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1
Chapter 7
Thinking, Intelligence, and
Language
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use. Not authorized for sale or distribution in any manner. This document may not be copied,
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2
Chapter Preview
• The Cognitive Revolution in Psychology
• Thinking
• Intelligence
• Language
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3
The Cognitive Revolution
• Cognition
• Way in which information is processed and
manipulated in remembering, thinking, and
knowing
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4
The Cognitive Revolution
• Computer used as an analogy to help explain
the relationship between cognition and the
brain
• Cognitive psychology
• Approaches seeking to explain observable
behavior by investigating mental processes and
structures that cannot be directly observed
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5
Figure 7.1 - Computers and
Human Cognition
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6
Thinking
• Involves manipulating information mentally
by:
• Forming concepts
• Solving problems
• Making decisions
• Reflecting in a critical or creative manner
Key terms
• Concepts
• Prototypes
• Cognitive schemas
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7
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8
Key terms in this idea
• Concept
• Mental categories used to group objects, events,
and characteristics
• *look at the things around you and consider the
category “concept” you would place it into
Key terms in this idea
• Prototype
• Iconic representation of a group (the mental
picture that first comes to mind when you think of
a concept)
• Dog (what mental picture came to mind?)
• Fruit (what mental picture came to mind?)
• Derived from our experiences
9
Key terms in this idea
• Cognitive Schema
• Physical and behavioral EXPECTATIONS for a
concept
• A dog will likely have how many legs?
• A fruit will taste _______
• Derived from our experiences – which means your
cognitive schema might be different from
someone else’s cognitive schema
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10
Placing something into a Concept
• Artificial Concept formation
• Use rules and definitions
• For a square to be a square it must have what
characteristics?
• Natural concept formation
• Use prototypes and cognitive schemas
• (4) legged, (2) eared, tail, fury thing running around
outside meowing must be a …..
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11
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor
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scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
12
Problem Solving
• Finding appropriate way to attain goal which
is not readily available
• The problem-solving process:
• Find and frame problems
• Develop good problem-solving strategies
• Subgoaling
• Algorithms
• Heuristics
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13
Problem Solving
• Evaluate solutions
• Rethink and redefine problems and solutions over
time
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14
Obstacles to Problem Solving
• Poorly defined problem
• “Mental set” or Fixation - Using prior strategy
and failing to look at problem from fresh, new
perspective
• Functional fixedness - Failure to solve problem
due to fixedness on usual function of
something
• Effective problem solving necessitates trying
something new
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15
Reasoning and Decision Making
• Reasoning - Mental activity of transforming
information to reach conclusions
• Inductive reasoning - Reasoning from specific
observations to make generalizations
• Deductive reasoning - Reasoning from a general
case that we know to be true to a specific instance
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16
Reasoning and Decision Making
• Decision making - Evaluating alternatives and
choosing among them
• Reasoning uses established rules to draw
conclusions
• In decision making rules are not established
and consequences of the decisions are
unknown
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17
Reasoning and Decision Making
• Two systems of reasoning and decision
making
• Automatic - Involves processing that is rapid,
heuristic, and intuitive
• Entails following one’s hunches or gut feelings
• Controlled - Involves conscious reflection about an
issue
• Is slower, effortful, and analytical
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18
Biases in Decision Making
• Confirmation bias - The tendency to search for
and use information that supports ideas
rather than refutes them
• Hindsight bias - The tendency to report falsely,
after the fact, that outcome was accurately
predicted
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19
Heuristics in Decision Making
• Availability heuristic - Prediction about
possibility of event based on recalling or
imagining similar events
• Base rate fallacy - Tendency to ignore information
about general principles in favor of very specific
but vivid information
• Representativeness heuristic - Tendency to
make judgments about group membership
based on match to group stereotype
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20
Thinking Critically
• Thinking reflectively and productively
