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Ideas representing class or category of objects, events, or activities |
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The most general from of a type of concept Refers to highest in status or standing • Ex. Animal, fruit |
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Around which other concepts are organized • Ex. Cat --> House Cat ---> Circus cat (tiger), pear |
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Most specific type of concept • Ex. Dog ---> Your own dog, pear in your hand |
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Superordinate Basic level type Subordinate
Formal Natural Prototype |
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Defined by rules/specific features |
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Known based off of experience in the real world |
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Process of cognition that occurs when a goal must be reached by thinking and behaving in certain ways |
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Trial & error Algorithms Heuristic |
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Trial and error (mechanical solution) |
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One possible solution after another is tried until a successful one is found |
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Very specific, step-by-step procedures |
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"Rule of thumb", an educated guess based on prior experiences to help narrow down possible solutions |
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• Representative heuristic • Availability heuristic • Means-end analysis |
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assumption that anything sharing characteristics with the members of a category is also a member of that category. |
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Rely on what's available from previous experience |
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○ the difference between the situation and the goal is determined and steps are taken to reduce that difference. ○ Look at end result, and then go back and break it down step by step, backwards |
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Sudden perception of a solution to a problem ("aha") |
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Types of Barriers to Problem-Solving |
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Functional fixedness Confirmation bias Mental set |
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Stuck on fixing something only one way, aren't as open-minded to other ideas |
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Stuck in working with something that has worked in the past |
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The tendency to search for evidence that fits one's beliefs while ignoring any evidence that does not fit those beliefs |
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Solving problems by combining ideas or behavior in new ways |
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Convergent thinking Divergent thinking |
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A way of thinking where we see a problem and believe there is only one right answer |
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Brainstorming many different ways of problem solving |
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The ability to: • Learn from experience • Acquire knowledge & • Adapt to new situations |
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G factor S factor Factor analysis |
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(general intelligence) • The ability to reason & solve problems • "g" underlies intelligent behavior |
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(specific intelligence) • The ability to excel in certain areas |
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Used to identify clusters of test items that measure a common ability |
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• Supports idea that intelligence comes in multiple forms • Spearman & Thurstone were too specific • Savant syndrome |
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Clusters of Primary Mental Abilities |
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○ Where an individual may have deficits in some areas but extreme ability in others |
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Multiple Intelligences (Gardner) |
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Verbal Linguistic (Language) Logical-Mathematical Visual/Spatial Musical Movement (Body-kinesthetic) Intrapresonal (Self) Interpersonal (Others) Naturalist Existentialist (Meaning of Life) |
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Sternberg's Triarchic Theory |
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Analytical Break down problems down into components
Practical Use information for success in life
Creative Deal with novel problems in new ways |
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(Salovey and colleagues, 2005) Ability to perceive, understand & use emotions |
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• Assess individual's mental aptitudes, what are they good at • Compare an individual with others using numerical scores |
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Alfred Binet & Theodore Simone developed the first intelligence test for use in Paris schools |
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• Adapted Binet's test • Stanford-Binet Test • Keep going until wrong, possibly 6-8 hours • Formula for Intelligence, Quotient, or IQ score |
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(Mental age/chronological age)*100 |
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Wechsler Adult Intelligence Scale (WAIS) |
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• Measures overall intelligence & 11 other aspects related to intelligence • Performance IQ & Verbal IQ - remains relatively stable • Designed to assess clinical and educational problems • Least bias (cultural) |
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Principles of Test Construction |
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Reliability Consistency of results Validity Standardization |
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• Representative sample of future test takers • Norms ○ Establish a basic of meaningful comparison • Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern (Normal Curve) |
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Differences in intelligence among racial groups are largely environmental |
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• IQ Score of 70 and below & • Significant limitations in adaptive functioning Severity Mild: IQ 55-70 Moderate: IQ 40-55 Severe: IQ 25-40 Profound: IQ <25 |
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Studies of twins, family members & adopted children together support the idea that there is a significant genetic contribution to intelligence 1. Identical twins together 2. Identical twins apart 3. Fraternal twins 4. Siblings 5. Unrelated |
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Intended to predict your ability to learn a new skill |
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Intended to reflect what you have already learned |
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Grammar Syntax Morphemes Phonemes Semantics Pragmatics |
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