology in Action (8e) by Karen Huffman

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  1. Psychology in Action (8e)byKaren Huffman Chapter 8: Thinking, Language, and Intelligence Presented by: Mani Rafiee

  2. Lecture Overview • Thinking • Language • Intelligence • The Intelligence Controversy

  3. Chapter Introduction • Thinking, language, and intelligence are often studied underthe larger topic of cognition (mental activities involved in acquiring, storing, retrieving, and using knowledge).

  4. Cognitive building blocks. The processes ofthinking are distributed throughout the brain, especially in the frontal lobe Thinking

  5. 1. Mental Images (mental representations of a previously stored sensory experience, including visual, auditory, etc.) Thinking—Three Components (Mental Images)

  6. Why are the two forms in (a) the same, yet the two forms in (b) are different? Solving this problem requires mental manipulation of the mental images. Thinking—Three Components (Mental Images Continued)

  7. Mental Image Solution: To solve the problem rotate one of the objects in (b) and then compare the rotated image with the other object to see whether they match or not. Thinking—Three Components (Mental Images Continued)

  8. Thinking—Three Components (Concepts) • Concepts (mental representation of a group or category that shares similar characteristics) • How do we learn concepts? a.Artificial concepts are formed by logical, specific rules. • Natural concepts/prototypes are formed by our experiences in everyday life. • Prototype Representation of the “best” or most typical example of a category (e.g., baseball is a prototype of the concept of sports) c.Hierarchies help us group concepts into subcategories within broader categories.

  9. Thinking—Three Components An Example of Hierarchies

  10. Thinking—Three Components (Language) 3. Language (a form of communication using sounds and symbols combined according to specified rules)

  11. Thinking—Problem Solving • Step 1: Preparation-identifying, separating, and defining. • Step 2: Production- generating possible solutions (hypotheses) by using algorithmsand heuristics. • Step 3: Evaluation- judging hypotheses in Step 2 against the criteria in Step 1.

  12. 1. Mental Sets (persistence in using strategies that have worked in the past) Using no more than four lines, can you connect all nine dots without lifting your pencil from the paper? Thinking—Five Key Barriers to Problem Solving

  13. To overcome mental sets you must “think outside the box”—literally! Thinking—Five Key Barriers to Problem Solving(Mental Sets Continued)

  14. 2. Functional Fixedness (thinking of an object as only functioning in its usual way) Can you use these supplies to mount the candle on the wall so that it can be lit in a normal way without toppling over? Thinking—Five Key Barriers to Problem Solving

  15. To overcome functional fixedness, you must think of the matchbox, tacks, and candle all functioning in new ways. Thinking—Five Key Barriers to Problem Solving(Functional Fixedness Continued)

  16. Thinking—Five Key Barriers to Problem Solving • 3. Confirmation Bias (preferring information that confirms preexisting positions or beliefs, while ignoring contradictory evidence)

  17. 4. Representativeness Heuristic [estimating the probability of something based on how well the circumstances match (or represent) a previous prototype] When people overestimate the dangers of flying is it an example of theavailability heuristic or the representativeness heuristic? Thinking—Five Key Barriers to Problem Solving

  18. Thinking—Creativity • Creativity (ability to produce valued outcomes in a novel way) • Three elements of creativity: • Originality • Fluency • Flexibility

  19. Thinking—Creativity • Divergent thinking (ability to produce many alternatives or ideas) is linked to creativity (e.g., reordering these letters “grevenidt” to form many new words). • Convergent thinking(attempting to find one correct answer)islinked to conventional, non-creative thinking (e.g., 2 + 2 = ?).

  20. Language: Three Building Blocks 1. Phoneme (smallest unit of speech or sound) 2. Morpheme (smallest meaningful unit of language) 3. Grammar (rules specifying how phonemes, morphemes, words, and phrases should be combined to express thoughts) • Syntax (rules for word order) • Semantics (system of using words to create meaning)

  21. Language Development • Prelinguistic Stage (crying, cooing, and babbling) • Linguistic Stage (single-utterances, telegraphic speech, and learning the rules of grammar)

  22. Theories of Language Development • The Nature Perspective: language is an inborn capacity and develops primarily by maturation. • Chomsky’s language acquisition device (LAD) • The Nurture Perspective: language develops from a complex system of rewards, punishments, and imitation

  23. Psychology in Action (8e)byKaren Huffman End of Chapter 8: Thinking, Language, and Intelligence Presented by: Mani Rafiee

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