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Language and Thinking 1/10/2012 12:21:00 PM
Adaptive Functions of Language
Mental representations
We manipulate them through language, thinking, reasoning andproblem solving
Include image, idea, concepts and principlesLanguage
Consists of a system of a system of symbols and rules forcombining these symbols in ways that can generate infinite number
of possible ideas and messages
the jewel in the crown of cognition our reasoning, problem solving and thinking involves using
language
psycholinguistics: the scientific study of the psychological aspects oflanguage, such as how people understand, produce and acquire
language
Properties of Language
Language is Symbolic and Structured
Uses sounds, written characters or some other system of symbolsto represent objects, events, ideas, feelings and actions
The symbols used in any given language are arbitrary Has a rule governed structure Language grammar: the set of rules that dictate how symbols can
be combined to create meaningful units of communication
Syntax: the rules that govern the order of wordsLanguage Conveys Meaning
Once people learn symbols and rules, they are able to form andthen transfer mental representations to the mind of another person
Semantics: the meaning of words and sentenceso Can be tricky
Language is Generative and Permits Displacement
Generativity: the symbols of language can be combined to generatean infinite number of messages that have novel meaning
o English language has 26 letters, but by combining themresults into half a million of words
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Displacement: the fact that language allows us to communicateabout events and objects that about events and objects that are not
physically present
o Language frees us from being restricted to focusing on eventsand objects that are right before us in the present
The Structure of Language
Language as having a surface structure and a deep structure
Surface Structure: consist of the symbols that are used and their order
Syntax of a language provides the rules for ordering words properlyDeep Structure: the underlying meaning of the combined symbols, which
brings-semantics
Sometimes, a single surface structure can give rise to two deepstructures as happens when people speak or write ambiguous
sentences
When you read or hear speech, you are moving from the surfacestructure to deep structure
When you express your thoughts to other people, you musttransform deep structure(the meaning you want to communicate)
into a surface structure that other can understand
The Hierarchical Structure of Language Human language has a hierarchical structure Phoneme: the most elementary building block, the smallest unit of
speech sound in a language that can signal a difference in meaning
100 phonemes in the human language, 40 in the English language phonemes have no inherent meaning but they alter meaning when
combined with other elements
next level of the hierarchy, phonemes are combined intomorphemes
o smallest units of meaning in a languageo they are not always syllableso players: 2 syllables, 3 morphemes; fans: 1 syllable, 2
morphemes
in every language, rules determine how phonemes can be combinedinto morphemes
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English 40 phonemes can be combined into more than 100,00morphemes
Morphemes in turn, are the stuff of which words are formedo English morphemes can be combined into over 500 000
words, words into countless phrases and phrases into aninfinite number of sentences
Discourse: sentences are combined into paragraphs, articles, books,conversations and so fourth
Understanding and Producing Language
Context plays a key role in understanding language
The Role of Bottom-up Processing
Your brain must recognize and interpret patterns of stimuli-the sounds of
speech, shapes of letters, movements that are detected by your sensory
systems
Extracting information from linguistic stimuli involves the jointinfluence of bottom up and top down processing
Bottom up Processing
Individual elements of a stimulus are analyzed and then combinedto form a unified perception
Analyzing the hierarchical structure of spoken language as a set ofbuilding blocks that involve the sue of phonemes to createmorphemes and the combination of morphemes to create words
reflects a bottom up approach
The Role of Top-Down Processing
Top down processing: sensory information is interpreted in light ofexisting knowledge, concepts, ideas and expectations
Peoples unconscious expectations literally shape what they visuallyperceive
Language involves top down processing because the words youwrite, read, speak or hear activate and draw on your knowledge of
vocabulary, grammar and other linguistic rules
Speech Segmentation
Perceiving where each word within a spoken sentence begins andends seems to occur automatically
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When psycholinguists measure the sound energy produced aspeople utter sentences, they find that the decreases in energy
