Introduction to Psychology: Kellogg Community College, Talbot Chapter 8 Chapter 8 Cognition, Intelligence, and Creativity

Introduction to Psychology: Kellogg Community College, TalbotChapter 8

Chapter 8Cognition, Intelligence, and

Creativity


Cognition: Definition of Terms

• Cognition: Mentally processing information (images, concepts, etc.); thinking

• Images: picture-like mental representations• Concept: Generalized idea representing a class of

related objects or events• Language: Words or symbols, and rules for combining

them, that are used for thinking and communication


Types of Mental Images

• Stored Image: Mental image kept in long-term memory (LTM) and retrieved when appropriate

• Created Image: Image that has been assembled or invented rather than remembered

• Kinesthetic Image: Created from produced, remembered, or imagined muscular sensations

Introduction to Psychology: Kellogg Community College, TalbotChapter 8Figure 8.1

FIGURE 8.1 Imagery in thinking. (Top) Subjects were shown a drawing similar to (a) and drawings of how (a) would look in other positions, such as (b) and (c). Subjects could recognize (a) after it had been “rotated” from its original position. However, the more (a) was rotated in space, the longer it took to recognize it. This result suggests that people actually formed a three-dimensional image of (a) and rotated the image to see if it matched. (Shepard, 1975.) (Bottom) Try your ability to manipulate mental images: Picture each of these shapes as a piece of paper that can be folded to make a cube. After they have been folded, on which cubes do the arrow tips meet?


FIGURE 8.2 When you see a flower, its image is represented by activity in the primary visual area of the cortex, at the back of the brain. Information about the flower is also relayed to other brain areas. If you form a mental image of a flower, information follows a reverse path. The result, once again, is activation of the primary visual area.


Concept Formation

• Process of classifying world into meaningful categories– Positive Instance: Object or event that belongs to the

concept class– Negative Instance: Object or event that does not

belong to the concept class • Conceptual Rule: Guidelines for deciding whether

objects or events belong to concept class


FIGURE 8.3 When does a cup become a bowl or a vase? Deciding if an object belongs to a conceptual class is aided by relating it to a prototype, or ideal example. Subjects in one experiment chose number 5 as the “best” cup.


Concept Formation (cont'd)

• Conjunctive Concept: Class of objects that are defined by the presence of two or more common features (e.g., object is pink and soft)

• Relational Concept: Based on how an object relates to something else or how its features relate to one another

• Disjunctive Concept: Objects that have at least one of several possible features; either-or concept (strike in baseball)


More Concept Issues and Terms

• Prototypes: Ideal model used as an example of a good concept

• Denotative Meaning: Exact definition of a word or concept

• Connotative Meaning: Emotional or personal meaning of a concept


FIGURE 8.4 Use of prototypes in concept identification. Even though its shape is unusual, item (a) can be related to a model (an ordinary set of pliers) and thus recognized. But what are items (b) and (c)? If you don’t recognize them, look ahead to figure 8.6.


FIGURE 8.5 This is an example of Osgood’s semantic differential. The connotative meaning of the word jazz can be established by rating it on the scales. Mark your own rating by placing dots or X’s in the spaces. Connect the marks with a line; then have a friend rate the word and compare your responses. It might be interesting to do the same for rock and roll, classical, and rap. You also might want to try the word psychology.


FIGURE 8.6 Context can substitute for a lack of appropriate prototypes in concept identification.


Language

• Encoding: Translating information into symbols that are easy to manipulate and understand

• Semantics: Study of meanings in language• Phoneme: Basic speech sounds• Morpheme: Speech sounds collected into meaningful

units, like syllables or words


FIGURE 8.6 Context can substitute for a lack of appropriate prototypes in concept identification.


Language (cont'd)

• Grammar: Set of rules for making sounds into words or words into sentences

• Syntax: Rules for word order in sentences• Transformation Rules: Rules that allow us to change a

declarative sentence into other voices (passive, active) or forms

• Productivity: Ability of language to generate new thoughts or ideas

• American Sign Language (ASL): Language used by deaf and hearing-impaired people


FIGURE 8.9 Animals around the world make pretty much the same sounds. Notice, however, how various languages use slightly different phonemes to express the sound a duck makes.


FIGURE 8.10 ASL has only 3,000 root signs, compared with roughly 600,000 words in English. However, variations in signs make ASL a highly expressive language. For example, the sign LOOK-AT can be varied in ways to make it mean look at me, look at her, look at each, stare at, gaze, watch, look for a long time, look at again and again, reminisce, sightsee, look forward to, predict, anticipate, browse, and many more variations.


FIGURE 8.11 Here is a sample of some of the word symbols that Sarah the chimpanzee used to communicate with humans.


