Psychology Final Sect 3

the mental manipulation of information via images or concepts. Thinking is also called

groupings of similar objects, events, ideas or people.

conscious direction of mental processes usually in order to find solution to problems

steps of critical thinking

break down whole into parts

integrating parts (components) into a whole

form variety of possible solutions to a problem

variety of possible ideas boiled down (converged into) one best answer

Subtypes of Thinking

• make use of what is already known
• ex: apply formulas learned to new math problem

• insight that goes beyond the bounds of existing associations
• CREATIVITY

Approaches to Problem Solving

• frame of mind leading you to think of problem in a particular way (“entrenchment”)
• leading solver to focus or fixate on a strategy that normally works

inability to recognize that something that is normally used a certain way can be used for other functions or in another way

• When one compares novices to experts, research shows that novices tend to:
• 1) focus on surface features
• 2) have less knowledge
• 3) have knowledge not as well organized
• 4) set unrealistic goals
• 5) not be as able to divide a problem into levels

we tend to make decisions in such a way to maximize pleasure and minimize pain (and usually, minimize effort as well).

each person has distinct values to attribute towards various decisions—often based on hopes, fears, motivations, or prior experiences.

2 Theorys of Decision Making

rules of thumb for making decisions—a simple thinking strategy

Hueristics

the actual prevalence of an event or characteristic within a population of events or characteristics—how likely something is to occur or be a certain way.

• we tend to judge the probability of an uncertain event based on:
• a) how obviously similar uncertain event is to population from which it comes
• b) degree to which uncertain event reflects salient features of the process by which it is generated
• c) thus, make decisions based on stereotypes/stereotypes/preconceived notions of what to expect

• we tend to make judgments of events/characteristics on basis of the ease that particular examples or relevant ideas come to mind.
• recent and/or meaningful events come easily to mind, and we are thinking that it happens often.

types of Biases

we excessively value our own skills, knowledge, or judgment

when sequence of coincidental events appear to be in nonrandom order we expect subsequent events to deviate from the observed pattern

• the tendency to pursue a hypothesis/idea that already agrees (in general) with prior expectations or desired outcomes
• we tend to search for and see information that confirms our pre-existing perceptions/expectations.

• the way an issue is posed or presented affects how we process the information.
• Framing can significantly affect our judgments and decisions.
• ex: news cast, sound bites

underlies all of our intelligent behavior, whatever that behavior may be.

• the most popular IQ assessments today
• WISC-IV
• high predictive validity

2 recent expansions on the definition and assessment of IQ are from who

• involved ability to acquire, store, and process information
• mental processes that foster efficient learning, remembering, and thinking
• Note: closest to the conventional definitions of intelligence

• involves abilities to use insight and creativity
• the capacity to be flexible and innovative when dealing with new situations—or when reworking an old situation.

• involves the ability to think practically
• Enables a person to adapt their abilities to the demands of the situation or context.
• “street smarts.”

• Novel, unusual behavior/thinking/skill performed in appropriate manners...not deviance
• creativity NOT intelligence

The ability to perceive, understand, manage, and use emotions.

to recognize emotions in faces, voices, art, music

to predict and see how they relate and interact

to know how to use them in various situations

to apply to adaptive or creative thinking

• Verbal/Linguistic
• Mathematical/Logical
• Visual/Spatial
• Kinesthetic (movement)/Body
• Self-reflective/Self-understanding
• Interpersonal/Social-understanding
• Musical
• Naturalistic

ability to use language

ability to think logically and solve mathematical problems

understand how objects are oriented in space

ability to control one’s body movements

understanding one’s own emotions and motivations

sensitivity to others, understanding the motivation of others

ability to compose and/or perform music

ability to recognize patterns in nature