logging in or signing up Huffman Chap 8 PP aSGuest1506 Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 155 Category: Science & Tech.. License: All Rights Reserved Like it (0) Dislike it (0) Added: October 20, 2008 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... Premium member Presentation Transcript PSYCHOLOGY IN ACTIONSeventh Editionby Karen Huffman : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E PSYCHOLOGY IN ACTIONSeventh Editionby Karen Huffman PowerPoint Lecture Notes Presentation Chapter 8 Thinking, Language, & Intelligence Lynn Gussman Forsyth Technical Community College Note to the Instructor : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Note to the Instructor The following set of slides provides a basic foundation for your PowerPoint presentation of the core concepts found in Chapter 8 of Psychology in Action (7e). Please consult our website: http://www.wiley.com/college/huffman or the Instructor's Resource CD for additional options, including video clips, figures, tables, key terms, etc. Lecture Overview : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Lecture Overview Thinking and problem solving Language Characteristics of language Language development Animals and language Intelligence The nature of intelligence Test construction Assessing intelligence Cognition : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Cognition Cognition involves the gathering and processing of information and includes sensation, perception, learning, memory, thinking, language and problem-solving. Thought : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Thought Thought involves reasoning, problem-solving, producing and understanding language, drawing conclusions, and generating new ideas (creativity) Prefrontal cortex plays a special role in problem-solving and planning Damage to the prefrontal cortex impairs planning Mental images are representations of sensory experiences Concept Learning : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Concept Learning Concepts are mental structures used to categorize information sharing similar characteristics (e.g. color, size, or function) Concepts can represent concrete objects (e.g. car) or can represent an idea (e.g. truth) Theories that explain the learning of new concepts: Artificial concepts arise from logical rules or from definitions Natural concepts rely on prototypes of a “best example” Hierarchies are concepts that have been ranked with specific subcategories within broader concepts Hierarchies : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Hierarchies Problem Solving : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Problem Solving Preparation lays the groundwork Identify given facts Distinguish relevant from irrelevant facts Define the ultimate goal Production involves generating hypotheses Algorithms will generate a solution Heuristics are educated guesses Means-ends analysis Working backwards Creation of subgoals Evaluation asks whether the generated solutions satisfy the problem Barriers to Problem Solving : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Barriers to Problem Solving Mental set occurs when prior experiences in solving problems lead to an inability to solve future problems (person is stuck using old strategies) Functional fixedness occurs when a person is unable to recognize a new use for a familiar object Confirmation bias is the inclination to only use evidence that fits his or her preconceived ideas Barriers to Problem Solving : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Barriers to Problem Solving Availability heuristic involves judging the likelihood or probability of events based on how readily available are other instances in our mind. Representativeness heuristic is the tendency to estimate the probability of something based on how well the circumstances match our previous prototype. Use these supplies to mount the candle on a wall : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Use these supplies to mount the candle on a wall Solution to Candle Problem : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Solution to Candle Problem Creativity : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Creativity Creativity is the ability to originate problem solutions that are novel Creative thought has the following characteristics: Originality is the ability to see unique solutions to a problem Fluency is the generation of a large number of solutions to a problem Flexibility is the ability to shift problem-solving strategies There are many different measures of creativity Unusual Uses Test Anagrams Test Tests of Creativity : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Tests of Creativity Language : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Language Language is a form of communication in which sounds and symbols are combined according to formal rules Phonemes are the basic speech sounds (English has 40-50 phonemes) Morphemes are the smallest meaningful units of language Grammar provides rules for a language Syntax refers to the rules for word order in a sentence Semantics refers to a system of using words to create meanings Language and Thought : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Language and Thought Whorf’s linguistic relativity hypothesis theorizes that language determines our perceptions of reality Researchers suggest that language influences thought Language Development : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Language Development Prelinguistic stage- begins with reflexive cry, then crying becomes more purposeful Cooing- producing vowel-like sounds Babbling- adding consonants to vowels Linguistic stage- babbling begins to sound more like the language in the child’s home Overextension Telegraphic speech Overgeneralization Theories of Language Development : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Theories of Language Development Is language capability innate or learned? Most researchers believe that language acquisition is a combination of nature and nurture. Language Acquisition Device- an innate mechanism, hypothesized by Chomsky, that enables a child to analyze language and extract the basic rules of grammar Animal Language : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Animal Language Animals are capable of limited communication Language in animals is not comparable to human language Apes lack appropriate vocal cords for generation of speech Apes can be trained to use non-vocal sign language Washoe acquired American Sign Language Dolphins can be trained to respond to hand signals and to vocal commands Animal language lacks complexity and syntax Language and the Brain : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Language and the Brain There may be critical periods of language development Broca’s area is involved in speech and language production Supramarginal gyrus combines word meaning with the production of words Intelligence : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Intelligence Intelligence is a