Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu.
Learn more about how your mind works and what you can do to make it work better! Easy to understand facts about the human mind and tips to train and stimulate your intellect.
1. Visual illusions (also called optical illusions) show that the br.pdfmohammedfootwear
1. Visual illusions (also called optical illusions) show that the brain can be readily fooled. (1
page)
a. What insights do visual illusions offer us regarding the workings of the brain?
b. How can these insights be extended to explain the brain’s role in decision making?
2. One of the most intriguing questions we face when studying how the brain functions in
making decisions is: What role does the unconscious brain play in decision making? (1-2 pages
total)
a. What are the strengths and limitations of the conscious brain in decision making?
b. How can the unconscious brain contribute to an individual’s decision making capability?
c. What do anecdotal accounts—such as those provided by Malcolm Gladwell in Blink—tell us
about the role of the unconscious brain in decision making?
d. What do experimental studies—such as those carried out by Wilson and Dijksterhuis—tell
us?
e. Based on the experimental studies reported in Framing Decisions, what are the merits of
making on-the-spot decisions vs. decisions after substantial deliberation (e.g, by sleeping on a
decision)?
3. Page 104 of Framing Decisions identifies four sets of questions decisions makers need to
address when making decisions of consequence in order to surface potential moral hazard
situations. Explain the rationale underlying each question. If you ask these questions when
deliberating on decisions of consequence, how can you improve the quality of your decision
making? (1-2 pages)
Solution
Answer-1
a. When you look at something, what you’re really seeing is the light that bounced off of it and
entered your eye, which converts the light into electrical impulses that your brain can turn into an
image you can use. The process that takes about a tenth of a second but your eyes receive a
constant stream of light, an incredible amount of information, so it’s really difficult for your
brain to try to focus on everything at once. It would be like trying to take a sip of water from a
firehose. So your brain takes shortcuts, simplifying what you see to help you concentrate on
what’s important, which helps compensate for your brain’s tenth-of-a-second processing lag.
This trait helped early humans survive encounters with fast predators – or at the very least avoid
running into obstacles like trees.
b. a sample of three decision errors. First, the default effectoccurs when people end up
“choosing” different options when allowed not to choose at all, i.e., when a lack of any active
selection returns the default. Impressively, countries that allow individuals to decline being a
potential organ donor have far greater donor pools than countries that allow individuals to
decline not being a potential donor (Johnson & Goldstein, 2003). Second, Dan reports that
physicians are more likely to pull a patient back from scheduled surgery when they discover that
they forgot to test the efficacy of one drug, than when they notice that they overlooked two
drugs. In the latter case, the physicians would need t.
Learn more about how your mind works and what you can do to make it work better! Easy to understand facts about the human mind and tips to train and stimulate your intellect.
1. Visual illusions (also called optical illusions) show that the br.pdfmohammedfootwear
1. Visual illusions (also called optical illusions) show that the brain can be readily fooled. (1
page)
a. What insights do visual illusions offer us regarding the workings of the brain?
b. How can these insights be extended to explain the brain’s role in decision making?
2. One of the most intriguing questions we face when studying how the brain functions in
making decisions is: What role does the unconscious brain play in decision making? (1-2 pages
total)
a. What are the strengths and limitations of the conscious brain in decision making?
b. How can the unconscious brain contribute to an individual’s decision making capability?
c. What do anecdotal accounts—such as those provided by Malcolm Gladwell in Blink—tell us
about the role of the unconscious brain in decision making?
d. What do experimental studies—such as those carried out by Wilson and Dijksterhuis—tell
us?
e. Based on the experimental studies reported in Framing Decisions, what are the merits of
making on-the-spot decisions vs. decisions after substantial deliberation (e.g, by sleeping on a
decision)?
3. Page 104 of Framing Decisions identifies four sets of questions decisions makers need to
address when making decisions of consequence in order to surface potential moral hazard
situations. Explain the rationale underlying each question. If you ask these questions when
deliberating on decisions of consequence, how can you improve the quality of your decision
making? (1-2 pages)
Solution
Answer-1
a. When you look at something, what you’re really seeing is the light that bounced off of it and
entered your eye, which converts the light into electrical impulses that your brain can turn into an
image you can use. The process that takes about a tenth of a second but your eyes receive a
constant stream of light, an incredible amount of information, so it’s really difficult for your
brain to try to focus on everything at once. It would be like trying to take a sip of water from a
firehose. So your brain takes shortcuts, simplifying what you see to help you concentrate on
what’s important, which helps compensate for your brain’s tenth-of-a-second processing lag.
This trait helped early humans survive encounters with fast predators – or at the very least avoid
running into obstacles like trees.
b. a sample of three decision errors. First, the default effectoccurs when people end up
“choosing” different options when allowed not to choose at all, i.e., when a lack of any active
selection returns the default. Impressively, countries that allow individuals to decline being a
potential organ donor have far greater donor pools than countries that allow individuals to
decline not being a potential donor (Johnson & Goldstein, 2003). Second, Dan reports that
physicians are more likely to pull a patient back from scheduled surgery when they discover that
they forgot to test the efficacy of one drug, than when they notice that they overlooked two
drugs. In the latter case, the physicians would need t.
Chapter 8 - Children of alcoholics often display characteristic tr.docxrobertad6
Chapter 8 - Children of alcoholics often display characteristic traits: (1) the "hero" who attempts to replace the dysfunctional parent by overachieving, or (2) the "jester" who compensates for a lack of parental guidance by being mischievous and unruly. Which role did Beethoven play in his family? What is the evidence for your choice? 100+ words
Chapter 9 - Discuss the way travel might have affected composers (for example, Mendelssohn). If you have been outside the U.S., or even taveled far within the U.S., what effect did it have on you? 100+ words
.
Chapter 8 - Review the Siemens AG case study. Note the importan.docxrobertad6
Chapter 8 - Review the Siemens AG case study. Note the importance of understanding the interrelationships amongst all the senior leaders at every location. Pay special attention to Figure 8.1 and Figure 8.2. Note how the corporate CIO should engage with each of the regional leaders. Why is this important? (Information Technology and Organizational Learning)
The above submission should be one-page in length and adhere to APA formatting standards.
.
Chapter 7Victimology and Patterns of VictimizationThe a.docxrobertad6
Chapter 7:
Victimology and Patterns of Victimization
The authors discuss the meaning of genocide, criminology’s aversion of the topic, and assertions of the United States’ own participation in it. Through reviewing a brief U.S. history, the authors argue that genocide stemming from the treatment of Native Americans throughout history should not be written off as radical conspiracy. Likening American Indian reservations to inner cities, a connection is made provoking questions between the historical treatment of African Americans and genocide.
Chapter 8: Lawmaking and the Administration of Criminal Law
This Chapter analyzes the impact that class, race, and gender have on shaping laws and the lawmaking process. Although criminal law is thought to be an objective measure of harm, it is instead the direct result of our political process headed by a powerful few, where money and privilege reign. The authors explain that the laws that shape our reality and perceptions of what is criminal serve the interests of the influential ruling class at the expense of the underclasses.
Discuss
one
of the following (Write Minimum of 250 words):
1. You learned in Chapter 7 that certain victims are valued above others. Why do you think that is? How do you think that impacts the U.S Criminal Justice System?
OR
2. According to Chapter 8, minorities are the labor pool that is regulated through punishment. How is this analysis relevant in criminal justice today?
.
Chapter 7 2. How does a false positive alarm differ from a f.docxrobertad6
Chapter 7
2. How does a false positive alarm differ from a false negative alarm? From a security perspective, which is less desirable?
3.
How does a network-based IDPS differ from a host-based IDPS?
14.
What is an open port? Why is it important to limit the number of open ports to those that are absolutely essential?
Chapter 8
3.
What is a cryptographic key, and what is it used for? What is a more formal name for a cryptographic key?
4.
What are the three basic operations in cryptography?
9.
What are the components of PKI?
.
Chapter 7 covers Corporate Information Security and Privacy Regu.docxrobertad6
Chapter 7 covers Corporate Information Security and Privacy Regulation. Specifically, the Sarbanes Oxley Act of 2002 was passed as a result of the Enron scandal. Give a short synopsis of the Enron scandal and then provide a short synopsis of SOX.
Answer the question with a short paragraph, between 250 and 350 words. Brevity is a virtue. That is why you are limited to 350 words. If you can't present your hypothesis in 350 words or less then it is too complicated.
Remember that when you state a fact if you don't provide a reference, it is not a fact but rather an opinion.
submit it by 2/16/2020 at 4:59 PM EST
.
