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thinking
psychology
| Question | Answer |
|---|---|
| what is thinking | The manipulation of mental representations of information Could be words, visual image, sound – anything capable of being stored in memory Mental images - representations in the mind in the form of an object or event |
| Concepts | Mental groupings of objects, events, or people that share common properties These enable us to organize complex phenomena into simpler cognitive categories |
| Prototypes | Typical, highly representative examples of a concept |
| Algorithm | A rule which, if applied appropriately, guarantees a solution to a problem An algorithm can be applied even if one does not understand it i.e. mathematical formula |
| Heuristic | Thinking strategy that may or may not lead to a solution |
| Availability Heuristic | Involves judging the probability of an event by how easily the event can be recalled from memory i.e. auto accidents vs. plane crashes |
| Heuristics are used for… | Availability (estimating a plane crash) Representative (guessing a students major based on their appearance Trial and Error (trying different things to fix a computer) |
| Heuristics are used for… continued | Word Unsrambling (Wheel of Fortune – people always choose the same letters) Familiarity – choosing a restaurant when travelling because you are familiar with the one local to you |
| Algorithms are used for… | Step By Step (baking a cake) Exhaustive Search (cracking a code) Classification Rules (using a formula math and science) Dewey Decimal System (organizing books) Diagnostic Tools (DMS V for diagnosis) |
| Three Steps in Problem Solving | 1. Preparation 2. Production 3. Judgement |
| Well-defined problem | Both the nature of the problem itself and the information needed to solve it are available and clear i.e. jigsaw puzzle |
| Ill-defined problem | Both the specific nature of the problem and the information to solve it are unclear i.e. increase morale in the workplace |
| Arrangement problems | Require that a group of elements be rearranged or recombined in a way that will satisfy a certain criterion |
| Problems of inducing structure | Identify the relationships that exist among the elements presented and construct a new relationship |
| Transformation problem | Consist of an initial state, a goal state, and a series of methods for changing the initial state into the goal state |
| Trial and Error | Most primitive means of seeking a solution |
| Means-end analysis | Repeated testing for differences between the desired outcome and what currently exists Involves use of heuristics |
| Subgoals | Dividing a problem into intermediate steps, and solving each of those steps |
| Functional fixedness | The tendency to think of an object only in terms of its typical use – think outside the box! |
| Mental set | The tendency for old patterns of problem solving to persist – try new methods! |
| Inaccurate evaluation of solutions | Double check/plan b/back up |
| Confirmation bias | Initial hypotheses are favoured and contradictory information and/or solutions are ignored |
| Creativity | The ability to generate original ideas or solve problems in novel ways. |
| Characteristics of Creative People | often have a wider range of interests more independent more interested in philosophical or abstract problems than are less creative individuals Divergent (unusual) vs. convergent (logical and factual) thinking patterns |
| Language | The communication of information through symbols arranged according to systematic rules Grammar - The system of rules that determine how our thoughts can be expressed |
| Phonology | The study of the smallest units of speech, called phonemes, that affect the meaning of speech i.e. tap vs. tape – vowel sounds |
| Syntax | rules that indicate how words and phrases can be combined to form sentences i.e. word order |
| Semantics | rules governing the meaning of words and sentences i.e. tense – present vs. past |
| Learning-theory approach | Language acquisition follows the principles of reinforcement and conditioning Children learn how to speak by being rewarded |
| Learning-theory approach continued | The more parents say to their children before the age of 3, the larger their children’s vocabulary will be. The level of speech sophistication in parents reflects children’s vocabulary growth and use. |
| Nativist Approach | Our ability to use language evolved over time Humans are born with an innate ability to construct language |
| Interactionist Approach | Blend of genetics and learning Includes the impact of a peoples’ culture i.e. the Inuit have multiple words for snow |
| Intelligence (definition) | To psychologists, intelligence is the capacity to understand the world, think rationally, and use resources effectively when faced with a challenge |
| Gardner’s Theory | According to Gardner, the question is not how smart you are but how are you smart? Gardner developed a theory of multiple intelligences. He believed there are eight different and independent forms of intelligence. Very influential in IQ testing |
| Emotional Intelligence | Some psychologists expand the definition of practical intelligence The set of skills that underlie the accurate assessment, evaluation, expression and regulation of emotions. Is the basis of empathy for others, self-awareness, and social skills |
| Stanford-Binet IQ test | the first intelligence test |
| Achievement test | designed to determine a person’s level of knowledge in a given subject area |
| Aptitude test | designed to predict a person’s ability in a particular area or line of work |
| Intellectual Disabilities | Significant limitations in intellectual functioning and in conceptual, social, and practical adaptive skills. Occur in 1-3 percent of the population Some causes include fetal alcohol syndrome, Down syndrome, birth problems, trauma, malnutrition |
| Intellectual giftedness | 2 to 4 % of the population have IQ scores greater than 130 Most often are well-adjusted, popular, and outgoing – NOT the stereotype |
Created by:
oliviavanwort
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