set of cognitive abilities What comprises intelligence varies with culture Theories of intelligence vary widely Spearman: single general ability (g) Multiple cognitive abilities Cattel: two types of intelligence Fluid: ability to gain new knowledge and solve problems Crystallized: accumulated knowledge Thurstone proposed that intelligence is a function of seven cognitive abilities Sternberg proposed three aspects of intelligence Gardner argued for eight distinct types of intelligence Sternberg’s Triarchic Intelligence Theory : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Sternberg’s Triarchic Intelligence Theory Gardner’s Multiple Intelligences : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Gardner’s Multiple Intelligences People vary in their profile of 8 distinct forms of intelligence: Measurement Issues : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Measurement Issues Intelligence tests require Standardization Norms indicate where in the distribution a score lies (below, at, or above the mean) Testing procedures are formalized Reliability: consistency of measurement Validity: assesses what the test actually measures Criterion-related: the correlation between a test score and some criterion Intelligence Tests : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Intelligence Tests The Stanford-Binet test was devised in 1916 Intelligence quotient (IQ) score is defined as the ratio of (mental age to actual age) times 100 The norms for IQ scores: Mean = 100 Standard deviation = 16 68% of persons have an IQ score within one SD of the Mean (84 to 116) IQ scores predict school achievement The Wechsler Adult Intelligence Scale measures verbal and nonverbal abilities Examples of IQ Test Items : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Examples of IQ Test Items IQ Issues : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E IQ Issues IQ scores are influenced by: Socioeconomic status: middle class kids tend to do better than lower class kids Language status: children from the dominant culture tend to do better Age: IQ scores on timed tests tend to decline with age Heredity: IQ scores of identical twins raised apart are quite similar Statistical Norms for IQ : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Statistical Norms for IQ Mental Retardation : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Mental Retardation Mental retardation usually reflects below average intellectual functioning (IQ is less than 70) People can be retarded in most areas yet average or gifted in others Mental Giftedness : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Mental Giftedness “Gifted” refers to those persons whose IQ score is in the top 1% – 2% Terman’s study of gifted students started with 1,500 children in 1921 By 1950, many of these students had achieved much in life Were more likely to have professional careers Were more likely to earn more money Were happier and healthier Biology, Environment and Intelligence : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Biology, Environment and Intelligence A bigger brain does not necessarily indicate higher intelligence Faster response time is related to higher intelligence Areas of the brain involved in problem-solving show less activity in people of higher intelligence Copyright : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Copyright Copyright 2004 by John Wiley & Sons, Inc., New York, NY. All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the copyright owner. You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Huffman Chap 8 PP aSGuest1506 Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 155 Category: Science & Tech.. License: All Rights Reserved Like it (0) Dislike it (0) Added: October 20, 2008 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... Premium member Presentation Transcript PSYCHOLOGY IN ACTIONSeventh Editionby Karen Huffman : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E PSYCHOLOGY IN ACTIONSeventh Editionby Karen Huffman PowerPoint Lecture Notes Presentation Chapter 8 Thinking, Language, & Intelligence Lynn Gussman Forsyth Technical Community College Note to the Instructor : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Note to the Instructor The following set of slides provides a basic foundation for your PowerPoint presentation of the core concepts found in Chapter 8 of Psychology in Action (7e). Please consult our website: http://www.wiley.com/college/huffman or the Instructor's Resource CD for additional options, including video clips, figures, tables, key terms, etc. Lecture Overview : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Lecture Overview Thinking and problem solving Language Characteristics of language Language development Animals and language Intelligence The nature of intelligence Test construction Assessing intelligence Cognition : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Cognition Cognition involves the gathering and processing of information and includes sensation, perception, learning, memory, thinking, language and problem-solving. Thought : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Thought Thought involves reasoning, problem-solving, producing and understanding language, drawing conclusions, and generating new ideas (creativity) Prefrontal cortex plays a special role in problem-solving and planning Damage to the prefrontal cortex impairs planning Mental images are representations of sensory experiences Concept Learning : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Concept Learning Concepts are mental structures used to categorize information sharing similar characteristics (e.g. color, size, or function) Concepts can represent concrete objects (e.g. car) or can represent an idea (e.g. truth) Theories that explain the learning of new concepts: Artificial concepts arise from logical rules or from definitions Natural concepts rely on prototypes of a “best example” Hierarchies are concepts that have been ranked with specific subcategories within broader concepts Hierarchies : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Hierarchies Problem Solving : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Problem Solving Preparation lays the groundwork Identify given facts Distinguish relevant from irrelevant facts Define the ultimate goal Production involves generating hypotheses Algorithms will generate a solution Heuristics are educated guesses Means-ends analysis Working backwards Creation of subgoals Evaluation asks whether the generated solutions satisfy the problem Barriers to Problem Solving : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Barriers to Problem Solving Mental set occurs when prior experiences in solving problems lead to an inability to solve future problems (person is stuck using old strategies) Functional fixedness occurs when a person is unable to recognize a new use for a familiar object Confirmation bias is the inclination to only use evidence that fits his or her preconceived ideas Barriers to Problem Solving : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Barriers to Problem Solving Availability heuristic involves judging the likelihood or probability of events based on how readily available are other instances in our mind. Representativeness heuristic is the tendency to estimate the probability of something based on how well the circumstances match our previous prototype. Use these supplies to mount the candle on a wall : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Use these supplies to mount the candle on a wall Solution to Candle Problem : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Solution to Candle Problem Creativity : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Creativity Creativity is the ability to originate problem solutions that are novel Creative thought has the following characteristics: Originality is the ability to see unique solutions to a problem Fluency is the generation of a large number of solutions to a problem Flexibility is the ability to shift problem-solving strategies There are many different measures of creativity Unusual Uses Test Anagrams Test Tests of Creativity : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Tests of Creativity Language : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Language Language is a form of communication in which sounds and symbols are combined according to formal rules Phonemes are the basic speech sounds (English has 40-50 phonemes) Morphemes are the smallest meaningful units of language Grammar provides rules for a language Syntax refers to the rules for word order in a sentence Semantics refers to a system of using words to create meanings Language and Thought : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Language and Thought Whorf’s linguistic relativity hypothesis theorizes that language determines our perceptions of reality Researchers suggest that language influences thought Language Development : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Language Development Prelinguistic stage- begins with reflexive cry, then crying becomes more purposeful Cooing- producing vowel-like sounds Babbling- adding consonants to vowels Linguistic stage- babbling begins to sound more like the language in the child’s home Overextension Telegraphic speech Overgeneralization Theories of Language Development : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Theories of Language Development Is language capability innate or learned? Most researchers believe that language acquisition is a combination of nature and nurture. Language Acquisition Device- an innate mechanism, hypothesized by Chomsky, that enables a child to analyze language and extract the basic rules of grammar Animal Language : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Animal Language Animals are capable of limited communication Language in animals is not comparable to human language Apes lack appropriate vocal cords for generation of speech Apes can be trained to use non-vocal sign language Washoe acquired American Sign Language Dolphins can be trained to respond to hand signals and to vocal commands Animal language lacks complexity and syntax Language and the Brain : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Language and the Brain There may be critical periods of language development Broca’s area is involved in speech and language production Supramarginal gyrus combines word meaning with the production of words Intelligence : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Intelligence Intelligence is a set of cognitive abilities What comprises intelligence varies with culture Theories of intelligence vary widely Spearman: single general ability (g) Multiple cognitive abilities Cattel: two types of intelligence Fluid: ability to gain new knowledge and solve problems Crystallized: accumulated knowledge Thurstone proposed that intelligence is a function of seven cognitive abilities Sternberg proposed three aspects of intelligence Gardner argued for eight distinct types of intelligence Sternberg’s Triarchic Intelligence Theory : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Sternberg’s Triarchic Intelligence Theory Gardner’s Multiple Intelligences : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Gardner’s Multiple Intelligences People vary in their profile of 8 distinct forms of intelligence: Measurement Issues : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Measurement Issues Intelligence tests require Standardization Norms indicate where in the distribution a score lies (below, at, or above the mean) Testing procedures are formalized Reliability: consistency of measurement Validity: assesses what the test actually measures Criterion-related: the correlation between a test score and some criterion Intelligence Tests : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Intelligence Tests The Stanford-Binet test was devised in 1916 Intelligence quotient (IQ) score is defined as the ratio of (mental age to actual age) times 100 The norms for IQ scores: Mean = 100 Standard deviation = 16 68% of persons have an IQ score within one SD of the Mean (84 to 116) IQ scores predict school achievement The Wechsler Adult Intelligence Scale measures verbal and nonverbal abilities Examples of IQ Test Items : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Examples of IQ Test Items IQ Issues : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E IQ Issues IQ scores are influenced by: Socioeconomic status: middle class kids tend to do better than lower class kids Language status: children from the dominant culture tend to do better Age: IQ scores on timed tests tend to decline with age Heredity: IQ scores of identical twins raised apart are quite similar Statistical Norms for IQ : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Statistical Norms for IQ Mental Retardation : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Mental Retardation Mental retardation usually reflects below average intellectual functioning (IQ is less than 70) People can be retarded in most areas yet average or gifted in others Mental Giftedness : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Mental Giftedness “Gifted” refers to those persons whose IQ score is in the top 1% – 2% Terman’s study of gifted students started with 1,500 children in 1921 By 1950, many of these students had achieved much in life Were more likely to have professional careers Were more likely to earn more money Were happier and healthier Biology, Environment and Intelligence : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Biology, Environment and Intelligence A bigger brain does not necessarily indicate higher intelligence Faster response time is related to higher intelligence Areas of the brain involved in problem-solving show less activity in people of higher intelligence Copyright : © 2004 John Wiley & Sons, Inc. Huffman: PSYCHOLOGY IN ACTION, 7E Copyright Copyright 2004 by John Wiley & Sons, Inc., New York, NY. All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the copyright owner.