Chapter 7The Problem of EvilOf all the objections to theism pr.docxrobertad6
Chapter 7
The Problem of Evil
Of all the objections to theism presented by atheists, the most celebrated and oft-rehearsed, by far, is the problem of evil and suffering. Debates about evolution and the like notwithstanding, most reflective theists would likely agree that objections to belief in God posed by the occurrence of evil and suffering present a far more serious challenge than do objections from science. (In fact, one of the most popular lines of objection to theistic evolution is really a version of the problem of evil; it asks, How could a perfectly loving God employ a means of creation that proceeds by way of the systematic destruction of the weakest and most vulnerable creatures?) A distinction must be drawn, however, between the problem of evil as a philosophical objection to religious belief and the problem as a concerned question.
Some philosophers have put forward arguments from evil which purport to show that God does not exist or that belief in God is unreasonable. To such philosophical attacks, philosophical responses are appropriate. However, many people—believers and nonbelievers alike—are bothered by evil. When they are faced with suffering, on their own part or on the part of others, they may pose an agonizing Why? A philosophical argument is often the last thing such a person wants to hear; such an argument may appear irritatingly superficial or even callous. The person wants compassion and empathy, and the proper response may simply be to listen and try to share the other’s grief and questions. At such times the problem of evil calls more for pastoral care than for philosophical debate.
The philosophical problem of evil, on the other hand, can be posed briefly and sharply. It appears to many people that a perfectly good, all-knowing and all-powerful being, were he to exist, would not allow the kinds or quantity of evil and suffering that exists in our world. The underlying assumption of this argument is the intuition—common to many atheists and theists alike—that a good being eliminates evil as far as it is able to. God, being omniscient, should be aware of every instance of evil and suffering; being perfectly good, he would presumably want to eliminate all evil; being omnipotent, he should be able to do just that. If there were a God, therefore, one would expect not to find any evil in the world. Since one does find evil—and quite a bit of it—God must not exist. In this way, the existence of evil and suffering is thought to undermine the rationality of belief in God.
Types of Evil, Versions of the Problem and Types of Responses
The evils in the world which this argument takes as its basis are usually divided into two types. Moral evil is all the evil which is due to the actions of free, morally responsible beings. Murders, rapes and the hunger caused by social injustice would be examples of moral evil. Natural evil (or nonmoral evil) is all the evil that is not (or at least does not appear to be) due to the actions.
CHAPTER 7The CPU and MemoryThe Architecture of Comp.docxrobertad6
CHAPTER 7:
The CPU and Memory
The Architecture of Computer Hardware, Systems Software & Networking:
An Information Technology Approach
5th Edition, Irv Englander
John Wiley and Sons 2013
PowerPoint slides authored by Angela Clark, University of South Alabama
PowerPoint slides for the 4th edition were authored by Wilson Wong, Bentley University
CPU and MemoryEvery instruction executed by the CPU requires memory accessPrimary memory holds program instructions and dataSecondary storage is used for long term storageData is moved from secondary storage to primary memory for CPU execution
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
CPU: Major ComponentsALU (arithmetic logic unit)Performs calculations and comparisonsCU (control unit)Performs fetch/execute cycle
Accesses program instructions and issues commands to the ALU
Moves data to and from CPU registers and other hardware componentsSubcomponents:
Memory management unit: supervises fetching instructions and data from memory
I/O Interface: sometimes combined with memory management unit as Bus Interface Unit
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
System Block Diagram
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
The Little Man Computer
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Concept of RegistersSmall, permanent storage locations within the CPU used for a particular purposeManipulated directly by the Control UnitWired for specific functionSize in bits or bytes (not in MB like memory) Can hold data, an address, or an instructionHow many registers does the LMC have?What are the registers in the LMC?
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
RegistersUse of RegistersScratchpad for currently executing program
Holds data needed quickly or frequentlyStores information about status of CPU and currently executing program
Address of next program instruction
Signals from external devicesGeneral Purpose RegistersUser-visible or program-visible registersHold intermediate results or data values, e.g., loop countersEquivalent to LMC’s calculatorTypically several dozen in current CPUs
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Special-Purpose RegistersProgram Counter Register (PC)Also called instruction pointer (IP)Instruction Register (IR)Stores instruction fetched from memoryMemory Address Register (MAR)Memory Data Register (MDR) Status RegistersStatus of CPU and currently executing programFlags (one bit Boolean variable) to track conditions like arithmetic carry and overflow, power failure, internal computer error
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Register OperationsStores values from other locations (registers and memory)Addition and subtractionShift or rotate dataT.
Chapter 7QUESTION 1. Which of the following is defin.docxrobertad6
Chapter 7
QUESTION 1
.
Which of the following is defined as the persistnce of learning over time, through the encoding, storage and retrieval of memory?
.
memory
long-term memory
short-term memory
sensory memory
.
10 points
QUESTION 2
.
Which of the following refers to the processing of information outside of conscious awareness?
.
sensory memory
short-term memory
automatic processing
working memory
.
10 points
QUESTION 3
.
Behaviors such as texting and driving home would be considered...
.
explicit memories
automatic processing
implicit memories
working memory
.
10 points
QUESTION 4
.
Which of the following pieces of memory would you not process automatically?
.
Where your bed and dresser are in your room
A new acquaintances address
The location of your PSY110 classroom
How to spell your name
.
10 points
QUESTION 5
.
Cramming has actually been shown to be an effective method of learning new information.
.
True
.
False
.
10 points
QUESTION 6
.
Mood can be a retrieval cue.
.
True
.
False
.
10 points
QUESTION 7
.
Which of the following brain structures is responsible for temporarily holding memories until they can be moved to storage?
.
basal ganglia
frontal lobe
cerebellum
hippocampus
.
10 points
QUESTION 8
.
Which of the following brain structures is most involved with you learning motor movements such as how to ride a bike?
.
brain stem
basal ganglia
frontal lobe
hippocampus
.
10 points
QUESTION 9
.
If you have to take a foreign language at Valpo and you took a foreign language in high school, you would benefit from taking the same language at Valpo as you did in high school because you would benefit most from which of the following?
.
Recall
Relearning
Recognition
.
10 points
QUESTION 10
.
This very multiple choice question, which is asking you to identify previously learned material, requires you to make use of which of the following skills?
.
relearning
recall
recognition
.
Chapter 2
QUESTION 1
.
Neurons are...
.
basic building blocks of the nervous system
extensions of the cell body that receive messages
extensions of the cell body that send messages
a nerve impulse
.
10 points
QUESTION 2
.
Everything psychological is simultaneously biological
.
True
.
False
.
10 points
QUESTION 3
.
Brain plasticity allows us to adapt to new environments
.
True
.
False
.
10 points
QUESTION 4
.
The nervous system consists of...
.
the sympathetic and the parasympathetic nervous systems
the brain and spinal cord
the central nervous system and the peripheral nervous system
.
10 points
QUESTION 5
.
Neurotransmitters...
.
include serotonin and dopamine and affect behaviors and emotions
are electrical impulses in the brain
the form of communication between motor neurons and sensory neurons
are natural opiates released in response to pain
.
10 p.
Chapter 7One pageAPA stylePlease comment on the followin.docxrobertad6
Chapter 7
One page
APA style
Please comment on the following statement regarding our current educational system and examples of practices
:
"
It
is a cardinal precept of the newer school of education that the
beginning of instruction shall be made with the experience learners
already have; that this experience and the capacities that have been
developed during its course provide the starting point for all further
learning" (Dewey, 1938, p. 88
).
(
one page- deadline will be
Friday
.
CHAPTER 7
Managing Financial Operations
Revenue cycle (billing and collections)
Receivables management
Cash and marketable securities management
Inventory (supply chain) management
Operational monitoring and control
Copyright 2009 Health Administration Press
7 - ‹#›
Financial Operations
Financial operations involves the day-to-day oversight of such tasks as billing and collections (revenue cycle), cash management, and inventory management.
The specifics are highly dependent on the type of provider (e.g., hospital versus medical practice versus nursing home).
Thus, the focus here is on fundamental concepts as opposed to details.
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle
The revenue cycle is defined as all activities associated with billing and collecting for services.
In general, revenue cycle management should ensure that
patients are properly categorized by payer,
correct and timely billing takes place, and
correct and timely payment is received.
The revenue cycle includes the activities listed on the next slide.
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle (cont.)
Before-service activities:
Insurance verification
Certification of managed-care patients
Patient financial counseling
At-service activities:
Insurance status verification
Service documentation/claims production
After-service activities:
Claims submission
Third-party follow-up (if needed)
Denials management
Payment receipt and posting
Monitoring and reporting:
Monitoring
Review and improvement
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle (cont.)
In revenue cycle management, each of the identified activities is closely monitored to ensure that
the correct amount of reimbursement is collected on each patient,
reimbursements are collected as quickly as possible, and
the costs associated with the revenue cycle are minimized consistently with rapid and correct collections.
