{"id":3901,"date":"2018-07-22T17:52:11","date_gmt":"2018-07-22T21:52:11","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=3901"},"modified":"2018-07-22T19:03:50","modified_gmt":"2018-07-22T23:03:50","slug":"thinking-language-and-intelligence","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/introduction-to-psychology\/thinking-language-and-intelligence\/","title":{"rendered":"Thinking, Language, and Intelligence"},"content":{"rendered":"<p><u>\u00a0Cognitive Building Blocks <\/u>\u00ad mental images, concepts, and language<\/p>\n<ul>\n<li><strong>Images\u00ad<\/strong> nonverbal mental representations of a sensory experience o Can be exceptionally powerful\n<ul>\n<li>Allow us to think in non\u00adverbal ways that give us insights we couldn\u2019t get otherwise \uf0a7 Einstein picture EX<\/li>\n<\/ul>\n<\/li>\n<li><strong>Concepts<\/strong>\u00ad mental categories for classifying specific people, things, or events (think labels) o Provide a way of grouping\/categorizing experiences so that encounters with something new need not be surprising\n<ul>\n<li>Basic idea of how we deal with situation<\/li>\n<li>Concept of dog includes properties that re common to most\/all dogs but vary individually<\/li>\n<\/ul>\n<\/li>\n<li>Become more varied and detailed with more experiences<\/li>\n<li>Organized into hierarchies with narrowest, most specific category at the bottom and most general at the top<\/li>\n<li>Fuzzy\u00ad overlap each other and are often poorly defined\n<ul>\n<li>Have common characteristics with different aspects<\/li>\n<li>Mouse and Rat EX<\/li>\n<\/ul>\n<\/li>\n<li><strong>Prototypes<\/strong>\u00ad mental model containing the most typical features of a concept\n<ul>\n<li>1 individual that hast most typical features\u00ad Lab EX<\/li>\n<li>Rosch\u00ad researcher that developed idea of prototype<\/li>\n<li>Seldom perfect models\/exclusive representations<\/li>\n<li><strong>Degree of Category Membership<\/strong>\u00ad how we decide what is most probably or most sensible to put in category<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language<\/strong>\u00ad flexible system of symbols that enables us to communicate our thoughts, ideas, and feelings o Long been considered a defining feature of human cognition o All animals communicate in one way or another\n<ul>\n<li>Communicate primarily through signs\u00ad general or global stereotyped communications about the animal\u2019s current state<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa Calls they use that do not change<\/p>\n<p>\uf0fa Humans not limited to just signs like animals are<\/p>\n<ul>\n<li><strong>Displacement<\/strong>\u00ad communicating about something beyond here and there \uf0fa Underlies analytical thinking\u00ad enables us to image consequences to modify our behavior<\/li>\n<li><strong>Productivity<\/strong>\u00ad ability to add new communications<\/li>\n<\/ul>\n<p>\uf0fa Animals are limited to what they are born with<\/p>\n<ul>\n<li>Structure of Language\u00ad\n<ul>\n<li>Sound and Meaning<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa <strong>Phonemes<\/strong>\u00ad basic sound units of a language that indicate changes in meaning<\/p>\n<ul>\n<li>All different letters in alphabet<\/li>\n<li>~ 45 in US<\/li>\n<li>which sounds are meaningful depend on language o Z and S are different in other cultures o Lose ability to differentiate meaningful\/nonmeaningful with age<\/li>\n<\/ul>\n<p>\uf0fa <strong>Morphemes<\/strong>\u00ad smallest meaningful units of speech, such as simple words, prefixes, and suffixes<\/p>\n<ul>\n<li>A, An, The, Ed<\/li>\n<li>Can use phonemes to produce different morphemes<\/li>\n<li>Car\/Cars