• Evaluating evidence
• Cultivation of two mental habits
• Mindfulness - Being alert and mentally present for
everyday activities
• Open-mindedness - Being receptive to other ways
of looking at things
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21
Thinking Creatively
• To think about something in unusual ways
• To devise unconventional solutions to
problems
• Divergent thinking - Producing many solutions to
same problem
• Brainstorming
• Convergent thinking - Producing single best
solution to problem
• Creative thinkers do both
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22
Thinking Creatively
• Characteristics of individuals who think
creatively
• Flexibility and playful thinking
• Inner motivation
• Willingness to face risk
• Objective evaluation of work
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23
Intelligence
• Cultures vary in ways they define intelligence
• An all-purpose ability to:
• Do well on cognitive tasks
• Solve problems
• Learn from experience
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24
Measuring Intelligence
• Criteria for a good intelligence test
• Validity - Extent to which test measures what it is
intended to measure
• Reliability - Extent to which test yields consistent,
reproducible measure of performance
• Standardization – Involves:
• Developing uniform procedures for administering and
scoring a test
• Creating norms—performance standards—for the test
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25
IQ Tests
• Mental age, developed by Binet - Individual’s
level of mental development relative to that
of others
• Intelligence quotient, developed by Stern
• IQ = (MA/CA) x 100, where:
• MA - Mental age
• CA - Chronological age
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26
IQ Tests
• Normal distribution
• Symmetrical, bell-shaped curve
• A majority of the scores falling in the middle of
the possible range
• Few scores appear toward the extremes of the range
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27
Figure 7.9
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28
Cultural Bias in IQ Testing
• Culturally biased tests have favored people
• From urban, rather than rural, environments
• Of middle, rather than low, socioeconomic status
• Who are White, rather than African American
• Culture-fair tests - Two types
• Intelligence tests intended to be culturally
unbiased
• Includes no verbal questions - Raven progressive
matrices
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scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
29
Genetic Influences on Intelligence
• Heritability - Proportion of observable
differences explained by genes
• Can change over time and across groups
• Environmental factors have an impact on
heritability
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30
Environmental Influences on
Intelligence
• Effect of education on intelligence evident in
rapidly increasing IQ test scores around the
world
• Called the Flynn effect
• The word intelligent describes not only people
but also behaviors
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31
Extremes of Intelligence
• Giftedness - High intelligence and/or superior
talent in a particular area
• Product of heredity and environment
• Intellectual disability - Condition of limited
mental ability in which an individual has a low
IQ
• Difficulty adapting to everyday life
• Characteristics exhibited by age 18
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32
Intellectual Disability
• Organic intellectual disability - Caused by a
genetic disorder or brain damage
• Cultural-familial intellectual disability - A
mental deficit with no evidence of organic
brain damage
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33
Intellectual Disability
• Levels of adaptive behavior:
• Conceptual skills - Understanding of numbers,
money, and time
• Social skills - Interpersonal skills, responsibility,
self-esteem, and ability to follow rules and obey
• Practical skills - Activities of daily living such as
personal care, occupational skills, health care,
travel/transportation, and use of the telephone
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34
Theories of Multiple Intelligences
• Sternberg’s triarchic theory - Intelligence
comes in three forms:
• Analytical intelligence - The ability to analyze,
judge, evaluate, compare, and contrast
• Creative intelligence - The ability to create, design,
invent, originate, and imagine
• Practical intelligence - The ability to use, apply,
implement, and put ideas into practice
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35
Theories of Multiple Intelligences
– Verbal
– Occupations
– Mathematical
– Spatial
– Bodily-kinesthetic
– Musical
– Interpersonal
– Intrapersonal
– Naturalist
– Existentialist
Howard Gardner’s frames of mind
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36
Language
• Form of communication, whether spoken,
written, or signed
• Based on a system of symbols
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37
Basic Properties of Language
• Phonology
• Morphology
• Syntax
• Semantics
• Pragmatics
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38
Language and Cognition
• Connection between language and thought
has been of considerable interest to
psychologists
• Is thought dependent on language, or is language
dependent on thought?