Two important keys to good revenue cycle management are information technology and electronic claims processing.
Copyright 2009 Health Administration Press
7 - ‹#›
Receivables Management
If a service is provided for cash, the revenue is immediately received.
If the service is provided on credit, the revenue is not received until the receivable is collected.
Receivables management, which falls under the general umbrella of the revenue cycle, is extremely important to healthcare providers.
Why?
Copyright 2009 Health Administration Press
7 - ‹#›
Accumulation of Receivables
Suppose Valley Clinic contracts with an insurer whose patients use $2,000 in services daily and who pays in 40 days.
The clinic will accumulate receivables at a rate of $2,000 per day.
However, after 40 days, the receivables balance will stabilize at $80,000:
Receivables = Daily sales × Average collection period
= $2,000
× 40
= $80,000
Copyright 2009 Health Administration Press
7 - ‹#›
Cost of Carrying Receiva.
CHAPTER 7Primate BehaviorWhat is Meant By Behavior.docxrobertad6
CHAPTER 7
Primate Behavior
What is Meant By Behavior?
• Anything organisms do that involves action in response to
internal or external stimuli.
• The response of an individual, group, or species to its
environment.
• Such responses may or may not be deliberate and they
aren't necessarily the results of conscious decision
making.
Ecological Perspective
• Pertains to relationships between organisms and
all aspects of their environment
• Temperature
• Predators
• Vegetation
• Availability of food and water
• Types of food
• Disease organisms
• Parasites
Behavioral Ecology
Focuses on the relationship between behaviors,
natural environment, and biological traits of the
species.
Based on the assumption that animals, plants, and
microorganisms evolved together.
Behaviors have evolved through the operation of
natural selection, or
Some behaviors are influenced by genes and are
subject to natural selection the same way physical
characteristics are.
The Evolution of Behavior
Behavior constitutes a phenotype
Individuals whose behavioral phenotypes increase
reproductive fitness pass on their genes at a faster
rate.
Genes do not code for specific behaviors, but they do
code for biological factors that impact behavior, i.e.
hormone levels, intelligence
Species vary in their limits and potentials for learning
and behavioral flexibility, set by genetic factors.
Natural selection acts on genetic factors shaped by
ecological, the same as it does physical
characteristics
Social Structure
• The composition, size, and sex ratio of a group of
animals.
• The social structure of a species is, in part, the
result of natural selection in a specific habitat, and
it guides individual interactions and social
relationships.
Why Are Primates Social?
• Group living exposes animals to competition with other group
members, so why not live alone?
• Costs of competition are offset by the benefits of predator
defense provided by associating with others.
• Group living evolved as an adaptive response to a number of
ecological variables.
Some Factors That Influence Social Structure
• Body Size
• Larger animals are better able to retain heat and their overall energy
requirements are less than for smaller animals
• This means they need fewer calories per unit of body weight.
Some Factors That Influence Social Structure
• Metabolism
• The chemical processes within cells that break down nutrients and release
energy for the body to use.
• Basal Metabolic Rate (BMR) and Diet
• Smaller animals generally have a higher BMR than larger ones.
• This means smaller primates require an energy-rich diet high in protein,
fats, and carbohydrates (fruit, and insects).
Some Factors That Influence Social Structure
• BMR and Diet
• Nutritional needs have evolved along with BMR and body size
• Benefits are considered in terms of energy (calories) obtained from food
.
Chapter 7Medical Care Production and Costs(c) 2012 Cengage.docxrobertad6
Chapter 7
Medical Care Production and Costs
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Assumptions of short-run production:
Medical firm produces a single output of medical services, q
Only two medical inputs exist: nurse-hours, n, and a composite capital good, k
Quantity of capital is fixed at some amount
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Medical firm faces an incentive to produce as efficiently as possible
Medical firm possesses perfect information regarding the demands for its product
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Production function:
Identifies different ways nurse-hours & capital can be combined
To produce various levels of medical services
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Each level of output produced by -
Several different combinations of the nurse and capital inputs
Each combination – assumed to be technically efficient – maximum amount of output that is feasible given the state of technology
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Law of diminishing marginal productivity
At first, total output increases at an increasing rate
After some point, it increases at a decreasing rate
Total product curve, TP
Depicts total output produced by different levels of the variable input, holding all other inputs constant
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classro.
CHAPTER 7FriendshipTHE NATURE OF FRIENDSHIPFRIENDSHIP ACROSS T.docxrobertad6
CHAPTER 7
Friendship
THE NATURE OF FRIENDSHIPFRIENDSHIP ACROSS THE LIFE CYCLEDIFFERENCES IN FRIENDSHIPFRIENDSHIP DIFFICULTIESFOR YOUR CONSIDERATIONCHAPTER SUMMARY
I get by with a little help from my friends. John Lennon
Take a moment and think about your two best friends. Why are they such close companions? Why do you think of them as friends? You probably like but don't love them. (Or, at least, you're not “in love” with them, or you'd probably think of them as more than just “friends.”) You've probably shared a lot of good times with them, and you feel comfortable around them; you know that they like you, too, and you feel that you can count on them to help you when you need it.
Indeed, the positive sentiments you feel toward your friends may actually be rather varied and complex. They annoy you sometimes, but you're fond of them, and because they're best friends, they know things about you that no one else may know. You like to do things with them, and you expect your relationship to continue indefinitely. In fact, if you look back at the features that define intimacy (way back on page 2), you may find that your connections to your best friends are quite intimate, indeed. You may have substantial knowledge of them, and you probably feel high levels of trust and commitment toward them; you may not experience as much caring, interdependence, responsiveness, and mutuality as you do with a romantic partner, but all three are present, nonetheless.
So, are friendships the same as but just less intimate than our romantic partnerships? Yes and no. Friendships are based on the same building blocks of intimacy as romances are, but the mix of components is usually different. Romances also have some ingredients that friendships typically lack, so their recipes do differ. But many of the elements of friendships and romances are quite similar, and this chapter will set the stage for our consideration of love (in chapter 8) by detailing what it means to like an intimate partner. Among other topics, I'll describe various features of friendship and question whether men and women can be “just friends.”
Page 214
THE NATURE OF FRIENDSHIP
Our friendships are indispensable sources of pleasure and support. One study of unmarried young adults found that over one-third of them (36 percent) considered a friendship to be their “closest, deepest, most involved, and most intimate” current relationship (Berscheid et al., 1989). A larger proportion (47 percent) identified a romantic relationship as their most important partnerships, but friendships were obviously significant connections to others. And they remain so, even after people marry. Another study that used an event-sampling procedure1 to track people's interactions found that they were generally having more fun when they were with friends than when they were alone or with family members, including their spouses. The best times occurred when both their spouses and their friends were present, but if it was one or.
Chapter 7
Food, Nutrition & Obesity Policy
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
1
Identifying the Problem: Obesity & Its Consequences
Obesity = excessive body fat/bodyweight
BMI—a ratio of weight to height, calculated as kilograms divided by meters squared
Categorize an individual as obese = BMI ≥30
In children, obesity refers to a BMI greater than, or equal to, the 95th percentile
Obesity is a major risk factor for:
Type 2 diabetes, cardiovascular disease, and hypertension
Greater risk for additional comorbid health conditions, including stroke, arthritis, nonalcoholic fatty liver disease, kidney disease, and mental health problems related to social stigma
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
2
Identifying the Problem: Obesity & Its Consequences
Disparities
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
3
Identifying the Problem: Obesity & Its Consequences
Disparities: Children
Between 1980 and 2004, obesity prevalence tripled among children aged 2 to 19 years increasing from 6% to 19%
Overall prevalence has remained fairly stable since 2004
2011–2012 = 17% of children obese
Hispanic children have the highest obesity prevalence, followed by: non-Hispanic Black and non-Hispanic White children
Black children are more likely to be severely obese than are White children
Trends indicate the most pronounced increase of severe obesity in White female and Black male children
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
4
Identifying the Problem: Obesity & Its Consequences
Disparities: Adults
More prevalent in non-Hispanic Blacks and Hispanics
Exists at the highest rate among all adults aged 40 to 59 years
Gender- and income-based obesity-related disparities exist among all racial and ethnic groups
Most pronounced among non-Hispanic Black women across all age categories
Higher income non- Hispanic Black and Mexican American men have slightly higher obesity prevalence rates than those with lower incomes
Adults in rural areas are significantly more likely to be obese than those in urban areas
WHY?
