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PSYCH 1X03 (1,058)
Joe Kim (989)

Psych lecture

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Joe Kim

Psychology: 1X03 Problem Solving and Intelligence Operational Definition of Intelligence  The researcher Edwin Boring has provided perhaps the most straight forward definition of intelligence: intelligence is whatever intelligence tests measure. ( This falls to capture important cognitive features of intelligence Intelligence:  The cognitive ability of an individual to learn from experience, reason well, remember important information, and cope with he demands of daily living MODOULE 2: Problem Solving  one task that captures the elements of our operational definition of intelligence is problem solving  Psychologists are interested in understanding the strategies you use to solve problems to gain insight into human intelligence EX. if someone tells you it's going to rain then you will come up with the conclusion that the wet will soon be wet (COME TO CONCLIOUS BASED ON IDEA) EX. If you wake up and realize the group is wet then you will determine it rained over night ( GENERATE IDEA BASED ON FACT) Insight Problems: DEFINE: Functional Fixedness  out difficulty seeing alternative uses for common objects -- > produces the same result if one person takes it multiple times ---> a valid test measures only the trait it is supposed to be measuring Francis Galton  Galton`s goal was to formally quantify intelligence in an unbiased manner  he managed to come up with an elegant solution: he recorded how quickly subjects could response to sensory motor tasks by their reaction time. He equated faster reaction times with higher intelligence.  whether or not it was valid measurement of intelligence is questionable, but it was an unbiased and reliable measure Standford-Binet Intelligence Test  was hired by the French ministry of public instruction to develop a tool that would help to indentify public school children who needed special education. In 1905 he produced first intelligence scale which needed 30 tasks in everyday life. ( Children were asked to name parts of the body, compare lengths and wrights and to name objects in pictures and define words) It was assumed that all of these tasks involved reasoning. Different versions of the test had questions according to age group so all children could be tested using standardized intelligence test.  a few yrs later a scientist from Stanford uni lewin terman further adapted the same and renamed it.  He found that when people did good on intelligence tests they did good on the following on the chart and he categorize it as "G"  he believed that only individuals with a minimum level of "G" should be able to vote, and should be able to reproduce  The influential concept of "G" remains the controversial today as it did then  each type of intelligence is independent from the others so you can be brilliant in variable intelligence yet lacking in musical intelligence  his ideas quickly gained in popularity and today the idea of MI is a popular idea in mainstream culture  some researchers have argued that it ignores Spearman`s findings that people who do well on one type of intelligence test are likely to do well on others  the scales are standardized to produce an intelligence quotient from each individual. IQ scoring is based on results of large samples of individuals who have taken the test  the tests are standardized so that someone who achieves
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