EX<\/li>\n<\/ul>\n<ul>\n<li><strong>Grammar\u00ad<\/strong> language rules that determine how sounds and words can be combined and used to communicate meaning within a language<\/li>\n<\/ul>\n<p>\uf0fa <strong>Syntax\u00ad<\/strong> rules for arranging words into grammatical phrases and sentences<\/p>\n<p>\uf0fa <strong>Semantic<\/strong>s\u00ad criteria for assigning meaning to morphemes<\/p>\n<p>\uf0fa <strong>Noam Chomsky<\/strong>: influenced understanding<\/p>\n<ul>\n<li>Surface structure\u00ad particular words\/phrases used to make up a sentence<\/li>\n<li>Deep structure\u00ad the underlying meaning of a sentence<\/li>\n<\/ul>\n<ul>\n<li>Stages of Language Development\n<ul>\n<li><strong>Pre\u00adlinguistic stage<\/strong>\u00ad communicate through crying<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa Hunger<\/p>\n<p>\uf0fa Anger<\/p>\n<p>\uf0fa Pain<\/p>\n<ul>\n<li><strong>Cooing Stage<\/strong>\u00ad vowel like sounds produced around 2\u00ad3 months of age<\/li>\n<li><strong>Babbling<\/strong>\u00ad vowel and consonant combinations around the age of 4\u00ad6 months<\/li>\n<li><strong>Linguistic stage\u00ad<\/strong> babbling sounds more like child\u2019s native language<\/li>\n<\/ul>\n<p>\uf0fa Baby understand sound is related to meaning<\/p>\n<p>\uf0fa Develops around the end of the baby\u2019s 1<sup>st<\/sup> year<\/p>\n<p>\uf0fa <strong>Overextension\u00ad<\/strong> overly broad use of a word to include\u00a0 objects that do not fit word\u2019s meaning<\/p>\n<ul>\n<li>Dog and Dad EX<\/li>\n<\/ul>\n<p>\uf0fa <strong>Telegraphic speech<\/strong>\u00ad 2\u00ad3 word sentences of young children that contain only most necessary words<\/p>\n<ul>\n<li>Develops around age 2<\/li>\n<li>Does not contain nice, smaller words<\/li>\n<\/ul>\n<p>\uf0fa <strong>Overgeneralization<\/strong>\u00ad applying rules of grammar to cases that are exceptions to the rule<\/p>\n<ul>\n<li>Mans\/Men EX<\/li>\n<li><strong>Intelligence<\/strong>\u00ad general capacity to profit from experiences, acquire knowledge and adapt to changes in the environment o <strong>Spearman\u2019s 2\u00adfactor Theory<\/strong>: general intelligence factor (g)<\/li>\n<\/ul>\n<p>\uf0a7 Test scores included measurement error and (s)\u00ad specific factor related to tests<\/p>\n<ul>\n<li><strong>Thrustong and group factors<\/strong>\u00ad aspects of intelligence at least partly independent of (g)\u00ad group factors\n<ul>\n<li><strong>Verbal comprehension<\/strong>\u00ad hw good you are with language<\/li>\n<li><strong>Word fluency<\/strong>\u00ad ability to quickly generate\/manipulate a large number of words with specific characteristics<\/li>\n<li><strong>Number\u00ad<\/strong> quickly perform math<\/li>\n<li><strong>Space\u00ad<\/strong> spatial ability with maps, navigation\u2026<\/li>\n<li><strong>Associative memory<\/strong>\u00ad quickly memorize things<\/li>\n<li><strong>Perceptual speed<\/strong>\u00ad quickly process visual information<\/li>\n<li><strong>Reasoning<\/strong>\u00ad ability for rational scientific thought o <strong>RB Cattell and Fluid VS Crystallized Intelligence<\/strong>\u00ad different aspects of (g)<\/li>\n<li><strong>Fluid Intelligence<\/strong>\u00ad ability to see relationships and connections<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa Reflects inherent capacity to learn<\/p>\n<ul>\n<li><strong>Crystallized intelligence<\/strong>\u00ad store of knowledge<\/li>\n<\/ul>\n<p>\uf0fa What you actually know<\/p>\n<ul>\n<li>Both are highly related and build on each other<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Vernon\u2019s Hierarchical Model<\/strong>\u00ad (g) broken down into 2 major group factors<\/p>\n<ul>\n<li><strong>Verbal\u00adeducational<\/strong>\u00ad