problem solving and intelligence

Question 1

edwin boring’s definition. of intelligence

Answer 1

• intelligence is whatever intelligence tests measure
• fails to capture imp. cognitive features of intelligence

Question 2

assumptions made by psychologists about intelligence

Answer 2

involves:
- ability to perform cognitive tasks
- capacity to learn from experience and adapt

Question 3

sternburg’s operational definition used in class

Answer 3

intelligence is the cognitive ability of an individual to:
- learn from experience
- reason well
- remember important information
- cope with the demands of daily living

Question 4

what is a reliable indicator of intelligence

Answer 4

problem solving

Question 5

strategies used to solve problems

Answer 5

• deductive reasoning
• inductive reasoning

Question 6

deductive reasoning

Answer 6

ideas and general information used to arrive at a specific conclusion

Question 7

inductive reasoning

Answer 7

use specific facts and observations to make broad generalizations and theories

Question 8

arc of knowledge

Answer 8

• used in scientific method

base of arc: facts/observations
top of arc: theories abt how facts are related in a general way
deductive reasoning goes down
inductive reasoning goes up

Question 9

inductive/deductive reasoning in the scientific method

Answer 9

• deductive reasoning: make hypothesis
• inductive reasoning: gain facts and update theory

Question 10

insight problem

Answer 10

test ability to think outside of the box

Question 11

functional fixedness

Answer 11

difficulty seeing alternative uses for common objects

Question 12

good problem solvers are…

Answer 12

good noticers

Question 13

two important qualities of a test

Answer 13

• reliability
• validity

Question 14

reliability

Answer 14

produces same result if one person takes it many times
*imp bc psychologists assume intelligence is a static internal quality

Question 15

validity

Answer 15

extent to which a test actually measures the trait it is supposed to measure

Question 16

most popular intelligence tests today

Answer 16

• weschler intelligence scale
• weschler intelligence scale for children

Question 17

IQ

Answer 17

• standardized relative to populaton scores
• achieving mean score = IQ of 100
• IQs surrounding mean are assigned around a perfect normal distribution w/ standard deviation of 15
• ur specific IQ is relative to rest of the population

Question 18

what did gardner argue for

Answer 18

• 8 different types of intelligence
• each type of intelligence is independent from the other
• ignores the findings tht ppl who do well on one intelligence test are likely to do well on others

Question 19

what contributes to intelligence

Answer 19

genetics and environment

Question 20

how to study which factors correlate w/ intelligence-

Answer 20

• compare identical to fraternal twins (identical twins have stronger positive correlation)
• identical twins raised in diff. environments (still high positive correlation)

Question 21

flynn effect

Answer 21

• observation that raw IQ scores have been rising since 1932
• 9 to 15 pts every 30 years
  *mean and raw scores r. diff

Question 22

what can explain the flynn effect

Answer 22

• increase in schooling
• more access to ideas/tech
• better health
• open question

Question 23

piaget’s fundamental idea

Answer 23

• children are active learners
• manipulate/explore environments to combine new and known information

Question 24

schema

Answer 24

• mental framework for interpreting the world around us
• children lack this

Question 25

assimilation

Answer 25

incorporating new information into existing schemas

Question 26

accommodation

Answer 26

- when new info is incompatible w/ existing schema - modifying existing schema to fit incompatible info

Question 27

how to children actively learn?

Answer 27

assimilation and accomodation

Question 28

stages of cognitive development in children

Answer 28

1. sensorimotor 2. preoperational 3. concrete operational 4. formal operational

Question 29

rules of cognitive development stages in children

Answer 29

- change in schema must occur before moving onto next stage - children can progress thru stages at different rates - all children must pass stages in same order, no stage can be skipped

Question 30

sensorimotor stage

Answer 30

0-2 years - object permanence - recognize they can effect change in environment - purposely engage with world/act with intention

Question 31

object permanence

Answer 31

realization that objects continue to exist even when no longer visible

Question 32

preoperational stage

Answer 32

2-7 years problems: egocentrism, seriation, reversible relationships, conservation

Question 33

egocentric

Answer 33

difficulty understanding world from perspective other than own

Question 34

seriation

Answer 34

ability to logically order a series of objects

Question 35

reversible relationships

Answer 35

- what they are to others - sarah knows matthew is her brother, but she doesn't know that matthew has a sister

Question 36

conservation task example

Answer 36

fluid conservation task: pour water from short glass into tall glass, kid thinks tall glass has more water

Question 37

concrete operational stage

Answer 37

7-12 years - schemas still concrete - struggle with abstract thinking/reasoning with hypotheses

Question 38

formal operational stage

Answer 38

12+ years - master abstract thinking, work with hypotheses, and do range of adult cognitive abilities

Question 39

criticisms on piaget's theories

Answer 39

- decalage - tasks used by piaget depended on language abilities

Question 40

decalage

Answer 40

development of skills out of order

Question 41

confirmation bias

Answer 41

- tendency to seek out information that supports our hypotheses - we should look for disconfirming evidence

Question 42

heuristic

Answer 42

mental shortcut used to solve problems quickly and often correctly

Question 43

availability heuristic

Answer 43

- tendency to make decision based on information most quickly available to us - reduce effort - simplify decision making - can lead to errors

Question 44

representativeness heuristic

Answer 44

tendency to assume what we are seeing is representative of a larger category in our mind

Question 45

when is the availability heuristic useful

Answer 45

- judging frequency that an event occurs - estimated using relative frequency of examples in our memory - errors can occur bc many things influence how available things are

Question 46

when is the representativeness heuristic useful

Answer 46

- making judgements abt probability that an event belongs to a larger category - rely on resemblance btwn event and other events in category - errors can occur bc not all category members are the same

Question 47

who is prone to the representative heuristic

Answer 47

gamblers - assume they are likelier to win next time, even tho each play is an independent event

Question 48

types of intelligence

Answer 48

- analytic - creative - practical

Question 49

analytic intelligence

Answer 49

- book smarts - academic problem solving - computation

Question 50

creative intelligence

Answer 50

- finding new solutions w/ existing knowledge - can be taught - how people cope with relative novelty

Question 51

practical intelligence

Answer 51

- coping w/ the demands of everyday living - street smarts

Question 52

well-defined problem

Answer 52

aware of: - initial state - allowable rules - desired end goal

Question 53

what kinds of problems do we most frequently face in daily life?

Answer 53

ill-defined problems

Question 54

how do we solve ill-defined problems?

Answer 54

break it up into a series of well-defined problems

Question 55

how do we test reliability in tests?

Answer 55

- test retest method: person takes test multiple times - interrater reliability: outcomes compared across many participants

Question 56

how do we measure test validity?

Answer 56

predictive validity: if scores on test predict how well you do in a situation that requires those skills

Question 57

are learning styles empirically supported?

Answer 57

no

Question 58

g in intelligence

Answer 58

- measure of general intelligence that intelligence types stem from - coined by spearman - intelligence is hierarchal beyond this