output between words often are smaller than the decreases
between segments within the same words
In English, about 40% of words consist of 2 or more syllables thatare stressed when spoken
Psycholinguist have discovered:
We use several cues to tell when on e spoken word ends andanother begins
We use the context provided by the other words in a sentence tointerpret the meaning of any individual word
Pragmatics: The Social Context of Language
It takes more than having a vocabulary and arranging wordsgrammatically to understand language and communicate effectively
with other
Involvespragmatics: a knowledge of the practical aspects of usinglanguage
Occurs in a social context and pragmatic knowledge not only helpsyou understand what other people are really saying, but also helps
you make sure that other people get the point of what youre
communicating
Pragmatics is another example of how top down processinginfluences language use
Social Ruleso Guides communication between peopleo Messages should be clear as possible, we usually adjust your
speech rate, choice of words and sentence complexity
depending on the situation
Pragmatics also depend on other aspects of the social contextLanguage Functions, the Brain, and Sex Differences
Language functions are distributed in many areas of the braino Located in Brocas area and the Wernickes area
People with damage in one or both areas typically suffer fromaphasia: an impairment in speech comprehension and/or production
that can be permanent or temporary
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o Men who suffer left hemisphere strokes are more likely thanwomen to show aphasic symptoms
Acquiring A First Language
Humans are born linguists, inheriting a biological readiness to recognize and
eventually produce the sounds and structure of whatever language they areexposed to
Biological Foundations
Human children, despite their limited thinking skills, begin tomaster language early in life without any formal instruction
Despite their differences at the phoneme level, all adult languagesthroughout the world-including sign languages seem to have
common underlying structural characteristics
Language acquisition thus represents the unfolding of a biologicallyprimed process within a social learning environment
Between 6-12 months of age, they begin to discriminate only thosesounds that are specific to their native tongue
Language acquisition device (LAD)-an innate biological mechanismthat contains the general grammatical rules are common to all
languages
o Noun phrases and verb phrases are arranged in a specificorder
Social Learning Processes
Social learning plays a central role in acquiring a language Early on, parents attract their childrens attention and maintain
their interest by conversing with them in what has been termed
child directed speech, a high pitched intonation that seems to be
used all over the world
Skinner developed an operant conditioning explanation for languageacquisition
o Childrens language development is strongly governed byadults positive reinforcement or correction of inappropriate
verbalizations
o By 2nd grade, children acquire about 5000-6000 wordso Parents do not typically correct their childrens grammar as
language skills are developing because the parents
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corrections focus primarily on the truth value or deep
structure of what the child is trying to communicate
Language acquisition support system (LASS)- represent factors inthe social environment that facilitate the learning of a language
o LAD and LASS interact in a mutually supportive fashion,normal language development occurs
Developmental Timetable and Sensitive Periods
As biological factors and experiential factors combine theirinfluences, language acquisition proceeds according to a
developmental timetable that is common to all cultures
Telegraphic speech: by 2 years of age, children are utteringsentences that at first consist of a noun and a verb with a
nonessential words left out as in a telegraph message
There is a sensitive period from infancy to puberty during which thebrain is most responsive to language input form the environment
o Language deprived children who were found when they werepast puberty seemed unable to acquire normal language skills
despite extensive training
o Importance of early language exposure applies to anylanguage, not just spoken language, sign languages is
included
Bilingualism: Learning A Second LanguageA second language is learned best and spoken most fluently when it is
learned during the sensitive period of childhood
The vocabulary of any language can be learned at any age, butmastery of the syntax or grammar depends on early acquisition
Bilingual children show superior cognitive processing whencompared with their monolingual peers, also perform better on
perceptual tasks that require them to inhibit attention to an
irrelevant feature of an object and pay attention to another feature
o Greater flexibility in thinking an better performance onstandardized intelligence test
Learning a Second Language: Is Earlier Better?