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
5
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
6
Identifying the Problem: Obesity & Its Consequences
The Costs of Obesity
$315.8 billion was spent on adult obesity-related direct healthcare costs in 2010
Majority of expenses resulting from the treatment of comorbid health conditions, particularly type 2 diabetes
Medicare and Medicaid spending would see decreases of 8.5% and 11.8% if obesity-related costs were removed from the analysis
Obesity-related absenteeism translates to an estimated cost of $8.65 billion per year in lost productivity
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
7
Identifying the Problem: Obesity & Its Consequences
Obesogenic Environment
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
8
https://youtu.be/5Rm7E2e1Su8
Identifying the Problem: Obesity & Its Consequences
Obesogenic Environment.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Chapter 8 - Children of alcoholics often display characteristic tr.docxrobertad6
Chapter 8 - Children of alcoholics often display characteristic traits: (1) the "hero" who attempts to replace the dysfunctional parent by overachieving, or (2) the "jester" who compensates for a lack of parental guidance by being mischievous and unruly. Which role did Beethoven play in his family? What is the evidence for your choice? 100+ words
Chapter 9 - Discuss the way travel might have affected composers (for example, Mendelssohn). If you have been outside the U.S., or even taveled far within the U.S., what effect did it have on you? 100+ words
.
Chapter 8 - Review the Siemens AG case study. Note the importan.docxrobertad6
Chapter 8 - Review the Siemens AG case study. Note the importance of understanding the interrelationships amongst all the senior leaders at every location. Pay special attention to Figure 8.1 and Figure 8.2. Note how the corporate CIO should engage with each of the regional leaders. Why is this important? (Information Technology and Organizational Learning)
The above submission should be one-page in length and adhere to APA formatting standards.
.
Chapter 7Victimology and Patterns of VictimizationThe a.docxrobertad6
Chapter 7:
Victimology and Patterns of Victimization
The authors discuss the meaning of genocide, criminology’s aversion of the topic, and assertions of the United States’ own participation in it. Through reviewing a brief U.S. history, the authors argue that genocide stemming from the treatment of Native Americans throughout history should not be written off as radical conspiracy. Likening American Indian reservations to inner cities, a connection is made provoking questions between the historical treatment of African Americans and genocide.
Chapter 8: Lawmaking and the Administration of Criminal Law
This Chapter analyzes the impact that class, race, and gender have on shaping laws and the lawmaking process. Although criminal law is thought to be an objective measure of harm, it is instead the direct result of our political process headed by a powerful few, where money and privilege reign. The authors explain that the laws that shape our reality and perceptions of what is criminal serve the interests of the influential ruling class at the expense of the underclasses.
Discuss
one
of the following (Write Minimum of 250 words):
1. You learned in Chapter 7 that certain victims are valued above others. Why do you think that is? How do you think that impacts the U.S Criminal Justice System?
OR
2. According to Chapter 8, minorities are the labor pool that is regulated through punishment. How is this analysis relevant in criminal justice today?
.
Chapter 7 2. How does a false positive alarm differ from a f.docxrobertad6
Chapter 7
2. How does a false positive alarm differ from a false negative alarm? From a security perspective, which is less desirable?
3.
How does a network-based IDPS differ from a host-based IDPS?
14.
What is an open port? Why is it important to limit the number of open ports to those that are absolutely essential?
Chapter 8
3.
What is a cryptographic key, and what is it used for? What is a more formal name for a cryptographic key?
4.
What are the three basic operations in cryptography?
9.
What are the components of PKI?
.
Chapter 7 covers Corporate Information Security and Privacy Regu.docxrobertad6
Chapter 7 covers Corporate Information Security and Privacy Regulation. Specifically, the Sarbanes Oxley Act of 2002 was passed as a result of the Enron scandal. Give a short synopsis of the Enron scandal and then provide a short synopsis of SOX.
Answer the question with a short paragraph, between 250 and 350 words. Brevity is a virtue. That is why you are limited to 350 words. If you can't present your hypothesis in 350 words or less then it is too complicated.
Remember that when you state a fact if you don't provide a reference, it is not a fact but rather an opinion.
submit it by 2/16/2020 at 4:59 PM EST
.
Chapter 7The Problem of EvilOf all the objections to theism pr.docxrobertad6
Chapter 7
The Problem of Evil
Of all the objections to theism presented by atheists, the most celebrated and oft-rehearsed, by far, is the problem of evil and suffering. Debates about evolution and the like notwithstanding, most reflective theists would likely agree that objections to belief in God posed by the occurrence of evil and suffering present a far more serious challenge than do objections from science. (In fact, one of the most popular lines of objection to theistic evolution is really a version of the problem of evil; it asks, How could a perfectly loving God employ a means of creation that proceeds by way of the systematic destruction of the weakest and most vulnerable creatures?) A distinction must be drawn, however, between the problem of evil as a philosophical objection to religious belief and the problem as a concerned question.
Some philosophers have put forward arguments from evil which purport to show that God does not exist or that belief in God is unreasonable. To such philosophical attacks, philosophical responses are appropriate. However, many people—believers and nonbelievers alike—are bothered by evil. When they are faced with suffering, on their own part or on the part of others, they may pose an agonizing Why? A philosophical argument is often the last thing such a person wants to hear; such an argument may appear irritatingly superficial or even callous. The person wants compassion and empathy, and the proper response may simply be to listen and try to share the other’s grief and questions. At such times the problem of evil calls more for pastoral care than for philosophical debate.
The philosophical problem of evil, on the other hand, can be posed briefly and sharply. It appears to many people that a perfectly good, all-knowing and all-powerful being, were he to exist, would not allow the kinds or quantity of evil and suffering that exists in our world. The underlying assumption of this argument is the intuition—common to many atheists and theists alike—that a good being eliminates evil as far as it is able to. God, being omniscient, should be aware of every instance of evil and suffering; being perfectly good, he would presumably want to eliminate all evil; being omnipotent, he should be able to do just that. If there were a God, therefore, one would expect not to find any evil in the world. Since one does find evil—and quite a bit of it—God must not exist. In this way, the existence of evil and suffering is thought to undermine the rationality of belief in God.
Types of Evil, Versions of the Problem and Types of Responses
The evils in the world which this argument takes as its basis are usually divided into two types. Moral evil is all the evil which is due to the actions of free, morally responsible beings. Murders, rapes and the hunger caused by social injustice would be examples of moral evil. Natural evil (or nonmoral evil) is all the evil that is not (or at least does not appear to be) due to the actions.
CHAPTER 7The CPU and MemoryThe Architecture of Comp.docxrobertad6
CHAPTER 7:
The CPU and Memory
The Architecture of Computer Hardware, Systems Software & Networking:
An Information Technology Approach
5th Edition, Irv Englander
John Wiley and Sons 2013
PowerPoint slides authored by Angela Clark, University of South Alabama
PowerPoint slides for the 4th edition were authored by Wilson Wong, Bentley University
CPU and MemoryEvery instruction executed by the CPU requires memory accessPrimary memory holds program instructions and dataSecondary storage is used for long term storageData is moved from secondary storage to primary memory for CPU execution
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
CPU: Major ComponentsALU (arithmetic logic unit)Performs calculations and comparisonsCU (control unit)Performs fetch/execute cycle
Accesses program instructions and issues commands to the ALU
Moves data to and from CPU registers and other hardware componentsSubcomponents:
Memory management unit: supervises fetching instructions and data from memory
I/O Interface: sometimes combined with memory management unit as Bus Interface Unit
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
System Block Diagram
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
The Little Man Computer
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Concept of RegistersSmall, permanent storage locations within the CPU used for a particular purposeManipulated directly by the Control UnitWired for specific functionSize in bits or bytes (not in MB like memory) Can hold data, an address, or an instructionHow many registers does the LMC have?What are the registers in the LMC?
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
RegistersUse of RegistersScratchpad for currently executing program
Holds data needed quickly or frequentlyStores information about status of CPU and currently executing program
Address of next program instruction
Signals from external devicesGeneral Purpose RegistersUser-visible or program-visible registersHold intermediate results or data values, e.g., loop countersEquivalent to LMC’s calculatorTypically several dozen in current CPUs
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Special-Purpose RegistersProgram Counter Register (PC)Also called instruction pointer (IP)Instruction Register (IR)Stores instruction fetched from memoryMemory Address Register (MAR)Memory Data Register (MDR) Status RegistersStatus of CPU and currently executing programFlags (one bit Boolean variable) to track conditions like arithmetic carry and overflow, power failure, internal computer error
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Register OperationsStores values from other locations (registers and memory)Addition and subtractionShift or rotate dataT.
Chapter 7QUESTION 1. Which of the following is defin.docxrobertad6
Chapter 7
QUESTION 1
.
Which of the following is defined as the persistnce of learning over time, through the encoding, storage and retrieval of memory?
.
memory
long-term memory
short-term memory
sensory memory
.
