Problem Solving: Applying Mental Strategies to Solving Problems The nine-dot problem Draw no more than 4 lines that connect all the dots without lifting your pencil from the paper CHAPTER 7 7.1 Thinking An insight problem Move only 3 of the dots to make a downward-facing triangle Barriers to Effective Problem Solving The box-candle problem © Cengage Learning © Cengage Learning The two-string problem CHAPTER 7 7.1 Thinking © The New Yorker Collection 1998 Leo Cullum from cartoonbank.com. All Rights Reserved. Creativity: Are You Tapping Your Creative Potential? CHAPTER 7 7.1 Thinking Concept Review Cognitive Processes in Thinking Cognitive Process Definition Description Mental imaging Forming mental representations of objects or events. Images can be formed based on various sensory experiences, including vision, hearing, taste, and touch. Mental images can be manipulated to help us solve certain kinds of problems. Concept formation Grouping objects, events, and ideas on the basis of their common features. Most concepts are natural concepts, which have fuzzy or imprecise rules for membership. Logical concepts are those that have strict rules for membership. Problem solving The process of arriving at a solution to a given problem. Strategies include algorithms and heuristics. Pitfalls include mental set and functional fixedness. Decision making The process of deciding which of two or more courses of action to take. Decision making is often influenced by errors in thinking associated with the confirmation bias, the representativeness heuristic, and the availability heuristic. Creativity The generation of novel, workable products, or ideas Creativity applies cognitive processes that act on or manipulate stored knowledge. These processes include the use of analogy, conceptual combination, and conceptual expansion. CHAPTER 7 7.1 Thinking Clinton Wallace/Globe Photos/ZUMAPRESS.com/Alamy Stock Photo Language Development CHAPTER 7 7.2 Language Milestones in Language Acquisition Milestones in Language Acquisition Age Vocal Activity (approximate) Description Birth Crying Crying expresses distress 2 months Cooing Infant begins making cooing sounds (e.g., “aah” and “oooh”) 6 to 12 month Babbling Phonemes, the basic unites of sound, appear 12 months One-word phases Babies imitate sounds and can understand some words; they begin to say single words 18 to 24 months Two-word phrases or sentences Vocabulary grows to about 50 words, and babies emit two-word phrases or sentences 24 to 36 months Complex speech Sentences become longer and more complex and include plurals and past tense; speech shows elements of proper syntax CHAPTER 7 7.2 Language © Bob Krist/CORBIS Culture and Language: Does the Language We Use Determine How We Think? CHAPTER 7 7.2 Language Mint Images/Mint Images/Supterstock Is Language Unique to Humans? CHAPTER 7 7.2 Language wavebreakmedia/Shutterstock.com How is Intelligence Measured? CHAPTER 7 7.3 Intelligence What Are the Characteristics of a Good Test of Intelligence? Number of scores The average (mean) IQ score is 100, plus or minus 15 points 68% 95% 2% 0.1% CHAPTER 7 55 7.3 Intelligence 14% 70 34% 85 34% 100 IQ score 14% 115 2% 130 145 0.1% © F64/Digital Vision/Getty Images Gender Differences in Cognitive Abilities CHAPTER 7 7.3 Intelligence Extremes of Intelligence Levels of Intellectual Disability and Capabilities of School-age Children Level of Intellectual Disability (approximate IQ range) Approximate Percentage of Cases Mild (50–69) 85% Able to acquire reading and arithmetic skills to about sixth-grade level and can later function relatively independently and engage in productive work Moderate (35–49) 10% Able to learn simple communication and manual skills, but have difficulty acquiring reading and arithmetic skills Severe (20–34) 4% Capable of basic speech and may be able to learn repetitive tasks in supervised settings Profound (below 20) 2% Severe delays in all areas of development, but some may learn simple tasks in supervised settings Typical Capabilities of School-age Children Note: IQ ranges and prevalence data based on the following: International Statistical Classification of Diseases and Related Health Problems, 10th Revision (ICD-10) Version for 2010. Geneva, Switzerland: World Health Organization; King et al., 2009 CHAPTER 7 7.3 Intelligence © Cengage Learning Gardner’s Model of Multiple Intelligences CHAPTER 7 7.3 Intelligence CHAPTER 7 7.3 Intelligence Anders Ryman/Getty Images Will & Deni McIntyre/Getty Images © iStockphoto.com/Marcus Clackson Sternberg’s Triarchic Theory of Intelligence Concept Review Theories of Intelligence Theorist Major Concepts Comments Spearman Intelligence involves general cognitive ability, or “g.” Traditional intelligence tests are designed to measure “g” in the form of an IQ score. Thurstone Intelligence consists of seven primary mental abilities. Thurstone argued that a single IQ score cannot capture the broad range of mental abilities that constitutes intelligence. Gardner Multiple intelligences are needed to account for the range of mental abilities. Gardner’s theory has popular appeal but does not account for the interrelationships among the different intelligences. It also does not draw the line in determining how many separate intelligences are needed to account for the full range of mental abilities. Sternberg Sternberg’s triarchic theory proposes three aspects of intelligence: analytic, creative, and practical. The triarchic theory is important because it provides a much-needed focus on how people use their intelligence in everyday life. CHAPTER 7 7.3 Intelligence Gallo Images - Anthony Strack/Getty Images © Andrey Arkusha/Shutterstock.com Intelligence and the Nature-Nurture Question CHAPTER 7 7.3 Intelligence
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