CHAPTER 7 COGNITION THINKING INTELLIGENCE AND What does

CHAPTER 7: COGNITION: THINKING, INTELLIGENCE AND What does it mean to think? How does thinking work?

DO NOW 1) What does the term cognition mean to you? What does it mean? What is involved with it? 2) What types of things can effect our cognition?

TED TALKS VIDEO QUESTIONS: HOW THINKING WORKS 1) What were some of the troubling things that Dr Derek Cabrera noticed about his Ivy League students? 2) What does he mean when he says his students were “Very good at doing school”? Does this apply to you or someone you know? 3) How does he define “thinking”? What are the different types of thinking he discusses? 4) How do legos illustrate our global ‘Thinking’ problems? 5)What does Dr Cabrera mean by saying the fix to education is a “bottom-up” approach? Do you agree? 6) What are the 4 universal thinking skills? Define or explain each skill…. 7) Are you a DSRP thinker or a memorizer? Which do you think is better? What can teachers do to help encourage DSRP thinking (at metro or even beyond)?

CHAPTER 7. 1 HOW PEOPLE THINK: MENTAL IMAGERY, PROBLEM SOLVING AND DECISION How are mental images and concepts involved in the process of thinking?

HOW PEOPLE THINK q. What is thinking? q Thinking (Cognition): Mental activity that goes on in the brain when a person is organizing and attempting to understand information and communicating information to others. q. Includes memory, consciousness, decision making and problem solving q. Often called a “stream” or “train” of consciousness which is a combination of mental words and images

MENTAL IMAGERY q. Mental Imagery: mental representations that stand for objects or events and have a picture-like quality. One of the tools used in the human thought process. q. Like a “mental map” that we take of our surroundings q. Examples: Used to help people remember where the car is parked or find their way home or to new places q. Mental images are created in stored knowledge area of cortex and sent to the visual cortex and processed like a visual image

CONCEPTS q. Concepts: Ideas that represent a class or category of objects, events or activities q. Concepts allow us to think about objects or events without having to think about all the specific examples of a category (i. e. Fruit or Bird) q. Concepts also allow for the identification of new objects and events that may fit the concept.

CONCEPT “LEVELS” q. Superordinate Concept: The most general form of a type of concept (i/e animal or fruit) q. Basic Level Type: An example of a type of concept around which other concepts are organized (i/e dog, cat or pear) q. Subordinate Concept: The most specific category of a concept (i/e your pet dog Buddy or the pear in your hand) q. Formal Concepts: Concepts that are defined by specific rules or features (i/e to be a square an object must be 2 -D and have 4 angles adding up to 360 degrees) q. Natural Concepts: Concepts people form as a result

PROTOTYPES AND SCHEMAS q. Prototype: An example of a concept that closely matches the defining characteristics of a concept. q. Prototypes are the automatic pictures in your head that you associate with higher level concepts (i/e Fruit=Apple) q. Prototypes are culturally influenced q. People tend to look at examples of a concept and compare them to the prototype q. Schemas: generalizations about objects, places, events and people. A common way that people’s thoughts are organized

THINK FAST!! PRACTICING WITH PROTOTYPES As each word comes up on the screen, write the first thing that comes to your mind. Whatever you see is your “PROTOTYPE” for that word or concept q. SUMMER q TEST q BIRD q JUICE q FOOTBALL q PRESIDENT q AP PSYCHOLOGY q VEHICLE q FOOD q CHOCOLATE q BOOK q VEGETABLE

YOUR TURN: DESIGN A PROTOTYPE Using what you know about prototype you and a partner are going to design 2 prototypes for common words and concepts. Before drawing your prototype consider the following factors: 1) Define the term: What is it? What types of things are included in it 2) What concepts are included with your terms? How can you best depict all the concepts within your prototype? Once you have created 2 prototypes we will compare prototypes among the class to see which is the BEST prototype

HOMEWORK q. ACE Vocabulary: 7. 1 q. Psychology in the News: Artificial Intelligence pg 269 q. Answer questions in your notebook!!!