10 points
QUESTION 2
.
Which of the following refers to the processing of information outside of conscious awareness?
.
sensory memory
short-term memory
automatic processing
working memory
.
10 points
QUESTION 3
.
Behaviors such as texting and driving home would be considered...
.
explicit memories
automatic processing
implicit memories
working memory
.
10 points
QUESTION 4
.
Which of the following pieces of memory would you not process automatically?
.
Where your bed and dresser are in your room
A new acquaintances address
The location of your PSY110 classroom
How to spell your name
.
10 points
QUESTION 5
.
Cramming has actually been shown to be an effective method of learning new information.
.
True
.
False
.
10 points
QUESTION 6
.
Mood can be a retrieval cue.
.
True
.
False
.
10 points
QUESTION 7
.
Which of the following brain structures is responsible for temporarily holding memories until they can be moved to storage?
.
basal ganglia
frontal lobe
cerebellum
hippocampus
.
10 points
QUESTION 8
.
Which of the following brain structures is most involved with you learning motor movements such as how to ride a bike?
.
brain stem
basal ganglia
frontal lobe
hippocampus
.
10 points
QUESTION 9
.
If you have to take a foreign language at Valpo and you took a foreign language in high school, you would benefit from taking the same language at Valpo as you did in high school because you would benefit most from which of the following?
.
Recall
Relearning
Recognition
.
10 points
QUESTION 10
.
This very multiple choice question, which is asking you to identify previously learned material, requires you to make use of which of the following skills?
.
relearning
recall
recognition
.
Chapter 2
QUESTION 1
.
Neurons are...
.
basic building blocks of the nervous system
extensions of the cell body that receive messages
extensions of the cell body that send messages
a nerve impulse
.
10 points
QUESTION 2
.
Everything psychological is simultaneously biological
.
True
.
False
.
10 points
QUESTION 3
.
Brain plasticity allows us to adapt to new environments
.
True
.
False
.
10 points
QUESTION 4
.
The nervous system consists of...
.
the sympathetic and the parasympathetic nervous systems
the brain and spinal cord
the central nervous system and the peripheral nervous system
.
10 points
QUESTION 5
.
Neurotransmitters...
.
include serotonin and dopamine and affect behaviors and emotions
are electrical impulses in the brain
the form of communication between motor neurons and sensory neurons
are natural opiates released in response to pain
.
10 p.
Chapter 7One pageAPA stylePlease comment on the followin.docxrobertad6
Chapter 7
One page
APA style
Please comment on the following statement regarding our current educational system and examples of practices
:
"
It
is a cardinal precept of the newer school of education that the
beginning of instruction shall be made with the experience learners
already have; that this experience and the capacities that have been
developed during its course provide the starting point for all further
learning" (Dewey, 1938, p. 88
).
(
one page- deadline will be
Friday
.
CHAPTER 7
Managing Financial Operations
Revenue cycle (billing and collections)
Receivables management
Cash and marketable securities management
Inventory (supply chain) management
Operational monitoring and control
Copyright 2009 Health Administration Press
7 - ‹#›
Financial Operations
Financial operations involves the day-to-day oversight of such tasks as billing and collections (revenue cycle), cash management, and inventory management.
The specifics are highly dependent on the type of provider (e.g., hospital versus medical practice versus nursing home).
Thus, the focus here is on fundamental concepts as opposed to details.
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle
The revenue cycle is defined as all activities associated with billing and collecting for services.
In general, revenue cycle management should ensure that
patients are properly categorized by payer,
correct and timely billing takes place, and
correct and timely payment is received.
The revenue cycle includes the activities listed on the next slide.
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle (cont.)
Before-service activities:
Insurance verification
Certification of managed-care patients
Patient financial counseling
At-service activities:
Insurance status verification
Service documentation/claims production
After-service activities:
Claims submission
Third-party follow-up (if needed)
Denials management
Payment receipt and posting
Monitoring and reporting:
Monitoring
Review and improvement
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle (cont.)
In revenue cycle management, each of the identified activities is closely monitored to ensure that
the correct amount of reimbursement is collected on each patient,
reimbursements are collected as quickly as possible, and
the costs associated with the revenue cycle are minimized consistently with rapid and correct collections.
Two important keys to good revenue cycle management are information technology and electronic claims processing.
Copyright 2009 Health Administration Press
7 - ‹#›
Receivables Management
If a service is provided for cash, the revenue is immediately received.
If the service is provided on credit, the revenue is not received until the receivable is collected.
Receivables management, which falls under the general umbrella of the revenue cycle, is extremely important to healthcare providers.
Why?
Copyright 2009 Health Administration Press
7 - ‹#›
Accumulation of Receivables
Suppose Valley Clinic contracts with an insurer whose patients use $2,000 in services daily and who pays in 40 days.
The clinic will accumulate receivables at a rate of $2,000 per day.
However, after 40 days, the receivables balance will stabilize at $80,000:
Receivables = Daily sales × Average collection period
= $2,000
× 40
= $80,000
Copyright 2009 Health Administration Press
7 - ‹#›
Cost of Carrying Receiva.
CHAPTER 7Primate BehaviorWhat is Meant By Behavior.docxrobertad6
CHAPTER 7
Primate Behavior
What is Meant By Behavior?
• Anything organisms do that involves action in response to
internal or external stimuli.
• The response of an individual, group, or species to its
environment.
• Such responses may or may not be deliberate and they
aren't necessarily the results of conscious decision
making.
Ecological Perspective
• Pertains to relationships between organisms and
all aspects of their environment
• Temperature
• Predators
• Vegetation
• Availability of food and water
• Types of food
• Disease organisms
• Parasites
Behavioral Ecology
Focuses on the relationship between behaviors,
natural environment, and biological traits of the
species.
Based on the assumption that animals, plants, and
microorganisms evolved together.
Behaviors have evolved through the operation of
natural selection, or
Some behaviors are influenced by genes and are
subject to natural selection the same way physical
characteristics are.
The Evolution of Behavior
Behavior constitutes a phenotype
Individuals whose behavioral phenotypes increase
reproductive fitness pass on their genes at a faster
rate.
Genes do not code for specific behaviors, but they do
code for biological factors that impact behavior, i.e.
hormone levels, intelligence
Species vary in their limits and potentials for learning
and behavioral flexibility, set by genetic factors.
Natural selection acts on genetic factors shaped by
ecological, the same as it does physical
characteristics
Social Structure
• The composition, size, and sex ratio of a group of
animals.
• The social structure of a species is, in part, the
result of natural selection in a specific habitat, and
it guides individual interactions and social
relationships.
Why Are Primates Social?
• Group living exposes animals to competition with other group
members, so why not live alone?
• Costs of competition are offset by the benefits of predator
defense provided by associating with others.
• Group living evolved as an adaptive response to a number of
ecological variables.
Some Factors That Influence Social Structure
• Body Size
• Larger animals are better able to retain heat and their overall energy
requirements are less than for smaller animals
• This means they need fewer calories per unit of body weight.
Some Factors That Influence Social Structure
• Metabolism
• The chemical processes within cells that break down nutrients and release
energy for the body to use.
• Basal Metabolic Rate (BMR) and Diet
• Smaller animals generally have a higher BMR than larger ones.
• This means smaller primates require an energy-rich diet high in protein,
fats, and carbohydrates (fruit, and insects).
Some Factors That Influence Social Structure
• BMR and Diet
• Nutritional needs have evolved along with BMR and body size
• Benefits are considered in terms of energy (calories) obtained from food
.
Chapter 7Medical Care Production and Costs(c) 2012 Cengage.docxrobertad6
Chapter 7
Medical Care Production and Costs
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Assumptions of short-run production:
Medical firm produces a single output of medical services, q
Only two medical inputs exist: nurse-hours, n, and a composite capital good, k
Quantity of capital is fixed at some amount
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Medical firm faces an incentive to produce as efficiently as possible
Medical firm possesses perfect information regarding the demands for its product
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Production function:
Identifies different ways nurse-hours & capital can be combined
To produce various levels of medical services
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Each level of output produced by -
Several different combinations of the nurse and capital inputs
Each combination – assumed to be technically efficient – maximum amount of output that is feasible given the state of technology
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Law of diminishing marginal productivity
At first, total output increases at an increasing rate
After some point, it increases at a decreasing rate
Total product curve, TP
Depicts total output produced by different levels of the variable input, holding all other inputs constant
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classro.