Problem Solving• Mechanical Solution: Achieved by trial and error or by

rote• Algorithm: Learned set of rules that always leads to the

correct solution• General Solution: States the requirements for success

but not in enough detail for further action• Random Search Strategy: All possibilities are tried, more

or less randomly• Heuristic: Strategy for identifying and evaluating problem

solutions


FIGURE 8.12 After reading the message “Sarah insert apple pail banana dish” on the magnetic board, Sarah performed the actions as directed. (From “Teaching Language to an Ape” by Ann J. Premack and David Premack. Copyright © 1972 by Scientific American, Inc. Reprinted by permission of Eric Mose, Jr.)


Insight

• When an answer appears suddenly in problem solving (a-ha learning)

• Involves three abilities– Selective Encoding: Selecting information that is

relevant to a problem while ignoring distractions– Selective Combination: Connecting seemingly

unrelated bits of useful information– Selective Comparison: Comparing new problems with

old information or with problems already solved


FIGURE 8.14 A schematic representation of Duncker’s tumor problem. The dark spot represents a tumor surrounded by healthy tissue. How can the tumor be destroyed without injuring surrounding tissue? (After Duncker, 1945.)


Fixations

Fixations: Tendency to repeat wrong solutions and to “fixate” on them, or to become blind to alternatives

Functional Fixedness: Inability to see new uses (functions) for familiar objects or for things that were used in a particular way


FIGURE 8.17 Four trees can be placed equidistant from one another by piling dirt into a mound. Three of the trees are planted equal distances apart around the base of the mound. The fourth tree is planted on the top of the mound. If you were fixated on arrangements that involve level ground, you may have been blind to this three-dimensional solution.


Barriers to Problem Solving

• Emotional Barriers: Inhibition and fear of making a fool of oneself or of making a mistake

• Cultural Barriers: Belief that fantasy is a waste and feelings and humor have no place in problem solving

• Learned Barriers: Taboos; staying with conventional uses

• Perceptual Barriers: Habits leading to a failure to identify important elements of a problem


Artificial Intelligence (AI)

• Computers (and their programs) that perform human-like problem solving or intelligent responding (Deep Blue, the chess-playing supercomputer)

• Computer Simulations: Programs that attempt to duplicate human behavior, especially thinking, problem solving, or decision making

• Expert Systems: Computer programs that respond as an expert human would– Responding like a chess Grand Master

• Organized Knowledge: Systematic information• Acquired Strategies: Learned tactics


FIGURE 8.19 The left chessboard shows a realistic game. The right chessboard is a random arrangement of pieces. Expert chess players can memorize the left board at a glance, yet they are no better than beginners at memorizing the random board (Saariluoma, 1994). Expert performance at most thinking tasks is based on acquired strategies and knowledge. If you would like to excel at a profession or a mental skill, plan on adding to your knowledge every day


Defining Intelligence

• Global capacity to act purposefully, think rationally, and deal effectively with the environment

• Operational Definition: Specifies what procedures we will use to measure a concept


Testing Intelligence

Stanford-Binet Intelligence Scale, Fifth Edition (SB5): Widely used individual intelligence test, derived directly from Alfred Binet’s first intelligence test; items are age-ranked


SB5: Cognitive Factors Measured

Fluid reasoning Knowledge Quantitative reasoning Visual-spatial processing Working memory


FIGURE 8.22 Distribution of Stanford-Binet Intelligence Test scores for 3,184 children.


Some Intelligence Quotient (IQ) Terms

• Norm: Average score for a designated group of people• Chronological Age: Person’s age in years• Mental Age: Average intellectual performance


More Intelligence Quotient (IQ) Terms

• Intelligence Quotient (IQ): Intelligence index; original definition; mental age divided by chronological age, then multiplied by 100

• Deviation IQ: Scores based on a person’s standing in his or her age group; how far above or below average a person’s score is, relative to other scores

• Average IQ in the U.S.: 100


Wechsler Tests

• Wechsler Adult Intelligence Test, 3rd Edition (WAIS-III): Adult intelligence test that rates verbal and performance intelligence and abilities– Wechsler Intelligence Scale for Children, 4th Edition

(WISC-IV): Downscaled version of the WAIS-III; for children from 6 years to 16 years, 11 months, 30 days

• Performance Intelligence: Nonverbal intelligence• Verbal Intelligence: Language or symbol-oriented

intelligence


Group Tests

• These tests can be given to a large group of people with little supervision; usually contain multiple-choice items

• Normal (Bell-shaped) Curve: Most scores fall close to the average, and very few are found at the extremes


IQ Research Results, and a Few More Terms to Know

• A strong correlation (about .50) exists between IQ and school grades.

• IQ is NOT a good predictor of success in art, music, writing, dramatics, science and leadership.

• Men and women do NOT appear to differ in overall intelligence.

• Giftedness: Having a high IQ (usually above 130) or special talents or abilities (playing Mozart at age 5).


FIGURE 8.23 Approximate correlations between IQ scores for persons with varying degrees of genetic and environmental similarity. Notice that the correlations grow smaller as the degree of genetic similarity declines. Also note that a shared environment increases the correlation in all cases.


FIGURE 8.24 Comparison of an adopted child and a biological child reared in the same family.