DO NOW: BREAKING DOWN CONCEPTS Break the following words down into concept levels: Chicken Nugget, Metro High School, Diet Pepsi and Iphone 7 Superordinate Concept: Basic Level Type : Subordinate Level: Formal Concept: Natural Concept: Prototype:

VIDEO QUESTIONS: BRAIN TRICKS-THIS IS HOW YOUR BRAIN WORKS 1) What’s the difference between “fast thinking” and “slow thinking” 2) How does the video test our “system 2” of thinking? 3) Explain how the “Moses Ilusion” works. 4) Explain/Define “Priming”.

CHAPTER 7. 2 PROBLEM SOLVING AND DECISION MAKING What are the methods people use to solve problems and make decisions, and can a machine be made to think like a person?

PROBLEM SOLVING AND DECISION MAKING q. Problem Solving: Process of cognition that occurs when a goal must be reached by thinking and behaving in certain ways. q. Examples: Figuring out a recipe, understanding a complex mathematical proof, deciding on a college major q. There a variety of ways in which people can approach thinking and problem solving

TRIAL AND ERROR (MECHANICAL SOLUTIONS) q. Trial and Error (Mechanical Solution): Problem solving method in which one possible solution after another is tried until a successful one is found q. Example: Jamie forgets her PIN number for her online banking Website so she continues to try different numbers until she finds one that works q. Mechanical solutions can also involve solving by rote (a learned set of rules)

ALGORITHMS q. Algorithms: Very specific, stepby-step procedures for solving certain types of problems q. Algorithms always result in a correct solution q. Examples: Mathematical formulas, Alphabetical Order, Rubix Cubes q. Algorithms aren’t always practical (trying to guess a pin or a password)

HEURISTICS q. Heuristic: An educated guess based on prior experiences that helps narrow down the possible solutions for a problem. Also known as “rule of thumb. ” q. Example: A student trying to figure out how to format a paper and types “format” into the help feature in the toolbar q. Heuristics are NOT always successful unlike algorithms

HEURISTICS (CONTINUED) q. Representative Heuristics: categorizing objects by simply assuming that any object (or person) that shares characteristics with the members of a particular category is also a member of that category. q. Works well for plants, but not for people (stereotypes) q. Example: Are all people with dark skin from Africa? Does everyone with red hair have a bad temper? q. Other useful heuristics: q. Working backwards from the goal, Breaking down a goal into smaller sub-goals, Making diagrams to organize information q. Means-end analysis: heuristic in which the difference between the starting situation and the goal is determined and then steps are taken to reduce that difference

PROBLEM SOLVING/COGNITION STATIONS Today we are going to practice and APPLY different types of problem solving and attribute these to the information that we’ve been discussing in class. There will be 6 Problem Solving stations set up in folders around the room. Each station is designed to take 10 minutes (5 for problem solving and 5 for APPLYING the terms based on the questions provided). Some tasks are individual and other tasks are group problem solving. Assign one person in your group to keep time. No additional time will be given, so work swiftly and efficiently or you will fall behind.

HOMEWORK ACE Vocab 7 -1 through 7 -3 Notes 7 -3: Problems with Problem Solving (Quiz next class)

CHAPTER 7. 3 PROBLEMS WITH PROBLEM SOLVING Why does problem solving sometimes fail and what is meant by creative thinking?

FUNCTIONAL FIXEDNESS q. Functional Fixedness: A “brain block” to problem solving that comes from thinking about objects in terms of only their typical functions q. Example: When you look all over the house for a screwdriver to try and find one, but can’t. Meanwhile there are several objects close by that you could use to tighten a screw (a butter knife, a key, a dime…) but you don’t think about those because tightening screws is not their

MENTAL SET AND CONFIRMATION BIAS q. Mental Set: The tendency for people to persist in using problemsolving patterns that have worked for them in the past. q. Confirmation Bias: The tendency to search for evidence that fits one’s beliefs while ignoring any evidence to the contrary. q. Example: Republicans who only watch Fox News or Democrats who only watch MSNBC.