Children are language sponges There is a critical period for learning a second language that ends in
childhood or possibly in early teenspsycholinguists theory
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o If you start earlier, you would have more years of exposure toit that language than if you had first started to learn it in you
late teens
Studies have shown that that to sepak a second language with thefluency and accent of a native speaker, people must begin toacquire that language in childhood
Linguistic Influences on Thinking
Linguistic relativity hypothesis: that language not only influences but also
determines what we are capable of thinkin
If correct: people whose cultures have onlh a few words would havegreater difficulty in perceiving the words since there isntt that
many words to choose from
Language can influence how we think, categorize information and attend to
our daily experiences
Language colour our perceptions, the decisions we make, and theconclusions we draw
Language not only influences HOW WE THINK but also may influence HOW
WELL we think in certain domains
Language provides the foundation of many human behaviours and
capabilities
Thought, Brain and MindThe specific pattern of brain activity that composes a dominant subset varies
from moment to moment as we experience different thoughts and respond
to changing stimuli
Patterns exist as patterns of neural activityAt the psychological level, thinking may seem to be the internal language of
the mind-inner speech
Propositional thought-it expresses a proposition, or statement Imhungry its almost time for dinner
Imaginal thought-consist of images that we can see, hear, or fell inour mind
Motoric thought-relates to mental representations of motormovements such as throwing object
Concepts and Propositions
Propositions
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Statements that express ideas Consist of concepts combined in a particular way
Concepts
Basic units of semantic memory-mental categories into which weplace objects, activities, abstractions and events that have essentialfeatures in common
Concepts can be acquired through explicit instruction or through ourown observations of similarities and differences among various
objects and events
Many concepts are difficult to define explicitly Concepts are defined by prototypes
o Most typical and familiar members of a category or class Concepts: Students, intelligent people Proposition: students are intelligent people; the use of prototypes is
perhaps the most elementary method of forming concepts, it
requires that we note only similarities among objects
o Thus childrens early concepts are based on prototypes of theobjects and people they encounter personally, they then
decide whether or not new objects are similar enough to the
prototype
Reasoning
One aspect of intelligent thinking is the ability to reason and think logically Helps us acquire knowledge, make sound decisions and solve
problems
Reasoning helps us avoid the hazards and time consuming efforts of trial and
error
Most people solve problems by developing solutions in their mindsbefore applying them in the external world
Deductive Reasoning
Reason from the top down, from general principles to a conclusionabout a specific case
When people reason deductively, they begin with a set of premisesand determine what the premises imply about a specific situation
Basis of formal mathematics and logic
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The underlying deductive principle may be stated: Given thegeneral proposition if X, then Y if X occurs, then you can infer Y-
syllogism
Inductive Reasoning
We reason from the bottom up, starting with specific facts and tryto develop a general principle
Scientist use induction when they discover general principle or lawsas a result of observing a number of specific instances of a
phenomenon
Difference between Inductive and Deductive Reasoningo Certainty of the resultso Deductive conclusions are certain to be true if the premises
are true
o Inductive reasoning leads to likelihood rather than certaintybecause some new observation can change the outcome of
the conclusion
Stumbling Blocks in Reasoning
Ability to reason effectively is a key factor in critical thinking, sounddecision making and problem solving
Distraction by irrelevant informationo People often fail to solve problems because they simply dont
focus on the relevant information. Instead, they take intoaccount irrelevant information that leads them astray
Belief Biaso A tendency to abandon logical rules in favor of our own
personal beliefs
Emotions and Framingo When we valuate problems or making decisions, at times we
may abandon logical reasoning in favor of relying on our
emotions-trusting ones gut to guide us
o Framing-the idea that the same information, problem oroptions can be structured and presented in different ways
Influences how we perceive information and caninterfere with logical reasoning-especially true when
choices are framed to highlight potential positive or
negative outcomes thereby triggering emotions that
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may alter our perceptions of the risks associated with
various choice options
It can also enhance reasoningProblem Solving
People can systematically use inductive and deductive reasoingingto solve problems
Understanding/Framing the problemo How we mentally frame a problem can make a huge
difference in problem solving
o A knack for framing problems in effective ways that differfrom conventional expectations has been called outside the
box thinking, it is a prized ability in many academic and work
environments
Generating Potential Solutionso Once we have interpreted the problem, we can begin to
formulate potential solutions or explanations
Determine which procedures and explanations will beconsidered
Determine which solutions are consistent with theevidence that has so far been observed. Rule out any
solutions that do not fit the evidence
Testing the Solutiono Mental set: the tendency to stick to solutions that have
worked in the past-can result in less effective problem solving
Evaluating the ResultsThe Role of Problem-Solving Schemas
Problem solving schemas: mental blueprints or step by step scripts for
selecting information and solving specialized classes of problems
We all have learned many of them: schemas in cooking, drawing tostudying
Algorithms and Heuristics