language abilities<\/li>\n<li><strong>Spatial\u00adMotor<\/strong>\u00ad control body<\/li>\n<li>2 major group factors are broken into 7 minor gropu factors o <strong>Guildord\u2019s Structure of Intellect Model<\/strong>\u00ad does not accept (g); Intelligence has 3D cubic model<\/li>\n<li><strong>X\u00addimension<\/strong>\u00ad Operations\u00ad thinking and evaluating<\/li>\n<li><strong>Y\u00addimension<\/strong>\u00ad Contents\u00ad visual, auditory, symbolic information<\/li>\n<li><strong>Z\u00addimension<\/strong>\u00ad Products\u00ad units, classes, relations o <strong>Gardner\u2019s Theory of Multiple Intelligences<\/strong>\u00ad dissatisfied with traditional IQ tests that only measured 2 types<\/li>\n<li>Independent neural existence for each intelligence<\/li>\n<li>Believed in Savants\u00ad separate levels (Rainman EX) \uf0fa <strong>Linguistic intelligence<\/strong>\u00ad verbal ability<\/li>\n<\/ul>\n<p>\uf0fa <strong>Logical\u00admathematical intelligence<\/strong>\u00ad math ability<\/p>\n<p>\uf0fa <strong>Spatial intelligence<\/strong>\u00ad spatial ability to think in 3D<\/p>\n<ul>\n<li>Wii brain academy EX<\/li>\n<\/ul>\n<p>\uf0fa <strong>Musical intelligence<\/strong>\u00ad ability to perceive\/create pitch and rhythm<\/p>\n<p>\uf0fa <strong>Body\u00adkinesthetic intelligence<\/strong>\u00ad fine motor movements<\/p>\n<ul>\n<li>Surgeon, dancer EX<\/li>\n<\/ul>\n<p>\uf0fa <strong>Naturalist Intelligence<\/strong>\u00ad understand natural phenomenon<\/p>\n<ul>\n<li>Farmers EX<\/li>\n<\/ul>\n<p>\uf0fa <strong>Interpersonal Intelligence<\/strong>\u00ad understand\/manipulate other people<\/p>\n<p>\uf0fa <strong>Intrapersonal Intelligence<\/strong>\u00ad ability to know yourself\/own levels of motivation<\/p>\n<ul>\n<li><strong>Sternberg\u2019s Triarchic<\/strong> (ruled by 3) Model\u00addissatisfied with traditional IQ tests\n<ul>\n<li>All aspects are separate<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa <strong>Analytical intelligence<\/strong>\u00ad general learning and comprehension abilities<\/p>\n<p>\uf0fa <strong>Creative intelligence\u00ad<\/strong> ability to select, encode, compare, combine information into meaningful ways to create new insights, theories, ideas<\/p>\n<ul>\n<li>See things in different way than others<\/li>\n<li>Think outside the box<\/li>\n<\/ul>\n<p>\uf0fa <strong>Practical intelligence<\/strong>\u00ad adaptive behavior in the real world<\/p>\n<h2>\u00a0History of Intelligence testing<\/h2>\n<ul>\n<li>Use of tests to decide job placement in 2200 BC in China<\/li>\n<li><strong>Brass Instrument<\/strong> Era\u00ad late 1800s\u00ad machines used to measure sensory thresholds\/RT o <strong>Sir Francis Galton<\/strong>\u00ad father of mental testing<\/li>\n<\/ul>\n<p>\uf0a7 Thought measures of sensorimotor activity indicate intelligence o <strong>Cattell<\/strong>\u00ad 1<sup>st<\/sup> to use the term \u201cmental test\u201d<\/p>\n<p>o <strong>Wissler\u00ad<\/strong> sensorimotor scores were unrelated to academic achievement<\/p>\n<p>\uf0a7 RT does not translate into grades<\/p>\n<ul>\n<li>Classification of developmentally delayed\u00ad before the 19<sup>th<\/sup> century, dealt with the developmentally delayed\/insane by warehousing them o 19<sup>th<\/sup> century\u00ad people began to push for reforms\n<ul>\n<li><strong>Esquirol\u00ad<\/strong> pointed out many different levels of retardation<\/li>\n<li><strong>Seguin\u00ad<\/strong> showed mentally handicapped could benefit from sensorimotor training<\/li>\n<\/ul>\n<\/li>\n<li>Early 1900s\u00ad Ministry of Public Instruction in Paris wanted to provide extensive education for all intelligent children and more practical, less academic kinds of schooling for