• Intellectual disability often, but not always,
accompanied by reduced language proficiency
• Language and thought not part of single system
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39
Biological Influences on Language
• Biological evolution that occurred long before
language emerged undeniably shaped humans
into linguistic creatures
• Language universals - Human came into the world
biologically prewired to learn language
• Strongest evidence - Children all over the world reach
language milestones at about the same time and in
about the same order
• Language and the brain - Brain contains particular
regions that are predisposed to language
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40
Environmental Influences on
Language
• Language represents nothing more than
chains of responses acquired through
reinforcement
• Language is a complex learned skill
• Not tenable, given rapid language development
• Critical period - Special time in a child’s life
during which language must develop
• Biology and environment interact when children
learn language
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41
Figure 7.13 - Language Milestones
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42
Language Development
Over the Life Span
• Milestones of language development
• Babbling
• Sorting through sounds for ones with meaning
• First words
• Two-word statements
• For adults, learning a new language requires a
special kind of cognitive exercise

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Ch 7

  • 1. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 1 Chapter 7 Thinking, Intelligence, and Language
  • 2. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 2 Chapter Preview • The Cognitive Revolution in Psychology • Thinking • Intelligence • Language
  • 3. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3 The Cognitive Revolution • Cognition • Way in which information is processed and manipulated in remembering, thinking, and knowing
  • 4. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 4 The Cognitive Revolution • Computer used as an analogy to help explain the relationship between cognition and the brain • Cognitive psychology • Approaches seeking to explain observable behavior by investigating mental processes and structures that cannot be directly observed
  • 5. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 5 Figure 7.1 - Computers and Human Cognition
  • 6. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 6 Thinking • Involves manipulating information mentally by: • Forming concepts • Solving problems • Making decisions • Reflecting in a critical or creative manner
  • 7. Key terms • Concepts • Prototypes • Cognitive schemas © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 7
  • 8. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 8 Key terms in this idea • Concept • Mental categories used to group objects, events, and characteristics • *look at the things around you and consider the category “concept” you would place it into
  • 9. Key terms in this idea • Prototype • Iconic representation of a group (the mental picture that first comes to mind when you think of a concept) • Dog (what mental picture came to mind?) • Fruit (what mental picture came to mind?) • Derived from our experiences 9
  • 10. Key terms in this idea • Cognitive Schema • Physical and behavioral EXPECTATIONS for a concept • A dog will likely have how many legs? • A fruit will taste _______ • Derived from our experiences – which means your cognitive schema might be different from someone else’s cognitive schema © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 10
  • 11. Placing something into a Concept • Artificial Concept formation • Use rules and definitions • For a square to be a square it must have what characteristics? • Natural concept formation • Use prototypes and cognitive schemas • (4) legged, (2) eared, tail, fury thing running around outside meowing must be a ….. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 11
  • 12. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 12 Problem Solving • Finding appropriate way to attain goal which is not readily available • The problem-solving process: • Find and frame problems • Develop good problem-solving strategies • Subgoaling • Algorithms • Heuristics
  • 13. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 13 Problem Solving • Evaluate solutions • Rethink and redefine problems and solutions over time
  • 14. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14 Obstacles to Problem Solving • Poorly defined problem • “Mental set” or Fixation - Using prior strategy and failing to look at problem from fresh, new perspective • Functional fixedness - Failure to solve problem due to fixedness on usual function of something • Effective problem solving necessitates trying something new
  • 15. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 15 Reasoning and Decision Making • Reasoning - Mental activity of transforming information to reach conclusions • Inductive reasoning - Reasoning from specific observations to make generalizations • Deductive reasoning - Reasoning from a general case that we know to be true to a specific instance
  • 16. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 16 Reasoning and Decision Making • Decision making - Evaluating alternatives and choosing among them • Reasoning uses established rules to draw conclusions • In decision making rules are not established and consequences of the decisions are unknown
  • 17. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 17 Reasoning and Decision Making • Two systems of reasoning and decision making • Automatic - Involves processing that is rapid, heuristic, and intuitive • Entails following one’s hunches or gut feelings • Controlled - Involves conscious reflection about an issue • Is slower, effortful, and analytical
  • 18. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 18 Biases in Decision Making • Confirmation bias - The tendency to search for and use information that supports ideas rather than refutes them • Hindsight bias - The tendency to report falsely, after the fact, that outcome was accurately predicted
  • 19. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 19 Heuristics in Decision Making • Availability heuristic - Prediction about possibility of event based on recalling or imagining similar events • Base rate fallacy - Tendency to ignore information about general principles in favor of very specific but vivid information • Representativeness heuristic - Tendency to make judgments about group membership based on match to group stereotype
  • 20. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 20 Thinking Critically • Thinking reflectively and productively • Evaluating evidence • Cultivation of two mental habits • Mindfulness - Being alert and mentally present for everyday activities • Open-mindedness - Being receptive to other ways of looking at things