CHAPTER 7FriendshipTHE NATURE OF FRIENDSHIPFRIENDSHIP ACROSS T.docxrobertad6
CHAPTER 7
Friendship
THE NATURE OF FRIENDSHIPFRIENDSHIP ACROSS THE LIFE CYCLEDIFFERENCES IN FRIENDSHIPFRIENDSHIP DIFFICULTIESFOR YOUR CONSIDERATIONCHAPTER SUMMARY
I get by with a little help from my friends. John Lennon
Take a moment and think about your two best friends. Why are they such close companions? Why do you think of them as friends? You probably like but don't love them. (Or, at least, you're not “in love” with them, or you'd probably think of them as more than just “friends.”) You've probably shared a lot of good times with them, and you feel comfortable around them; you know that they like you, too, and you feel that you can count on them to help you when you need it.
Indeed, the positive sentiments you feel toward your friends may actually be rather varied and complex. They annoy you sometimes, but you're fond of them, and because they're best friends, they know things about you that no one else may know. You like to do things with them, and you expect your relationship to continue indefinitely. In fact, if you look back at the features that define intimacy (way back on page 2), you may find that your connections to your best friends are quite intimate, indeed. You may have substantial knowledge of them, and you probably feel high levels of trust and commitment toward them; you may not experience as much caring, interdependence, responsiveness, and mutuality as you do with a romantic partner, but all three are present, nonetheless.
So, are friendships the same as but just less intimate than our romantic partnerships? Yes and no. Friendships are based on the same building blocks of intimacy as romances are, but the mix of components is usually different. Romances also have some ingredients that friendships typically lack, so their recipes do differ. But many of the elements of friendships and romances are quite similar, and this chapter will set the stage for our consideration of love (in chapter 8) by detailing what it means to like an intimate partner. Among other topics, I'll describe various features of friendship and question whether men and women can be “just friends.”
Page 214
THE NATURE OF FRIENDSHIP
Our friendships are indispensable sources of pleasure and support. One study of unmarried young adults found that over one-third of them (36 percent) considered a friendship to be their “closest, deepest, most involved, and most intimate” current relationship (Berscheid et al., 1989). A larger proportion (47 percent) identified a romantic relationship as their most important partnerships, but friendships were obviously significant connections to others. And they remain so, even after people marry. Another study that used an event-sampling procedure1 to track people's interactions found that they were generally having more fun when they were with friends than when they were alone or with family members, including their spouses. The best times occurred when both their spouses and their friends were present, but if it was one or.
Chapter 7
Food, Nutrition & Obesity Policy
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
1
Identifying the Problem: Obesity & Its Consequences
Obesity = excessive body fat/bodyweight
BMI—a ratio of weight to height, calculated as kilograms divided by meters squared
Categorize an individual as obese = BMI ≥30
In children, obesity refers to a BMI greater than, or equal to, the 95th percentile
Obesity is a major risk factor for:
Type 2 diabetes, cardiovascular disease, and hypertension
Greater risk for additional comorbid health conditions, including stroke, arthritis, nonalcoholic fatty liver disease, kidney disease, and mental health problems related to social stigma
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
2
Identifying the Problem: Obesity & Its Consequences
Disparities
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
3
Identifying the Problem: Obesity & Its Consequences
Disparities: Children
Between 1980 and 2004, obesity prevalence tripled among children aged 2 to 19 years increasing from 6% to 19%
Overall prevalence has remained fairly stable since 2004
2011–2012 = 17% of children obese
Hispanic children have the highest obesity prevalence, followed by: non-Hispanic Black and non-Hispanic White children
Black children are more likely to be severely obese than are White children
Trends indicate the most pronounced increase of severe obesity in White female and Black male children
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
4
Identifying the Problem: Obesity & Its Consequences
Disparities: Adults
More prevalent in non-Hispanic Blacks and Hispanics
Exists at the highest rate among all adults aged 40 to 59 years
Gender- and income-based obesity-related disparities exist among all racial and ethnic groups
Most pronounced among non-Hispanic Black women across all age categories
Higher income non- Hispanic Black and Mexican American men have slightly higher obesity prevalence rates than those with lower incomes
Adults in rural areas are significantly more likely to be obese than those in urban areas
WHY?
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
5
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
6
Identifying the Problem: Obesity & Its Consequences
The Costs of Obesity
$315.8 billion was spent on adult obesity-related direct healthcare costs in 2010
Majority of expenses resulting from the treatment of comorbid health conditions, particularly type 2 diabetes
Medicare and Medicaid spending would see decreases of 8.5% and 11.8% if obesity-related costs were removed from the analysis
Obesity-related absenteeism translates to an estimated cost of $8.65 billion per year in lost productivity
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
7
Identifying the Problem: Obesity & Its Consequences
Obesogenic Environment
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
8
https://youtu.be/5Rm7E2e1Su8
Identifying the Problem: Obesity & Its Consequences
Obesogenic Environment.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docx
1. Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human
experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century
Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi
Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”:
modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your
ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen
or touched snow in real life develop an
understanding of the concept of snow? How do young children
acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore
questions like these.
2. Cognitive psychologists also study intelligence. What is
intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so,
how do they relate to other types of
intelligence? What does an IQ test really measure? These
questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of
perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a
part of this discussion, we will consider
thinking and briefly explore the development and use of
language. We will also discuss problem solving
and creativity before ending with a discussion of how
intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing
this chapter, you will have a greater
appreciation of the higher-level cognitive processes that
contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities,
swirling rapidly inside your mind. How is it
3. possible that the brain is able to move from one thought to the
next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing,
and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move
throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply
put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem
solving, judgment, language, and memory.
Scientists who study cognition are searching for ways to
understand how we integrate, organize, and
utilize our conscious cognitive experiences without being aware
of all of the unconscious work that our
brains are doing (for example, Kahneman, 2011).
COGNITION
Upon waking each morning, you begin thinking—contemplating
the tasks that you must complete that
day. In what order should you run your errands? Should you go
to the bank, the cleaners, or the grocery
store first? Can you get these things done before you head to
class or will they need to wait until school
is done? These thoughts are one example of cognition at work.
Exceptionally complex, cognition is an
essential feature of human consciousness, yet not all aspects of
cognition are consciously experienced.
Cognitive psychology is the field of psychology dedicated to
examining how people think. It attempts
to explain how and why we think the way we do by studying the
interactions among human thinking,
emotion, creativity, language, and problem solving, in addition
to other cognitive processes. Cognitive
psychologists strive to determine and measure different types of
intelligence, why some people are better
4. at problem solving than others, and how emotional intelligence
affects success in the workplace, among
countless other topics. They also sometimes focus on how we
organize thoughts and information gathered
from our environments into meaningful categories of thought,
which will be discussed later.
CONCEPTS AND PROTOTYPES
The human nervous system is capable of handling endless
streams of information. The senses serve as
the interface between the mind and the external environment,
receiving stimuli and translating it into
nervous impulses that are transmitted to the brain. The brain
then processes this information and uses the
relevant pieces to create thoughts, which can then be expressed
through language or stored in memory
for future use. To make this process more complex, the brain
does not gather information from external
environments only. When thoughts are formed, the brain also
pulls information from emotions and
memories (Figure 7.2). Emotion and memory are powerful
influences on both our thoughts and behaviors.
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Figure 7.2 Sensations and information are received by our
brains, filtered through emotions and memories, and
processed to become thoughts.
In order to organize this staggering amount of information, the
brain has developed a file cabinet of sorts
5. in the mind. The different files stored in the file cabinet are
called concepts. Concepts are categories or
groupings of linguistic information, images, ideas, or memories,
such as life experiences. Concepts are,
in many ways, big ideas that are generated by observing details,
and categorizing and combining these
details into cognitive structures. You use concepts to see the
relationships among the different elements of
your experiences and to keep the information in your mind
organized and accessible.
Concepts are informed by our semantic memory (you will learn
more about semantic memory in a later
chapter) and are present in every aspect of our lives; however,
one of the easiest places to notice concepts
is inside a classroom, where they are discussed explicitly. When
you study United States history, for
example, you learn about more than just individual events that
have happened in America’s past. You
absorb a large quantity of information by listening to and
participating in discussions, examining maps,
and reading first-hand accounts of people’s lives. Your brain
analyzes these details and develops an overall
understanding of American history. In the process, your brain
gathers details that inform and refine your
understanding of related concepts like democracy, power, and
freedom.
Concepts can be complex and abstract, like justice, or more
concrete, like types of birds. In psychology,
for example, Piaget’s stages of development are abstract
concepts. Some concepts, like tolerance, are
agreed upon by many people, because they have been used in
various ways over many years. Other
concepts, like the characteristics of your ideal friend or your
family’s birthday traditions, are personal and
6. individualized. In this way, concepts touch every aspect of our
lives, from our many daily routines to the
guiding principles behind the way governments function.