CREATIVITY q. Creativity: The process of problem solving by combining ideas or behavior in new ways q. Useful for problems that require with coming up with entirely new ways of looking at the probable, unusual and inventive solutions q. Also known as “Thinking Outside the Box”

DIVERGENT AND CONVERGENT THINKING q. Convergent Thinking: The type of thinking in which a problem is seen as having only one answer, and all lines of thinking will eventually lead to that single answer. q. Example: Taking a math test, there is only one answer or a multiple choice AP Psychology Test only ONE answer is correct! (Metro kids like THIS kind of thinking) q. Divergent thinking: The type of thinking in which a person starts from one point and comes up with many different ideas or possibilities based on that point. q. Example: Open ended questions like “How many different uses are there for a pencil? ” Or “What would happen if the United States were to ally with Russia? ” (Metro kids do NOT like this kind of thinking) q. Divergent thinking are better problem solvers!! They are less frustrated by complex and open-ended problems

DO NOW: PRACTICING PROBLEM SOLVING You are packing up to move to college and you have one more box to fit in the trunk of your car but it looks like there is simply no room left. You don’t want to leave the box behind. How will you solve this problem? Approach Trial and Error (Mechanical) Algorithm Heuristics Insight Solution

CAN LOOKS PREDICT YOUR INTELLIGENCE? 1) Before the video: What do you think? Can looks predict how smart someone is? Explain your answer. 2) Explain the research study that was done to predict the correlation between looks and intelligence. 3. What does an “intelligent face” look like according to this study? 4. What role does “sexual evolution” and gender play in our ability to predict intelligence?

CHAPTER 7. 4 INTELLIGENCE How do psychologists define intelligence and how to the various theories of intelligence differ?

DEFINITION OF INTELLIGENCE q. Defining intelligence is one of the most controversial topics in the fields of psychology and education q. Intelligence: The ability to learn from one’s experiences, acquire knowledge, and use resources effectively in adapting to new situations or solving problems. q. Intelligence determinants tend to vary with culture.

THEORIES OF INTELLIGENCE: SPEARMAN’S G FACTOR q. Spearman (1904) saw intelligence as two different abilities: q. G Factor: (General Intelligence): The ability to reason and solve problems q. S Factor (Specific Intelligence): The ability to excel in specific areas such as music, business or art q. Many people found Spearman’s Theory too simplistic

THEORIES OF INTELLIGENCE: GARDNER’S MULTIPLE INTELLIGENCES q. Gardner (1993 b, 1993 A) believed that terms such as reason, logic and knowledge should be separated into different aspects of intelligence rather than grouped together. q. Gardner believed there are 9 types of intelligences in people: Verbal/Linguistic, Musical, Logical/Mathematical, Visual/Spatial, Movement, Interpersonal, Intrapersonal, Naturalist and Existentialist. q. Gardner’s theory is popular in education fields , however cognitive psychologists criticize the lack of formal evidence supporting theory

THEORIES OF INTELLIGENCE: STERNBERG’S TRIARCHIC q. Sternberg (1988, 1997) developed a theory that there THEORY are 3 types of intelligence q. Triarchic Theory of Intelligence: Theorizes that there are 3 kinds of intelligence: analytical, creative and practical q. Analytical Intelligence: “Book Smarts” the ability to break problems down into component parts or analysis for problem solving. Measured by intelligence tests/academic achievements. q. Creative Intelligence: The ability to deal with new and difference concepts and to come up with new ways of solving problems. “Divergent thinkers” q. Practical Intelligence: “Street Smarts” The ability to

THEORIES OF INTELLIGENCE: EMOTIONAL INTELLIGENCE q. One of the newer “intelligences” introduced to the fields of psychology and education is Emotional Intelligence q. Emotional intelligence – the awareness of and ability to manage one’s own emotions as well as the ability to be self-motivated, able to feel what others feel, and socially skilled. Viewed as a powerful influence on success in life.

VIDEO QUESTIONS: ARE YOU EMOTIONALLY INTELLIGENT? 1) Which does the video argue plays a bigger role in career and relationship successes, EQ or IQ? 2) What are the 5 categories of EQ? Provide a short example/definition of each. 3) Are you emotionally intelligent? Why or why

THE REAL RAIN MAN: DOCUMENTARY q. We are going to watch a documentary that shows the life of Kim Peek, the genius that inspired Dustin Hoffman’s character in the movie “Rain Man”. Kim Peek is classified as a “Mega-Savant”, having memorised 12, 000 books including the entire Bible. He also has Autism, finding it hard to do day task q. As you watch the video, answer the guided questions which discuss important tests and theories we will be covering in this chapter. I will provide a guided notes structure on the next page. q. When the video is finished you will complete an in-class writing prompt using any notes you took on the video.