less intelligent children\u00ad more tailored education o <strong>Alfred Binet<\/strong>\u00ad devised a test to sort out children according to intelligence\n<ul>\n<li>Set of questions for each age<\/li>\n<li>Take test until cannot answer questions anymore<\/li>\n<li>Binet\u00adSimon o <strong>Lewis Terman<\/strong>\u00ad revised the Binet Simon<\/li>\n<li><strong>Stanford\u00adBinet<\/strong> became the gold standard<\/li>\n<li>Intelligence Quotient\u00ad IQ\u00ad calculated by dividing mental age by chronological age and multiplying by 100<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa Easy to interpret and understand<\/p>\n<p>\uf0fa Binet\u00adStanford was the 1<sup>st<\/sup> to use IQ<\/p>\n<p>\uf0fa Problem\u00ad suggests people get less intelligent with age<\/p>\n<ul>\n<li><strong>Group Intelligence testing<\/strong>\u00ad started in WW1<\/li>\n<\/ul>\n<p>APA appointed a committee headed by Yerkes to come up with a simple way to classify soldiers<\/p>\n<ul>\n<li>Army Alpha\u00ad written test give to large groups<\/li>\n<\/ul>\n<p>\uf0fa Provided rough estimate of intelligence<\/p>\n<ul>\n<li>Army Beta\u00ad nonverbal test for illiterate and non\u00adEnglish speaking<\/li>\n<\/ul>\n<p>\uf0fa Could be administered to groups<\/p>\n<h2>\u00a0Characteristics of Good intelligence tests<\/h2>\n<ul>\n<li>Includes a broad sampling of tasks\u00ad more than just verbal and math<\/li>\n<li>Measure Amplitude, not achievement o <strong>Amplitude<\/strong>\u00ad cumulative knowledge, skills, abilities o <strong>Achievemen<\/strong>t\u00ad what you know about a specific area<\/li>\n<li><strong>Indifference of the indicator<\/strong>\u00ad Spearman\n<ul>\n<li>Can change individual test questions without changing overall score<\/li>\n<\/ul>\n<\/li>\n<li><strong>Reliability<\/strong>\u00ad same test scores over different trials gives you more faith in the results <strong>Validity<\/strong>\u00ad measure what it claims ot measure \u2022 Standardization:\n<ul>\n<li><strong>Norms<\/strong>\u00ad given to vast numbers of other people o <strong>Procedures<\/strong>\u00ad same testing experience<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0a7 ACT EX<\/p>\n<h2>\u00a0Intelligence Testing and Cultural Bias<\/h2>\n<ul>\n<li><strong>Cultural bias<\/strong>\u00ad differences in the extent to which the person being tested has had the opportunity to know and become familiar with the specific subject matter or specific processes required by the test item o Everyone does not have the same educational background<\/li>\n<\/ul>\n<ul>\n<li>Assumed white middle\u00adclass have more exposure to cultural activities than do minority children<\/li>\n<li>Black Intelligence Test for Cultural homogeneity\u00ad<\/li>\n<\/ul>\n<p>Running game EX<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0Cognitive Building Blocks \u00ad mental images, concepts, and language Images\u00ad nonverbal mental representations of a sensory experience o Can be exceptionally powerful Allow us to think in non\u00adverbal ways&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/introduction-to-psychology\/thinking-language-and-intelligence\/\">Continue Reading<span> Thinking, Language, and Intelligence<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[99],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3901"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=3901"}],"version-history":[{"count":0,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3901\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=3901"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=3901"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=3901"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}