Two important strategies to problem solving Algorithms: formulas or procedures that automatically generate
correct solutions
Heuristics: general problem solving strategies that we apply tocertain classes of situations
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o Means-ends analysis is one example of a heuristico Means-ends analysis: we identify differences been the present
situation and the desired state or goal and them a=make
changes that will reduce these differences
Sub goal analysis: formulating sub goals or intermediate stepstowards a solution
Uncertainty, Heuristics and Decision Making
Representative heuristic: to infer how closely something orsomeone fits our prototype for a particular concept or class and
therefore how likely it is to be a member of that class
Availability heuristic: causes us to base judgments and decisions onthe availability of information in memory (can lead us astray)
o We tend to remember events that are most important andsignificant to us, usually this principle serves us well, keeping
important information at the forefront in our memories, ready
to be applied
Confirmation and Overconfidence
Confirmation bias
Tends to look for evidence that will confirm what they currentlybelieve rather than looking for evidence that could disconfirm their
beliefs
o When people have strong beliefs about something, they arevery selective in the kinds of information they expose
themselves to
o They seek like minded people, compatible mass mediasources
Confirmation bias often contributes to a distorted sense of howcorrect our opinions and beliefs are
Overconfidence: the tendency to overestimate ones correctness infactual knowledge, beliefs and decisions, is another reason why
people do not challenge their beliefs
o Widespread Overconfidence and confirmation bias can be potent adversaries in
our search for correct predictions and decisions. When were
confident in the correctness of our views and reluctant to seek
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evidence that could prove them wrong we can easily be blinded to
the truth
Acquiring Knowledge: Schemas and Scripts
Schema
A mental framework, an organized pattern of though about someaspect of the world
Concepts and categories represent types of schemas, and togetherthey help you build a mental framework of your word
Algorithms and heuristics are also types of schemas-problemsolving schemas that provide you with mental frameworks for
solving certain types of problems
Script
A type of schema A mental framework concerning a sequence of events that usually
unfolds in a regular, almost standardized order
Knowledge grows as you acquire new scripts, concepts and other types of
schemas, as your existing schemas become more complex, and as you form
connection between schemas
The measurement of Intelligence
Wechsler tests are the most popular individually administered intelligence
tests in North America
They provide a good illustration of how intelligence is assessed Weschler believed that intelligence tests should measure a wide
array of different mental abilities
Increasing the Informational Yield from Intelligence Tests
The original Stanford-Binet yielded a single IQ score based mainly on verbal
items, but todays test samples a wider range of abilities and provides, in
addition to a composite IQ score, separate scores for verbal reasoning
Theory Based Intelligence Tests
Advances in the theory of intelligence have stimulate the development of
new instruments to test the specific abilities dictated by the theories
Kaufman Test has 3 crystallized subscale test and 3 fluid subscale test
Crystallized intelligence scales require respondents to define words,listen to and answer questions about a detailed new story and study
2 sets of words and then produce a work that relates to both
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Fluid intelligence subtest require respondents to break mysterycodes, solve logic problems and associate words with complex
drawings and then read sentences composed of the drawings
This test is popular in education, job screening and clinical settingsShould we Test for Aptitude or AchievementAchievement test
It is designed to find out how much they have learned so far in theirlives
Good predictor of future performance in a similar situation Argument: everybody had the same opportunity to learn the
material before being tested
Aptitude test
Containing novel puzzle like problems that presumably go beyondprior learning and are thought to measure the applicants potential
for future learning and performance
Difficult to construct a test that is independent of prior learningMost intelligence tests measure a combination of aptitude and achievement,
reflecting both native ability and previous learning
Raised major scientific and social issues concerning the meaning oftest scores, the extent to which improvement can be fostered by
educational experiences and the usefulness of the measures for
describing mental competence and predicting performance in nontest situations
Psychometric Standards for Intelligence Tests
Psychological Test
A method for measuring individual differences related to somepsychological concept or construct based on a sample of relevant
behaviour in a scientifically designed and controlled situation
Intelligence is the construct and scores obtained on the test are its
operational definition
Reliability: refers to consistency of measurement, refer to consistency of
measurement over time, consistency of measurement by the items within
the test itself, or consistency in scores assigned by different examiners
Consistency over time measurement stability over time is definedas test-retest reliability which is assessed by administering the
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measure to the same group of participants on two or more
separate occasions and correlating the two or more sets of scores
Internal consistency-do all the items on the measure seem to bemeasuring the same thing, as indicated by high correlations among
them? Interjudge reliability: do different raters or scorers agree on their
scoring or observations
Validity: refers to how well a test actually measures what is designed to
measure
Construct validity: to what extent is the test actually measuring theconstruct of interest
Content validity: do the questions or test items relate to all aspectsof the construct being measured?