THE REAL RAIN MAN: GUIDED NOTES Kim’s Abilities and Skills Kim’s Challenges and Disabilities Challenges Faced by Kim’s Family How Kim is Viewed By Others (Doctors, Peers, Friends, Society, Tests etc…) 1. 1. 2. 2. 1 page writing prompt: What is Intelligence? Which theory best fits your belief about intelligence? Please reconcile this with savant sydrome. What is savant syndrome? How does savant syndrome fit into your idea of what intelligence is? Would they be considered intelligent or not according to your belief. Intelligence Theories: Spearman’s General Intelligence, Sternberg’s Triarchic Theory, Gardner’s Multiple Intelligence Theory

INTELLIGENCE CHARACTER ANALYSIS

HOMEWORK q. Read and take notes chapter 7. 6, 7. 8 & 7. 8: Differences in Intelligences: Mental Retardation and Giftedness; Nature vs Nurture of Intelligence (Quiz Next Class) q Intelligence Character Analysis Sheet: Due next class q. ACE Vocabulary 7. 4, 7. 6 -7. 8 q. Memory Map Due Tuesday `

DO NOW: GARDNER’S MULTIPLE INTELLIGENCES Mrs Ralph wants to introduce her very diversely intelligent students to a new unit about the Solar System. How can she use Gardners Multiple Intelligences Theory to reach the maximum number of students: Intelligence Type Logical/Analytical Verbal/Linguistic Movement/Kinesthetic Visual/Spatial Musical/Rythmic Interpersonal or Intrapersonal Naturalistic Activity

TED TALKS QUESTIONS: WHY STANDARDIZED TESTING FAILS US 1) How did traditional IQ tests effect the author’s school experience? 2) Why have IQ tests decreased in accuracy? What 3 things have changed? 3) What are some of the “new skills” that students need today to be successful? 4) Why do we still use these tests, despite the fact that the definition of intelligence has changed so much? What are the 6 reasons the narrator gives? 5) Describe the “rainbow project”. Describe “Kalidescope”. Which theory of intelligence theory do these tests fit with?

CHAPTER 7. 5: MEASURING INTELLIGENCE How is intelligence measured, and how are intelligence tests constructed?

MEASURING INTELLIGENCE q. Intelligence testing is a relatively new phenomenon (less than 100 years old) q. It was pioneered by educators and then refined by psychologists. q. Today several tests exist and each have different ways of measuring intelligence

BINET’S MENTAL ABILITY TEST q. The first official “Intelligence Test” was developed by Alfred Binet to help identify children who were unable to learn as quickly or as well as others so they could be given remedial education q. Test distinguished between “fast” and “slow” learners and between children of different age groups q. Test developed the idea of a “mental age” or average at which children could successfully answer a particular level of questions

STANFORD-BINET AND IQ q. Developed by Termen (1916) and William Stern q. Stanford-Binet test method compared the chronological age (# of years since birth) with a standardized list from the original Binet test (Compared what children could do to what they should be able to do based on age) q. Developed a formula for Intelligence Quotient (IQ) q. IQ=MA(Mental Age)/CA(Chronological Age) x 100

THE WECHSLER TESTS q. David Wechsler (1981, 1990, 1991) devised a series of tests designed specifically for specific age groups. q. The Wechsler test was the first to be administered specifically for adults q. Versions of the Wechsler Test include: q. Wechsler Adult Intelligence Scale (WAIS-IV) q. Wechsler Intelligence Scale for Children (WISC-IV) q. Wechsler Preschool and Primary Scale

TEST CONSTRUCTION: GOOD TEST, BAD TEST? q. Standardization - the process of giving the test to a large group of people that represents the kind of people for whom the test is designed. q. Reliability: The tendency of a test to produce the same scores again each time it is given to the same people q. Validity: The degree to which a test actually measures what it is supposed to measure q. Deviation IQ scores - a type of intelligence measure that assumes that IQ is normally distributed around a mean of 100 with a standard

IQ TESTS AND CULTURAL BIAS q. Cultural bias refers to the tendency of IQ tests to reflect, in language, dialect, and content, the culture of the persons designing the test. q. People from the same culture as the test designer may have an unfair advantage. q. Culturally fair tests require the use of non-verbal abilities such as mental rotation of objects.

