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Thinking: Manipulating and transforming information itno memory |
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Psychologist's that study cognition? |
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Cognitive Psychologists Cognitive Neuropsychologist |
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What is the major theme of cognition? |
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Conservation of resources and energy (short-cuts) |
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An internal picture that represents things or events |
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Organization of Mental Images |
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Speed, often less cumbersome than verbal |
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Ideas that represent a group of smaller objects, events, ideas, or people. |
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1. Thinking and behaving in ways to reach a goal 2. Identify goal and steps needed to get there. |
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Try different ways until one finally works (mechanical) |
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Step by step procedures that guarentee a solution (can be labor intensive) |
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1. Speedier but more error prone 2. Educated guess based on past experience |
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Solutions come suddenly and often different (AHA!! moment) |
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Ability to combine ideas and behaviors in new ways- think outside the box! |
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Tendency to search for information that supports what we already think and to ignore or distort information that contradicts our belief. |
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Tend to approach problems from only one way but fail to see from new perspectives. (Slows down problem solving) |
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Tendency to think of things only in terms of usual functions ex: "Mom, there's no body soap!" |
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Using and Misusing Heuristics |
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Two generall helpful shortcuts can lead the smartest people into dumb decisions |
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Judging how likely something is by how well it represents the prototype (Can help and hurt) |
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The easier it is to think of an example, the more likely we are to think it will happen. |
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We are often more confident when we are correct. We overestimate accuracy of our beliefs/judgements |
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The Belief Perseverance Phenomenon |
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Tendency to cling o initial conceptions even after basis they were formed on has been discredited |
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An effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning. |
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How an issue is posed can significantly affect decisions and judgements. Ex: Burger content |
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the capacity to understand the world, think rationally, and use resources effectively when faced with challenges |
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Intelligence over the years |
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-started early 1900's -Nature vs. Nurture -Single vs. Many -Different Components -Many theories about structure and components |
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Ability to reason and solve problems |
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Ability to excel in certain areas (music, art, business) |
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Crystallized Intelligence |
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the accumulation of information, skills, and strategies that people have learned through experience and that they can apply in problem-solving situations |
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reflects information-processing capabilities: reasoning and memory. |
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Ability to break problems into parts and solve |
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Combine ideas in new ways to solve problems |
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Social skills as well as common sense |
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A score that indicates how well you did on that particular intelligence test compared to other in your age group. |
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What does it mean if an IQ test is reliable? |
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Does the test give consistant results (similar scores if taken twice?) |
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What does it mean if an IQ test is valid? |
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Are you measuring what you think you are measuring? (It takes many tests and times) |
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Can you have validity without reliability? |
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What IQ qualifies someone as gifted? |
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Well above average intelligence (130+) 2% of population |
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What IQ qualifies someone as a genius? |
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140-150? 1 in 2,000 people |
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What criteria must be met to receive a diagnosis of Mental Retardation? |
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1. IQ <70 2.Deflicts in adaptive behavior 3. Before age 18 |
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How many people qualify for Mental Retardation? |
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What is a Learning Disability? |
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Achievement significantly below expectations (based on IQ) 15-20 points below |
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How much of our IQ seems to be inherited? |
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What do we know about some of the environmental contributors to intelligence? |
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Are we getting smarter over time? |
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What is it called to get smarter over time? |
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What things are associated with IQ? |
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What are some advantages of labeling people by their IQ scores? |
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What are some disadvantages of labeling people by their IQ scores? |
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