Criterion-related validity-do scores on the test predict some presentor future behaviour or validity outcome assumed to be affected by
the construct being measured
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Intelligence Chapter 10
Intelligence in Historical Perspective
Sir Francis Galton: Quantifying Mental Ability
Galton showed through the study of family trees that eminence andgenius seemed to occur within certain families
His research convinced him that eminent people had inheritedmental constitutions: that made them more fit for thinking than
their less successful counterparts dismissed the fact of coming
from a a privileged environment
Based his research though the reaction speed, hand strength, andsensory acuity, he even measured the size of peoples skulls,
believing that skull size reflected brain volume and hence
intelligence
Galtons approach to mental skills was disproved because hismeasures of nervous-system efficiency proved unrelated to socially
relevant measures of mental ability, such as academic and
occupational success
Alfred Binets Mental Tests
French psychologist, Alfred Binet was commissioned by FrancesMinistry of Public Education to develop the test that was to become
the forerunner of all modern intelligence tests
Binet was interested in solving a practical problem rather thansupporting a theory
o Problem: certain children seemed unable to benefit fromnormal public schooling. Educators wanted an objective way
to identify these children as early as possible so that some
form of special education could be arranged for them
2 assumptions in the test:o mental abilities develop with ageo the rate at which people gain mental competence is a
characteristic of the person and is fairly constant over time
mental age: the mental level(or age) at which a child is performingas determined by a standardized interview in which the child
responds to a series of questions
o ex)if an 8 year old child could solve problems at the level ofthe average 10 year old, the child would be said to have a
mental age of 10
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William Sterns intelligence quotient(IQ) test was the ratio of mental age to
chronological age multiplied by 100
(mental age/chronological age) x 100 a child who was performing at exactly his or her age level would
have an IQ of 100 IQ test doesnt really work for adults because his test would show
an actual decline at older ages
Binets Legacy: An Intelligence Testing Industry Emerges
Stanford-Binet-this test had become widely accepted in NorthAmerica as the gold standard for measuring mental aptitude
The Stanford-Binet contained mostly verbal items, and it yielded asingle IQ score
o Became the prototype for the army alpha, a verbally orientedtest that was used to screen large numbers of US army
recruits for intellectual fitness
Terman
He built a test that can be measure verbal and non verbal abilities He developed an intelligence test for adults and for children that
measured both verbal and non verbal intellectual skills
Wechsler Adult Intelligence Scale(WAIS) & Weschler Intelligence Scale for
Children (WISC)
It has gone under several revisions Most popular individually administered intelligence tests in North
America
Intelligence is the ability to acquire knowledge, to think and reason
effectively and to deal adaptively with the environment. Because cultural
environments differ in the skills most important for adaptation, cultural
conceptions of intelligence may differ markedly
The Psychometric Approach: The Structure of Intellect
Psychometrics:
The statistical study of psychological tests The psychometric approach to intelligence tries to identify and
measure the abilities that underlie individual differences in
performance
It tries to provide a measurement based map of the mindFactor Analysis
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Researchers administer diverse measures of mental abilities andcorrelate them with one another
o If certain tests are correlated highly with one another, if theycluster mathematically then performance on these tests
probably reflects the same underlying mental skillo If the test within a cluster correlate highly with one another
but much less with tests in other clusters, then these various
test clusters probably reflect different mental abilities
o Main goal: researchers hope to determine the number of testclusters and to use this information to infer the nature of the
underlying abilities
Factor analysis: reduces a large number of measures to a smallernumber of clusters, or factors with each cluster continuing variables
that correlated highly with one another but less highly with
variables in other clusters
o A factor allows us to infer the underlying characteristic thatpresumably accounts for the links among the variables in the
cluster
o Can identify clustersThe G Factor: Intelligence as General Mental Capacity
Intellectual performance is determined partly by a g factor orgeneral intelligence and partly by whatever special abilities mightbe required to perform that particular task
The g factor cuts across virtually all tasks, it constitutes the core ofintelligence
o Your math skill would depend mainly on your generalintelligence but also on your specific ability to learn
mathematics
The g factor is the core of what we call intelligenceo G matters a great deal as a predictor of both academic and
job performance
o The same general mental ability is significantly related tosuccess in both areas of life
o Measures of the g factor predict job success even better thando measures of specific abilities tailored to individual jobs
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G is clearly the most important dimension uncovered in the study ofcognitive abilities to date
Intelligence as Specific Mental Abilities