FINISH: KIM PEEK DOCUMENTARY Kim’s Abilities and Skills Kim’s Challenges and Disabilities Challenges Faced by Kim’s Family How Kim is Viewed By Others (Doctors, Peers, Friends, Society, Tests etc…) 1. 1. 2. 2. 1 page writing prompt: What is Intelligence? Which theory best fits your belief about intelligence? Please reconcile this with savant sydrome. What is savant syndrome? How does savant syndrome fit into your idea of what intelligence is? Would they be considered intelligent or not according to your belief. Intelligence Theories: Spearman’s General Intelligence, Sternberg’s Triarchic Theory, Gardner’s Multiple Intelligence Theory

HOMEWORK q Take and review an online IQ Test q. Review the test for the three factors we discussed in class today: Validity, Standardization and Reliability (In Notebook) q. There are some links on my website but feel free to explore and find your own. q. Read/Take notes on Chapter 7. 9/7. 10: Language and Thought (Quiz next class) q. Reminders: q. Multiple Intelligences Lesson Plan Due: February 4 th (A)/February 5 th (B) q. Chapter 7 Vocab due: February 6 th (A)/February 7 th(B)

CHAPTER 7. 6: INDIVIDUAL DIFFERENCES IN INTELLIGENCE What is mental retardation and what are it’s causes?

MENTAL RETARDATION q. Mental Retardation has several definitions: q. IQ Score must be below 70 or two standard deviation below the mean on the normal curve q. The person’s adaptive behavior (independent living skills) is severely below the level appropriate for the persons age q. These limitations must be present before 18 years old

DEVELOPMENTAL DELAYS q. Developmentally Delayed: condition in which a person’s behavioral and cognitive skills exist at an earlier developmental stage than the skills of others who are the same chronological age. A more acceptable term for mental retardation. q. There are 4 levels of Developmental Delay: q. Mild: 55 -70 IQ q. Moderate: 40 -55 IQ q. Severe: 25 -40 IQ q. Profound: Below 25 IQ q. Causes of Developmental Delay: Several causes including deprived environment, chromosome or genetic disorders and dietary deficiencies.

CHAPTER 7. 7: GIFTEDNESS What defines giftedness, and does being intellectually gifted guarantee success in life?

GIFTEDNESS q. Gifted: The 2% of the population falling on the upper end of the normal curve and typically possessing an IQ of 130 or above q. There are many false beliefs about giftedness including that they are weird and socially awkward, physically weak and more likely to suffer from mental illnesses. q. Another common gifted stereotype is the “mad scientist” or “evil genius”. Think “Dr. Frankenstein” “Dr. Jekyll”

TERMAN’S STUDY: DOES GIFTEDNESS ENSURE SUCCESS? Terman conducted a longitudinal study in 1947 that demonstrated that gifted children grow up to be successful adults for the most part. Terman’s study has been criticized for a lack of objectivity because he became too involved in the lives of his participants, even to the point of interfering on their behalf.

CHAPTER 7. 8: THE NATURE/NURTURE CONTROVERSY REGARDING What is the influence of heredity and environment on the development of intelligence?

TWIN STUDIES: NATURE VS NURTURE q. Twin studies are a popular way to help determine the genetic influence of intelligence. q. Identical twins share 100% of their genetic inheritance, meaning that any differences between them should be caused by environmental difference. q. Fraternal twins share 50% of their DNA (no more than other sibings q. Genetically identical twins share a. 86 correlation in IQ scores on average which means environment must play at least some role in determining intelligence.

DO NOW: VALIDITY OR RELIABILITY? Example Validity or Reliability Issue? A personality test gives a very different score for the same person when they retake it 6 months later. An individual takes an IQ test online that measures how long she can hold her breath. A 5 year old child is diagnosed as developmentally delayed based on his IQ scores, but when she is brought back and given the same test, her scores fall in the above average range. .

