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Intelligence & Cog.
Intelligence and Cognition Modules 37-41
| Term | Definition |
|---|---|
| Cognition | (thinking) The process of mentally processing information, such as images, concepts, words, rules, and symbols. |
| Internal Representation | a presentation to the mind in the form of an idea or image. |
| Cognition | (thinking) The process of mentally processing information, such as images, concepts, words, rules, and symbols. |
| Internal Representation | a presentation to the mind in the form of an idea or image. |
| Cognition | (thinking) The process of mentally processing information, such as images, concepts, words, rules, and symbols. |
| Images | Picture-like mental representations. |
| Internal Representation | a presentation to the mind in the form of an idea or image. |
| Kinesthetic (motor) Imagery | Images created by muscular sensation that help us think about movements or actions. For example turning the faucet in your mind and motion the turn with your hand to help you remember which way to turn it. |
| Divergent thinking | Many possibilities developed from one starting point |
| Images | Picture-like mental representations. |
| Divergent thinking | Many possibilities developed from one starting point |
| Kinesthetic (motor) Imagery | Images created by muscular sensation that help us think about movements or actions. For example turning the faucet in your mind and motion the turn with your hand to help you remember which way to turn it. |
| 5 types of problem solving | Mechanical solutions: trial and error, algorithm Solutions by understanding: general solution, functional solution, Heuristics: Representative heuristic, availability heuristic |
| Convergent thinking | Many thoughts or variations converging on a single answer; conventional thinking |
| Mechanical solution | A problem |
| Divergent thinking | Many possibilities developed from one starting point |
| 5 types of problem solving | Mechanical solutions: trial and error, algorithm Solutions by understanding: general solution, functional solution, Heuristics: Representative heuristic, availability heuristic |
| Mechanical solution | A problem solution achieved by trial and error or by a fixed procedure based |
| Algorithm | A learned set of rules that always leads to the correct solution of a problem. |
| Understanding | In problem solving, a deeper comprehension of the nature of the problem. |
| General Solution | A solution that correctly states the requirements for success, but not in enough detail for further action. |
| Functional solution | A detailed, practical, and workable solution. |
| Heuristic | Any strategy or technique that aids problem solving, especially by limiting the number of possible solutions to be tried. |
| Representative Heuristic | stereotype, protype, is easily misleading. |
| Availability Heuristic | Over estimating the probability of the solution because of how quickly we can recall the solution. |
| Fixation | The tendency to repeat the wrong solutions or faulty responses, especially as a result of becoming blind to alternatives. |
| Functional Fixedness | A rigidity in problem solving caused by an inability to see new uses for familiar objects. |
| Emotional barriers | Inhibition and fear of making a fool of oneself, fear of making a mistake, inability to tolerate ambiguity, excessive self-criticism. |
| Cultural barriers | Values that hold that fantasy is a waste of time; that playfulness is for children only; that reason, logic, and numbers are good; that feelings, intuitions, pleasure, and humor are bad or have no value in the serious business of problem solving. |
| Learned barriers | Conventions about uses (functional fixedness), meanings, possibilities, taboos... |
| Perceptual barriers | Habits leading to a failure to identify important elements of a problem. |
| Fluency | Total number of suggestions you can make |
| Flexibility | Number of times you shift from one class of possible uses to another |
| Originality | How novel or unusual your ideas are |
| Intelligence | An overall ability to think rationally, act purposefully, and adapt to one's surroundings. |
| G-factor | General mental abilities that make up the core of intelligence |
| IQ | mental age/chronological age x 100 |
| Normal (bell-shaped) curve | Most scores fall close to the average, and very few are found at the extremes |
| Linguistic Intelligence | Sensitivity to spoken, written language, ability to learn languages, use language to accomplish certain goal, effectively use language express oneself rhetorically, poetically, as a means to remember information - writers, poets, lawyers, and speakers |
| Logical Intelligence | To analyze problems logically, carry out math operations, and investigate issues scientifically. In Gardner’s words, entails the ability to detect patterns, reason deductively, think logically; often associated with scientific/mathematical thinking. |
| Musical Intelligence | skill in the performance, composition, appreciation of musical patterns. encompasses the capacity to recognize, compose musical pitches, tones, rhythms; according to Gardner musical intelligence runs structural parallel to linguistic intelligence. |
| Bodily Intelligence | Entails the potential of using one’s whole body or parts of the body to solve problems; ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical ability as related. |
| Spatial Intelligence | Involves the potential to recognize and use the patterns of wide space and more confined areas. |
| Interpersonal | Capacity to understand the intentions, motivations, desires of other people; allows people to work effectively with each others; educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence. |
| Intrapersonal | Entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. |
| Naturalistic | enables human beings to recognize, categorize, and draw upon certain features of the environment. It combines a description of the core ability with a characterization of the role that many cultures value. |
| Existential | ability to use collective values, intuition to understand others + the world around them. Those who excel in this intelligence are able to see the big picture. Philosophers, theologians, life coaches Gardner sees as having high existential intelligence. |
| Factors that enhance IQ | Stimulating environment Good medical care/nutrition Parental involvement in learning Rich language environment |
| Factors that negatively impact IQ | Persistent poverty Perinatal complications, inadequate stimulation in environment, lead exposure Large family size Nutrition during gestation and early childhood |
| Twin Study | Id.twins reared together - r = .90, Id.twins reared apart show similar IQs, genetics plays a large role in intelligence. - r = .70, Fr. twins reared together - r = .60, Siblings reared together - r = .45, Unrelated individuals reared together - r = .30 |
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