Another technique used by your brain to organize information is
the identification of prototypes for the
concepts you have developed. A prototype is the best example
or representation of a concept. For example,
for the category of civil disobedience, your prototype could be
Rosa Parks. Her peaceful resistance to
segregation on a city bus in Montgomery, Alabama, is a
recognizable example of civil disobedience.
Or your prototype could be Mohandas Gandhi, sometimes called
Mahatma Gandhi (“Mahatma” is an
honorific title) (Figure 7.3).
Chapter 7 | Thinking and Intelligence 219
Figure 7.3 In 1930, Mohandas Gandhi led a group in peaceful
protest against a British tax on salt in India.
Mohandas Gandhi served as a nonviolent force for independence
for India while simultaneously
demanding that Buddhist, Hindu, Muslim, and Christian
leaders—both Indian and British—collaborate
peacefully. Although he was not always successful in
preventing violence around him, his life provides
a steadfast example of the civil disobedience prototype
(Constitutional Rights Foundation, 2013). Just as
concepts can be abstract or concrete, we can make a distinction
between concepts that are functions of our
direct experience with the world and those that are more
artificial in nature.
7. NATURAL AND ARTIFICIAL CONCEPTS
In psychology, concepts can be divided into two categories,
natural and artificial. Natural concepts
are created “naturally” through your experiences and can be
developed from either direct or indirect
experiences. For example, if you live in Essex Junction,
Vermont, you have probably had a lot of direct
experience with snow. You’ve watched it fall from the sky,
you’ve seen lightly falling snow that barely
covers the windshield of your car, and you’ve shoveled out 18
inches of fluffy white snow as you’ve
thought, “This is perfect for skiing.” You’ve thrown snowballs
at your best friend and gone sledding down
the steepest hill in town. In short, you know snow. You know
what it looks like, smells like, tastes like,
and feels like. If, however, you’ve lived your whole life on the
island of Saint Vincent in the Caribbean,
you may never have actually seen snow, much less tasted,
smelled, or touched it. You know snow from
the indirect experience of seeing pictures of falling snow—or
from watching films that feature snow as
part of the setting. Either way, snow is a natural concept
because you can construct an understanding of it
through direct observations or experiences of snow (Figure 7.4).
220 Chapter 7 | Thinking and Intelligence
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Figure 7.4 (a) Our concept of snow is an example of a natural
concept—one that we understand through direct
observation and experience. (b) In contrast, artificial concepts
are ones that we know by a specific set of
8. characteristics that they always exhibit, such as what defines
different basic shapes. (credit a: modification of work by
Maarten Takens; credit b: modification of work by “Shayan
(USA)”/Flickr)
An artificial concept, on the other hand, is a concept that is
defined by a specific set of characteristics.
Various properties of geometric shapes, like squares and
triangles, serve as useful examples of artificial
concepts. A triangle always has three angles and three sides. A
square always has four equal sides and
four right angles. Mathematical formulas, like the equation for
area (length × width) are artificial concepts
defined by specific sets of characteristics that are always the
same. Artificial concepts can enhance the
understanding of a topic by building on one another. For
example, before learning the concept of “area of
a square” (and the formula to find it), you must understand what
a square is. Once the concept of “area
of a square” is understood, an understanding of area for other
geometric shapes can be built upon the
original understanding of area. The use of artificial concepts to
define an idea is crucial to communicating
with others and engaging in complex thought. According to
Goldstone and Kersten (2003), concepts act as
building blocks and can be connected in countless combinations
to create complex thoughts.
SCHEMATA
A schema is a mental construct consisting of a cluster or
collection of related concepts (Bartlett, 1932).
There are many different types of schemata, and they all have
one thing in common: schemata are a
method of organizing information that allows the brain to work
more efficiently. When a schema is
activated, the brain makes immediate assumptions about the
9. person or object being observed.
There are several types of schemata. A role schema makes
assumptions about how individuals in certain
roles will behave (Callero, 1994). For example, imagine you
meet someone who introduces himself as a
firefighter. When this happens, your brain automatically
activates the “firefighter schema” and begins
making assumptions that this person is brave, selfless, and
community-oriented. Despite not knowing
this person, already you have unknowingly made judgments
about him. Schemata also help you fill in
gaps in the information you receive from the world around you.
While schemata allow for more efficient
information processing, there can be problems with schemata,
regardless of whether they are accurate:
Perhaps this particular firefighter is not brave, he just works as
a firefighter to pay the bills while studying
to become a children’s librarian.
An event schema, also known as a cognitive script, is a set of
behaviors that can feel like a routine. Think
about what you do when you walk into an elevator (Figure 7.5).
First, the doors open and you wait to
let exiting passengers leave the elevator car. Then, you step into
the elevator and turn around to face
the doors, looking for the correct button to push. You never face
the back of the elevator, do you? And
when you’re riding in a crowded elevator and you can’t face the
front, it feels uncomfortable, doesn’t it?
Interestingly, event schemata can vary widely among different
cultures and countries. For example, while
it is quite common for people to greet one another with a
handshake in the United States, in Tibet, you
greet someone by sticking your tongue out at them, and in
Belize, you bump fists (Cairns Regional Council,
10. Chapter 7 | Thinking and Intelligence 221
n.d.)
Figure 7.5 What event schema do you perform when riding in an
elevator? (credit: “Gideon”/Flickr)
Because event schemata are automatic, they can be difficult to
change. Imagine that you are driving home
from work or school. This event schema involves getting in the
car, shutting the door, and buckling your
seatbelt before putting the key in the ignition. You might
perform this script two or three times each day.
As you drive home, you hear your phone’s ring tone. Typically,
the event schema that occurs when you
hear your phone ringing involves locating the phone and
answering it or responding to your latest text
message. So without thinking, you reach for your phone, which
could be in your pocket, in your bag, or
on the passenger seat of the car. This powerful event schema is
informed by your pattern of behavior and
the pleasurable stimulation that a phone call or text message
gives your brain. Because it is a schema, it is
extremely challenging for us to stop reaching for the phone,
even though we know that we endanger our
own lives and the lives of others while we do it (Neyfakh, 2013)
(Figure 7.6).
Figure 7.6 Texting while driving is dangerous, but it is a
difficult event schema for some people to resist.
Remember the elevator? It feels almost impossible to walk in
and not face the door. Our powerful event
11. schema dictates our behavior in the elevator, and it is no
different with our phones. Current research
suggests that it is the habit, or event schema, of checking our
phones in many different situations that
makes refraining from checking them while driving especially
difficult (Bayer & Campbell, 2012). Because
texting and driving has become a dangerous epidemic in recent
years, psychologists are looking at ways
to help people interrupt the “phone schema” while driving.
Event schemata like these are the reason why
many habits are difficult to break once they have been acquired.
As we continue to examine thinking, keep
in mind how powerful the forces of concepts and schemata are
to our understanding of the world.
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7.2 Language
Learning Objectives
By the end of this section, you will be able to:
• Define language and demonstrate familiarity with the
components of language
• Understand how the use of language develops
• Explain the relationship between language and thinking
Language is a communication system that involves using words
and systematic rules to organize those
words to transmit information from one individual to another.
While language is a form of
12. communication, not all communication is language. Many
species communicate with one another through
their postures, movements, odors, or vocalizations. This
communication is crucial for species that need to
interact and develop social relationships with their conspecifics.
However, many people have asserted that
it is language that makes humans unique among all of the
animal species (Corballis & Suddendorf, 2007;
Tomasello & Rakoczy, 2003). This section will focus on what
distinguishes language as a special form of
communication, how the use of language develops, and how
language affects the way we think.
COMPONENTS OF LANGUAGE
Language, be it spoken, signed, or written, has specific
components: a lexicon and grammar. Lexicon refers
to the words of a given language. Thus, lexicon is a language’s
vocabulary. Grammar refers to the set
of rules that are used to convey meaning through the use of the
lexicon (Fernández & Cairns, 2011). For
instance, English grammar dictates that most verbs receive an “-
ed” at the end to indicate past tense.
Words are formed by combining the various phonemes that
make up the language. A phoneme (e.g., the
sounds “ah” vs. “eh”) is a basic sound unit of a given language,
and different languages have different
sets of phonemes. Phonemes are combined to form morphemes,
which are the smallest units of language
that convey some type of meaning (e.g., “I” is both a phoneme
and a morpheme). We use semantics and
syntax to construct language. Semantics and syntax are part of a
language’s grammar. Semantics refers to
the process by which we derive meaning from morphemes and
words. Syntax refers to the way words are
organized into sentences (Chomsky, 1965; Fernández & Cairns,
13. 2011).
We apply the rules of grammar to organize the lexicon in novel
and creative ways, which allow us to
communicate information about both concrete and abstract
concepts. We can talk about our immediate
and observable surroundings as well as the surface of unseen
planets. We can share our innermost
thoughts, our plans for the future, and debate the value of a
college education. We can provide detailed
instructions for cooking a meal, fixing a car, or building a fire.
