Thinking & Intelligence Thinking & Intelligence Reasoning

Thinking & Intelligence Chapter 9

Thinking & Intelligence „ „ „

Reasoning Intelligence Animal Intelligence & Language

Reasoning „

Rational Reasoning „ „

„

Formal Informal

Barriers to Rational Reasoning

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Formal Rational Reasoning „

Deductive „ „

„

True premises Æ true conclusion General Æ particular

If a person gets athlete’s foot, then the person’s toes will fall off. „

Mark has athlete’s foot.

„

Mark’s toes did not fall off.

„ Is „ Is

it true his toes will fall off? it true he does not have athlete’s foot?

Formal Rational Reasoning „

Inductive „ „ „

„

Premises provide support for conclusion Conclusion could be false Particular Æ general

What is the rule & missing digit? „ „ „

5 9 13 ? 21 1 3 4 7 11 ? 84178 41788 17884 78841 ?

Informal Rational Reasoning „

Heuristics „

„

Rule of thumb

Dialectical Reasoning „ „

Opposing facts or ideas are weighed & compared Find best solution or resolve differences

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Barriers to Rational Reasoning „ „ „ „ „

Availability Heuristic Hindsight Bias Avoiding Loss Confirmation Bias Cognitive Consistency

Barriers to Rational Reasoning „

Availability Heuristic „

„

Judge probability of event by how easy it is to think of examples

Hindsight Bias „

Overestimate ability to have predicted event after outcome is known

Barriers to Rational Reasoning „

Avoiding Loss „

Make decision by minimizing risks & losses

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Barriers to Rational Reasoning „

What is the rule? „

„

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Confirmation Bias „

Notice confirmatory information for prior beliefs

Barriers to Rational Reasoning „

Need for Cognitive Consistency Æ Cognitive Dissonance: „

Tension as a result of „ Holding

psychologically inconsistent cognitions „ Inconsistency between belief & behavior

Barriers to Rational Reasoning „

Cognitive Consistency (Dissonance) „

Justification of effort „ Increased

liking after working hard or suffering to attain something

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Intelligence Testing History Theories of Intelligence Genes & Environment

„ „ „

Intelligence „

What IS intelligence?

„

Abstract concept Adapt well to situations

„

„ „ „ „

Learn from past Plan for future Acquire knowledge Think abstractly

Intelligence: Testing History „

Mental Tests „

Assessment of individual „ Achievement „ Aptitude „ Intelligence „ Personality

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Intelligence: Testing History „

Reliability „

„

Does test yield consistent results?

Validity „

Does test measure what it is supposed to measure?

Intelligence: Testing History „

Alfred Binet (1857-1911) „ „

Head size ID children needing educational support „ General

„ „ „

potential

“Intelligence” too complicate to be represented by one value Multi-dimensional Avoid labeling

Intelligence: Testing History „

Alfred Binet’s comment on labeling (1905): “it is really too easy to discover signs of backwardness in an individual when one is forewarned”

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Intelligence: Testing History „

H. H. Goddard (~1917) „

Unilinear scale „ Idiots

„

… Imbeciles … Morons …

Innate & inherited „ 1919:

“people who are doing the drudgery are, as a rule, in their proper places”

Intelligence: Testing History „

H. H. Goddard (~1917) „

Improvement of the human race

„

“Scientific” study

„ Disallow

“native morons” to breed

„ “Upstanding”

man with Quaker woman vs. tavern waitress

„

Appearance displays intelligence „ Kallikak

family

Kallikaks: Altered Photo

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Kallikaks: Altered Photo

Kallikak Woman: Unaltered

Intelligence: Testing History „

H. H. Goddard recants (1928) „ „

Education & Training can make a difference Little evidence that moron parents have imbecile or idiot children

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Intelligence: Testing History „

Lewis Terman „ „ „ „

Devised IQ Standardization Norms Stanford-Binet IQ Test (1916)

Intelligence: Testing History „

Intelligence Quotient „ „

MA = Mental Age CA = Chronological Age IQ = MA/CA x 100

Frequency Distribution of IQ Scores

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Intelligence: Testing History „

Robert M. Yerkes (1917) [& friends] „

WWI

„

Army Alpha

„ Test

of “native intellectual ability”

„ Required

„

Army Beta „ What

„

literacy

is wrong with this picture?

Individual Testing

Army Alpha Test „ „

Washington is to Adams as first is to __________. Crisco is a: „

„

patent medicine, disinfectant, toothpaste, food product

Christy Mathewson is famous as a „

writer, artist, baseball player, comedian

Army Beta Test

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Intelligence: Testing History „

Yerkes’ Findings „ „

1.75 million men tested Average MA: 13 Years „ Cause:

“nonconstrained breeding of feeble-minded”

„

What’s wrong with this picture? „

Validity?

Intelligence: Testing History „

Cyril Burt (1883-1971) „ „

MZ twins separated at birth Multiple publications over decades „ Highest

correlation between IQs of MZs separated at birth „ Each publication included additional MZs „ As pairs added, correlation remained same „

1976: Where is the data?

Theories of Intelligence „ „

Triarchic Theory Multiple Intelligences „ „ „

Spearman Gardner Horn & Cattell

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Triarchic Theory „

Robert Sternberg Componential (Analytic)

„

Experiential (Creative)

„

Comparing, analyzing, & evaluating

„

Inventing solutions to new problems Transfer skills to new situations

„ „

„

Contextual (Practical) Applying knowledge in everyday contexts

„

Multiple Intelligences „ „ „

Charles Spearman (1930’s) g = general intelligence s = specific abilities

Multiple Intelligences Howard Gardner „ „ „ „

Music Bodily/kinesthetic (athletics) Spatial (mental maps) Linguistic

„ „ „ „

Logic/Math Intrapersonal (self understanding) Interpersonal (social skills) Naturalistic

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Multiple Intelligences „ „

Horn & Cattell 2 types of general intelligence „ „

Crystallized intelligence (Gc) Fluid intelligence (Gf)

Intelligence: Genes & Environment „

„

How much of the variability in school achievement is attributable to genes and how much to environment? 1,100 twin pairs from England & Wales „

MZs & DZs

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Intelligence: Genes & Environment Child IQ Reading Ability

Parent IQ Stimulating Home Environment

Enjoyment of Reading

Parent Genes

Parent Education

School Performance Child IQ

Intelligence: Genes & Environment Genes

Shared Non-Shared Environment Environment

Child’s Reading

50%

31%

19%

School Performance

52%

24%

24%

Animal Intelligence & Language „

Videos shown in class Can animals use language to communicate? „

„

Does this language use demonstrate an understanding of abstract concepts?

Even without language use, can animals understand and use abstract concepts?

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