Gardner’s Theory of Eight Multiple Intelligences

• Language: Used for thinking by lawyers, writers, comedians

• Logic and Math: Used by scientists, accountants, programmers

• Visual and Spatial Thinking: Used by engineers, inventors, aviators

• Music: Used by composers, musicians, music critics


Gardner’s Theory of Eight Multiple Intelligences (cont'd)

• Bodily-Kinesthetic Skills: Used by dancers, athletes, surgeons

• Intrapersonal Skills (Self-Knowledge): Used by poets, actors, ministers

• Interpersonal Skills (Social Abilities): Used by psychologists, teachers, politicians

• Naturalistic Skills (Ability to Understand Natural Environment): Used by biologists, organic farmers


Mental Retardation: Some Definitions • Presence of a developmental disability or an IQ score

below 70; a significant impairment of adaptive behavior also figures into the definition– Adaptive Behavior: Basic skills such as dressing,

eating, working, hygiene; necessary for self-care• Familial Retardation: Mild retardation that occurs in

homes that have inadequate nutrition, intellectual stimulation, medical care, and emotional support


Organic Causes of Mental Retardation• Related to physical disorders• Birth Injuries: Lack of oxygen to the brain, for example• Fetal Damage: Congenital problem; prenatal damage

from disease, infection, or drug abuse by the mother• Metabolic Disorders: Disorder in metabolism; affects

energy use and production in the body• Genetic Abnormalities: Abnormality in the genes, such

as missing genes, extra genes, or defective genes


Creative Thinking

• Inductive Thought: Going from specific facts or observations to general principles

• Deductive Thought: Going from general principles to specific situations

• Logical Thought: Going from given information to new conclusions based on specific rules

• Illogical Thought: Thought that is intuitive, associative, or personal


How to “Rate” Creative Thoughts• Fluency: Total number of suggestions you can make• Flexibility: Number of times you shift from one class of

possible uses to another• Originality: How novel or unusual or unique your

suggestions are• Convergent Thinking: Many thoughts or variations

converging on a single answer; conventional thinking • Divergent Thinking: Many possibilities developing from

one starting point


Tests of Creativity

• Unusual Uses Test: Find as many uses for an object as possible (Tell me all the things you can do with this pencil.)

• Consequences Test: List all the consequences that would follow if a basic change were made in the world (What would happen if we were able to read everyone’s thoughts?)

• Anagrams Test: Make as many new words as possible from the letters in a given word

• Often seen on puzzle pages in newspapers


FIGURE 8.25 Some tests of divergent thinking. Creative responses are more original and more complex.


Stages of Creative Thought

• Orientation: Defining the problem• Preparation: Gaining as much information as possible• Incubation: The problem, while not appearing to be

actively worked on, is still “cooking” in the background• Illumination: The “a-ha” experience; rapid insight into the

solution• Verification: Testing and critically evaluating the solution


Creative Personality

• Smarter people have a slight tendency to be more creative.

• Creative people usually have a greater than average range of knowledge and interests.

• Creative people have openness to experience.• Creative people value independence and have a

preference for complex things


Logic and Intuition

• Intuition: Quick, impulsive thought that does not make use of formal reasoning

• Representativeness Heuristic: Giving a choice greater weight if it seems to be representative of what is already known

• Base Rate: Underlying probability of an event• Framing: The way a problem is stated or the way it is

structured


FIGURE 8.26 (a) Nine dots are arranged in a square. Can you connect them by drawing four continuous straight lines without lifting your pencil from the paper? (b) Six matches must be arranged to make four triangles. The triangles must be the same size, with each side equal to the length of one match. (The solutions to these problems appear in FIGURE 8.27.)


FIGURE 8.27 Problem solutions. (a) The dot problem can be solved by extending the lines beyond the square formed by the dots. Most people assume incorrectly that they may not do this. (b) The match problem can be solved by building a three-dimensional pyramid. Most people assume that the matches must be arranged on a flat surface. If you remembered the four-tree problem from earlier in the chapter, the match problem may have been easy to solve.


How to Enhance Creativity

• Break mental sets and challenge assumptions.– Mental Set: Tendency to perceive or respond in a

certain way that blinds us to possible solutions.• Define problems broadly.• Restate the problem in different ways.• Allow time for incubation.


How to Enhance Creativity (cont'd)

• Seek varied input.• Look for analogies.• Take sensible risks.• Delay evaluation.


Brainstorming

• Keeping the production of ideas separate from the evaluation of them; producing ideas with no criticism

• Cross-Stimulation Effect: When one participant’s ideas in a brainstorming session trigger ideas from others


Brainstorming Rules

• Criticism of ideas is absolutely barred• Modification or combination with other ideas is

encouraged• Quantity of ideas is sought• Unusual, remote, or wild ideas are sought• Record ideas as they occur• Elaborate or improve on the most promising ideas

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Introduction to Psychology: Kellogg Community College, Talbot Chapter 8 Chapter 8 Cognition, Intelligence, and Creativity