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Intelligence 3.docx

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Department
Psychology
Course
Psychology 1000
Professor
Dr.Mike
Semester
Winter

Description
Intelligence January 15, 2013 Next Time: More Intelligence Scan: p. 360 - 380 Agenda:  Problem Solving  Psychometric Approach  Bias Question:  How do we solve problems?  What is intelligence?  How do you measure intelligence? One sentence can only have one surface structure, but there can be more than one deep structures Organization of Thought  Hierarchial Structure  Goal-Directed  Schema-Driven Heuristics  Kahneman and Tversky o Representativeness o Insensitivity to sample size o Availability o Concrete information o Framing effects  E.g. o Going to the theatre  Group one, lost a ticket, and must buy another one, but group two lost the ticket value before in the day. We find that group 2 people will more likely to buy the ticket, even though they lost the same amount of money.  It’s how we frame the question to solve problems. Different frame can get different answers Monk problem:  Graph him going up and graph him going down, when the two lines intersect is when he was at, same time when he was going up and down that he had passed Lily problem: there’s 1 lily in the pound, on day 60 how many days does it take for the pound to be half covered  59 days. You need to solve it backwards Book worm problem:  Need to be careful of how the book was arranged, for a 10 (100pages) book if worm starts at page 1 and finish at page 1000, then the worm will eat through 802 pages of books, its because of how the book was arranged, and worded by the question Sternberg and Davidson (1982)  Correct solutions to “insight” problems involve o Selective encoding o Selective combination o Selective comparison Intelligence  What is “intelligence”? o a host of abilities (memory, creativity, etc…) o what a test measures o but tests can be misleading  several studies indicate that unschooled people in remote villages cannot solve syllogisms o e.g. all cats have four legs I have four legs, therefore, I am a cat  suggests that preliterate people do (or cannot) use logical analysis  Scribner (1977) o All
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