Human mental performance depends not on a general factor butrather on seven distinct abilities called primary mental abilities
Educators tend to find the specific-abilities notion of intelligencemore attractive and useful than the general mental abilities
o Main focus is to identify the specific mental skills involved inlearning subjects such as reading, math, and science
Crystallized and Fluid Intelligence
Crystallized intelligence(gc)o The ability to apply previously acquired knowledge to current
problems
o Vocab and information tests are good measures of crystallizedintelligence
o It depends on the ability to retrieve previously learnedinformation and problem solving schema
Fluid intelligence (gf)o The ability to deal with novel problem solving situations for
which personal experience doesnt provide a solution
o Involves inductive reasoning and creative problem solvingskills
o Dependent primarily on the efficient functioning of the centralnervous system rather than on prior experience and cultural
context
o People high in fluid intelligence can perceive relations amongstimulus patterns and draw inferences from relationships
o Requires the abilities to reason abstractly, think logically andmanage information in working short term memory so that
new problems can be solved on the blackboard of the mind
Long term memory contributes strongly to crystallizedintelligence, whereas fluid intelligence in particularly
dependent on efficient working memory
o We use our crystallized intelligence by calling up appropriateinformation and schemas from long term memory
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Long term memory remains strong even as we age, performance ontests of crystallized intelligence improves during adulthood and
remains stable well into late adulthood
Carrolls Three-Stratum model: A Modern Synthesis
Establishes three levels of mental skills-general (g skills), broad(fluid intelligence, crystallized intelligence, general memory and
learning, broad visual perception, broad auditory perception, broad
retrieval ability, broad cognitive speediness, processing speed) and
narrow-arranged (specific cognitive, perceptual and speed tasks
used in studies of cognitive ability)in a hierarchical model
Cognitive Process Approaches: The Nature of Intelligent Thinking
Cognitive process theories-explore the specific informationprocessing and cognitive processes that underlie intellectual ability
Triarchic Theory of Intelligence: addresses both the psychologicalprocesses involved in intelligent behaviour and the diverse forms
that intelligence can take
o Divides the cognitive processes that underlie intelligentbehaviour into 3 specific components
Metacomponents: are the higher order processes used to plan andregulate task performance
o They include problem solving skills such as identifyingproblems, formulating hypotheses and strategies, testingthem logically and evaluating performance feedback
o Fundamental source of individual differences in fluidintelligence
o Intelligent people spend more time framing problems anddeveloping strategies than do less intelligent people, who
have a tendency to plunge right in without sufficient
forethought
Performance components: the actual mental processes used toperform the task
o Include perceptual processing, retrieving appropriatememories and schemas from long term memory and
generating responses
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Knowledge-acquisition components: allow us to learn from ourexperiences, store information in memory and combine new
insights of the previously acquired information
o Underlie individual differences in crystallized intelligenceSternberg believes that there is 3 different classes of adaptive problemsolving
1.Analytical intelligence: involves the kinds of academically orientedproblem solving skills measured by traditional intelligence tests
2. Practical intelligence: refers to the skills needed to cope with everydaydemands and to manage oneself and other people effectively
3. Creative intelligence: comprises the mental skills needed to dealadaptively with novel problems
Broader Conceptions of Intelligence: Beyond Mental Competencies
Gardners Multiple Intelligences
1. Linguistic intelligence: the ability to use language well, as writers do2. Logical mathematical intelligence: the ability to reason mathematically
and logically
3. Visuospatial intelligence: the ability to solve spatial problems or tosucceed in a field such as architecture
4. Musical intelligence: the ability to perceive pitch and rhythm and tounderstand and produce music
5. Bodily-kinesthetic intelligence: the ability to control body movements andskillfully manipulate objects, as demonstrated by a highly skilled dancer,
athlete or surgeon
6. Interpersonal intelligence: the ability to understand and relate well toothers
7. Intrapersonal intelligence the ability to understand oneself8. Naturalistic intelligence: the ability to detect and understand phenomena
in the natural world, as a zoologist r meteorologist might
Emotional Intelligence
Involves the abilities to read others emotions accurately, torespond to them appropriately, to motivate oneself, to be aware of
ones own emotions and to regulate and control ones own
emotional responses
The Mayer-Salovey-Caruso Emotional Intelligence Test(MSCEIT)includes specific tasks to measure each branch
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o Perceiving emotions, using emotions to facilitate thought,understanding emotions, managing emotions
o The scoring method for the MSCEIT tasks yields highreliability among expert scorers; it produces scores for each
branch as well as total emotional intelligence scoreIncreasing the Informational Yield From Intelligence Tests
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1/10/2012 12:21:00 PM