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1. Find and frame problems
2. Develop good problem-solving strategies
3.Evaluate Solutions
4. Rethink and redefine problems and solutions over time |
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| study of mental processes; forming ideas, solving problems, making decisions |
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| approaches that explain ovbservable behavior by investigating mental processes and structures that can NOT be directly observed |
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| the way info is processed/ manipulated in remembering, thinking, knowing |
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| mental categories used to group objects, events, and characteristics |
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concept shares defining properties
"all or none" |
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| emphasizing that when people evaluate if something reflects a concept, they compare it with most typical items in that category and look for a resemblence. |
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classical model
prototype model |
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| attempt to find appropropriate way of attaining a goal when it's not readily available |
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Step 1 in problem solving
(must recognize there is a problem) |
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| Developing good problem solving strategies |
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step 2 in problem solving
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| 3 problem solving strategies |
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| subgoaling, algorithsms, heuristics |
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| setting intermediate goals/ solving intermediate problems tha help reach final goal |
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stategies that gaurantee a solution to a problem
(ie insurtuctions, formulas) |
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shortcut, strategies that suggest (don't guarantee) a solution
(for example hwne we see words start with 'q' we expect the letter 'u' to follow |
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| Step 3 in Problem Solving |
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| Re-think and Redefine Solutions |
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Step 4 in problem solving
(improve past performances) |
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fail to look at problem from new perspective
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mental activity of transforming info to reach conclusions
-involved in problem solving, decision making, critical thinking |
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inductive reasoning
deductive reasoning |
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Specific to general (bottom up)
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general to specefic
(use general information to come up with accurate conclusions) |
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| evaluating alternatives and making a decision amongst them |
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| tendency to search for and use information that supports rather than refutes our ideas |
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report falsely after the fact
"i knew it all along" |
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may recall/ imagine similar events
(example vincent van gogh had emotional problems, so u assume all artists had emotional problems) |
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| done through IQ test; availability, reliability, standaridazation |
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measure of how well it measures what its supposed to mesasure
-soundness if ciobclsusions to be drawn |
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consistancy
-how consistent/ reproduceable is test performance |
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developing unfiorm preocedures for administering and scoring test
IQ=(MA/CA)x100 |
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| test intended to be culturally un biased |
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| differences in inteeligence due to genetics |
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| Sternbergs Triarchic Theory |
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| analytical intelligence, creative intelligence, practical intelligence |
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| ability to analyze, judge, evaluate, compare/ contrast |
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| ability to create design, invent, originate & imagine |
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| ability to use, apply, implement, and put ideas into practice |
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| Gardner's 8 Frames of Mind |
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| verbal, mathematical, spatial, musical, bodily kinsthetic, interpersonal, intrapersonal, naturalist |
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ability to think in words
language=meaning
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| ability to carry out mathematical operations |
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| sensitivity to melody, pitch, rythym, tone |
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| ability to manipulate object and be physically adept |
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| ability to understand & interact effectively with each other |
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| ability to understand one's self |
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| observe patterns in natureand understand natural and human made systems |
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form of communication
how we reason/ solve problems |
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