  • 21. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 21 Thinking Creatively • To think about something in unusual ways • To devise unconventional solutions to problems • Divergent thinking - Producing many solutions to same problem • Brainstorming • Convergent thinking - Producing single best solution to problem • Creative thinkers do both
  • 22. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 22 Thinking Creatively • Characteristics of individuals who think creatively • Flexibility and playful thinking • Inner motivation • Willingness to face risk • Objective evaluation of work
  • 23. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 23 Intelligence • Cultures vary in ways they define intelligence • An all-purpose ability to: • Do well on cognitive tasks • Solve problems • Learn from experience
  • 24. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 24 Measuring Intelligence • Criteria for a good intelligence test • Validity - Extent to which test measures what it is intended to measure • Reliability - Extent to which test yields consistent, reproducible measure of performance • Standardization – Involves: • Developing uniform procedures for administering and scoring a test • Creating norms—performance standards—for the test
  • 25. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 25 IQ Tests • Mental age, developed by Binet - Individual’s level of mental development relative to that of others • Intelligence quotient, developed by Stern • IQ = (MA/CA) x 100, where: • MA - Mental age • CA - Chronological age
  • 26. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 26 IQ Tests • Normal distribution • Symmetrical, bell-shaped curve • A majority of the scores falling in the middle of the possible range • Few scores appear toward the extremes of the range
  • 27. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 27 Figure 7.9
  • 28. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 28 Cultural Bias in IQ Testing • Culturally biased tests have favored people • From urban, rather than rural, environments • Of middle, rather than low, socioeconomic status • Who are White, rather than African American • Culture-fair tests - Two types • Intelligence tests intended to be culturally unbiased • Includes no verbal questions - Raven progressive matrices
  • 29. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 29 Genetic Influences on Intelligence • Heritability - Proportion of observable differences explained by genes • Can change over time and across groups • Environmental factors have an impact on heritability
  • 30. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 30 Environmental Influences on Intelligence • Effect of education on intelligence evident in rapidly increasing IQ test scores around the world • Called the Flynn effect • The word intelligent describes not only people but also behaviors
  • 31. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 31 Extremes of Intelligence • Giftedness - High intelligence and/or superior talent in a particular area • Product of heredity and environment • Intellectual disability - Condition of limited mental ability in which an individual has a low IQ • Difficulty adapting to everyday life • Characteristics exhibited by age 18
  • 32. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 32 Intellectual Disability • Organic intellectual disability - Caused by a genetic disorder or brain damage • Cultural-familial intellectual disability - A mental deficit with no evidence of organic brain damage
  • 33. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 33 Intellectual Disability • Levels of adaptive behavior: • Conceptual skills - Understanding of numbers, money, and time • Social skills - Interpersonal skills, responsibility, self-esteem, and ability to follow rules and obey • Practical skills - Activities of daily living such as personal care, occupational skills, health care, travel/transportation, and use of the telephone
  • 34. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 34 Theories of Multiple Intelligences • Sternberg’s triarchic theory - Intelligence comes in three forms: • Analytical intelligence - The ability to analyze, judge, evaluate, compare, and contrast • Creative intelligence - The ability to create, design, invent, originate, and imagine • Practical intelligence - The ability to use, apply, implement, and put ideas into practice
  • 35. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 35 Theories of Multiple Intelligences – Verbal – Occupations – Mathematical – Spatial – Bodily-kinesthetic – Musical – Interpersonal – Intrapersonal – Naturalist – Existentialist Howard Gardner’s frames of mind
  • 36. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 36 Language • Form of communication, whether spoken, written, or signed • Based on a system of symbols
  • 37. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 37 Basic Properties of Language • Phonology • Morphology • Syntax • Semantics • Pragmatics
  • 38. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 38 Language and Cognition • Connection between language and thought has been of considerable interest to psychologists • Is thought dependent on language, or is language dependent on thought? • Intellectual disability often, but not always, accompanied by reduced language proficiency • Language and thought not part of single system
  • 39. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 39 Biological Influences on Language • Biological evolution that occurred long before language emerged undeniably shaped humans into linguistic creatures • Language universals - Human came into the world biologically prewired to learn language • Strongest evidence - Children all over the world reach language milestones at about the same time and in about the same order • Language and the brain - Brain contains particular regions that are predisposed to language
  • 40. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 40 Environmental Influences on Language • Language represents nothing more than chains of responses acquired through reinforcement • Language is a complex learned skill • Not tenable, given rapid language development • Critical period - Special time in a child’s life during which language must develop • Biology and environment interact when children learn language
  • 41. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 41 Figure 7.13 - Language Milestones
  • 42. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 42 Language Development Over the Life Span • Milestones of language development • Babbling • Sorting through sounds for ones with meaning • First words • Two-word statements • For adults, learning a new language requires a special kind of cognitive exercise