The flexibility that language provides to
relay vastly different types of information is a property that
makes language so distinct as a mode of
communication among humans.
LANGUAGE DEVELOPMENT
Given the remarkable complexity of a language, one might
expect that mastering a language would
be an especially arduous task; indeed, for those of us trying to
learn a second language as adults, this
might seem to be true. However, young children master
language very quickly with relative ease. B. F.
Skinner (1957) proposed that language is learned through
reinforcement. Noam Chomsky (1965) criticized
this behaviorist approach, asserting instead that the mechanisms
underlying language acquisition are
biologically determined. The use of language develops in the
absence of formal instruction and appears
to follow a very similar pattern in children from vastly different
cultures and backgrounds. It would
seem, therefore, that we are born with a biological
predisposition to acquire a language (Chomsky, 1965;
Fernández & Cairns, 2011). Moreover, it appears that there is a
critical period for language acquisition,
14. Chapter 7 | Thinking and Intelligence 223
such that this proficiency at acquiring language is maximal
early in life; generally, as people age, the ease
with which they acquire and master new languages diminishes
(Johnson & Newport, 1989; Lenneberg,
1967; Singleton, 1995).
Children begin to learn about language from a very early age
(Table 7.1). In fact, it appears that this is
occurring even before we are born. Newborns show preference
for their mother’s voice and appear to be
able to discriminate between the language spoken by their
mother and other languages. Babies are also
attuned to the languages being used around them and show
preferences for videos of faces that are moving
in synchrony with the audio of spoken language versus videos
that do not synchronize with the audio
(Blossom & Morgan, 2006; Pickens, 1994; Spelke & Cortelyou,
1981).
Table 7.1 Stages of Language and Communication Development
Stage Age Developmental Language and Communication
1 0–3 months Reflexive communication
2 3–8 months Reflexive communication; interest in others
3 8–13 months Intentional communication; sociability
4 12–18 months First words
5 18–24 months Simple sentences of two words
15. 6 2–3 years Sentences of three or more words
7 3–5 years Complex sentences; has conversations
The Case of Genie
In the fall of 1970, a social worker in the Los Angeles area
found a 13-year-old girl who was being raised in
extremely neglectful and abusive conditions. The girl, who
came to be known as Genie, had lived most of her
life tied to a potty chair or confined to a crib in a small room
that was kept closed with the curtains drawn. For a
little over a decade, Genie had virtually no social interaction
and no access to the outside world. As a result of
these conditions, Genie was unable to stand up, chew solid
food, or speak (Fromkin, Krashen, Curtiss, Rigler,
& Rigler, 1974; Rymer, 1993). The police took Genie into
protective custody.
Genie’s abilities improved dramatically following her removal
from her abusive environment, and early on, it
appeared she was acquiring language—much later than would be
predicted by critical period hypotheses that
had been posited at the time (Fromkin et al., 1974). Genie
managed to amass an impressive vocabulary in
a relatively short amount of time. However, she never
developed a mastery of the grammatical aspects of
language (Curtiss, 1981). Perhaps being deprived of the
opportunity to learn language during a critical period
impeded Genie’s ability to fully acquire and use language.
You may recall that each language has its own set of phonemes
that are used to generate morphemes,
words, and so on. Babies can discriminate among the sounds
that make up a language (for example, they
16. can tell the difference between the “s” in vision and the “ss” in
fission); early on, they can differentiate
between the sounds of all human languages, even those that do
not occur in the languages that are used in
their environments. However, by the time that they are about 1
year old, they can only discriminate among
those phonemes that are used in the language or languages in
their environments (Jensen, 2011; Werker &
DIG DEEPER
224 Chapter 7 | Thinking and Intelligence
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Lalonde, 1988; Werker & Tees, 1984).
Visit this website (http://openstaxcollege.org/l/language) to
learn more about how
babies lose the ability to discriminate among all possible human
phonemes as they
age.
After the first few months of life, babies enter what is known as
the babbling stage, during which time they
tend to produce single syllables that are repeated over and over.
As time passes, more variations appear in
the syllables that they produce. During this time, it is unlikely
that the babies are trying to communicate;
they are just as likely to babble when they are alone as when
they are with their caregivers (Fernández &
Cairns, 2011). Interestingly, babies who are raised in
environments in which sign language is used will also
17. begin to show babbling in the gestures of their hands during this
stage (Petitto, Holowka, Sergio, Levy, &
Ostry, 2004).
Generally, a child’s first word is uttered sometime between the
ages of 1 year to 18 months, and for the
next few months, the child will remain in the “one word” stage
of language development. During this
time, children know a number of words, but they only produce
one-word utterances. The child’s early
vocabulary is limited to familiar objects or events, often nouns.
Although children in this stage only make
one-word utterances, these words often carry larger meaning
(Fernández & Cairns, 2011). So, for example,
a child saying “cookie” could be identifying a cookie or asking
for a cookie.
As a child’s lexicon grows, she begins to utter simple sentences
and to acquire new vocabulary at a very
rapid pace. In addition, children begin to demonstrate a clear
understanding of the specific rules that
apply to their language(s). Even the mistakes that children
sometimes make provide evidence of just how
much they understand about those rules. This is sometimes seen
in the form of overgeneralization. In
this context, overgeneralization refers to an extension of a
language rule to an exception to the rule. For
example, in English, it is usually the case that an “s” is added to
the end of a word to indicate plurality.
For example, we speak of one dog versus two dogs. Young
children will overgeneralize this rule to cases
that are exceptions to the “add an s to the end of the word” rule
and say things like “those two gooses” or
“three mouses.” Clearly, the rules of the language are
understood, even if the exceptions to the rules are
still being learned (Moskowitz, 1978).
18. LANGUAGE AND THOUGHT
When we speak one language, we agree that words are
representations of ideas, people, places, and events.
The given language that children learn is connected to their
culture and surroundings. But can words
themselves shape the way we think about things? Psychologists
have long investigated the question of
whether language shapes thoughts and actions, or whether our
thoughts and beliefs shape our language.
Two researchers, Edward Sapir and Benjamin Lee Whorf, began
this investigation in the 1940s. They
wanted to understand how the language habits of a community
encourage members of that community
to interpret language in a particular manner (Sapir, 1941/1964).
Sapir and Whorf proposed that language
determines thought, suggesting, for example, that a person
whose community language did not have past-
tense verbs would be challenged to think about the past (Whorf,
1956). Researchers have since identified
this view as too absolute, pointing out a lack of empiricism
behind what Sapir and Whorf proposed
(Abler, 2013; Boroditsky, 2011; van Troyer, 1994). Today,
psychologists continue to study and debate the
relationship between language and thought.
LINK TO LEARNING
Chapter 7 | Thinking and Intelligence 225
The Meaning of Language
Think about what you know of other languages; perhaps you
even speak multiple languages. Imagine for
19. a moment that your closest friend fluently speaks more than one
language. Do you think that friend thinks
differently, depending on which language is being spoken? You
may know a few words that are not translatable
from their original language into English. For example, the
Portuguese word saudade originated during the
15th century, when Portuguese sailors left home to explore the
seas and travel to Africa or Asia. Those left
behind described the emptiness and fondness they felt as
saudade (Figure 7.7). The word came to express
many meanings, including loss, nostalgia, yearning, warm
memories, and hope. There is no single word in
English that includes all of those emotions in a single
description. Do words such as saudade indicate that
different languages produce different patterns of thought in
people? What do you think??
Figure 7.7 These two works of art depict saudade. (a) Saudade
de Nápoles, which is translated into
“missing Naples,” was painted by Bertha Worms in 1895. (b)
Almeida Júnior painted Saudade in 1899.
Language may indeed influence the way that we think, an idea
known as linguistic determinism. One
recent demonstration of this phenomenon involved differences
in the way that English and Mandarin
Chinese speakers talk and think about time. English speakers
tend to talk about time using terms that
describe changes along a horizontal dimension, for example,
saying something like “I’m running behind
schedule” or “Don’t get ahead of yourself.” While Mandarin
Chinese speakers also describe time in
horizontal terms, it is not uncommon to also use terms
associated with a vertical arrangement. For
example, the past might be described as being “up” and the
future as being “down.” It turns out that these
20. differences in language translate into differences in
performance on cognitive tests designed to measure
how quickly an individual can recognize temporal relationships.
Specifically, when given a series of
tasks with vertical priming, Mandarin Chinese speakers were
faster at recognizing temporal relationships
between months. Indeed, Boroditsky (2001) sees these results as
suggesting that “habits in …