DO NOW: ISSUES WITH TESTING: VALIDITY OR RELIABILITY? Example Validity or Reliability Issue? A personality test gives a very different score for the same person when they retake it 6 months later. Reliability: The scores are not consistent over time for the same person An individual takes an IQ test online that measures how long she can hold her breath. Validity: Does holding your breath give a very accurate assessment of your IQ. A 5 year old child is diagnosed as Validity AND Reliability: Without reliability a test developmentally delayed based on his IQ scores, will also lack validity. The test scores are but when she is brought back and given the inconsistent over time, which indicates that the same test, her scores fall in the above average test is not really measuring what it claims to range. measure since we assume that intelligence is a fairly consistent factor.

TED TALK QUESTIONS: THE LINGUISTIC GENIUS OF BABIES 1) What is meant by the “critical period” in language learning? 2) What occurs during the critical period for sound development (6 -8 months)? How does this differ for US and Japanese babies? 3) The narrator claims that babies “take statistics” in developing language? What does this mean? Provide an example. 4) What happens when you expose a baby to a second language during the critical period? 5)How did the results differ when the baby was exposed to a second language through audio or video? What does this suggest about language learning? 6) What is an MEG machine and how was this machine used in the experiment? What did the results from the MEG show us about language learning?

CHAPTER 7. 9: LANGUAGE How is language defined, and what are its different elements and structure?

LANGUAGE: WHAT IS IT? q. Language: A system for combining symbols (such as words) so that an unlimited number of meaningful statements can be made for the purpose of communicating with others q. Language allows for people to communicate with each other as well as represent their own internal, mental activity. q. Language is a key piece of cognition (thinking)

GRAMMAR q. Grammar: A system of rules governing the structure and use of a language. q. According to Noam Chomsky (2006) humans have an innate ability to understand produce language through a device called the Language Acquisition Device (LAD) q. People learn the specific language (English, Spanish, Mandarin etc…) through imitation, reinforcement and shaping. q. The complexities of language is wired in the LAD which “listens” to the words and begins to produce these words in patterns/sentences

SYNTAX q Syntax: The system of rules for combining words and phrases to form grammatically correct sentences. q. Example: “John kidnapped the boy” has a different meaning then “John, the kidnapped boy” even though the words are the same

MORPHEMES AND SEMANTICS q Morphemes: The smallest units of meaning within a language. q. Example: The word playing has two morphemes: play and ing q. Morphemes are governed by semantics: the rules for determining the meaning of sentences. q. Example: Sentences can have the same semantic meaning with a different syntax q“Johnny hit the ball” and “The ball was hit by Johnny”

PHONEMES q. Phonemes are the basic units of sound in a language q. Example: The “a” sound in car and day have different phonemes q. Example: “Th” “Sh” “Au” are also phonemes q. Phonemes in different languages are different and remain one of the biggest struggles for people trying to learn new languages

PRAGMATICS q. Pragmatics: Aspects of language involving the practical ways of communicating with others, or the social “niceties” of the language. q. Examples: How to take turns in a conversation, the use of gestures to emphasize a point, the different ways people speak to adults and children or emphasis on syllables in certain words

VIDEO QUESTIONS: DOES BEING BILINGUAL MAKE YOU SMARTER? 1) Before the Video: Do you think being bilingual makes a person smarter? Why or why not? Explain 2) After the Video: Does being bilingual make you smarter? Why or why not? Explain.

IN CLASS: TIMED IN CLASS WRITING (20 MINUTES) 20 minutes you will complete a timed (and graded!!!!) assessment based off of the For the 1 st Documentary we watched the last 2 class periods. You will be assessed on content, clarity and use of evidence to support your claims. Once you have completed the writing, turn in the prompt and pick up a lab. You may begin working on the lab as soon as you and a partner have completed your in class writing Writing Prompt: What is Intelligence? Which theory best fits your belief about intelligence? Please reconcile this with savant sydrome. What is savant syndrome? How does savant syndrome fit into your idea of what intelligence is? Would they be considered intelligent or not according to your belief. Intelligence Theories: Spearman’s General Intelligence, Sternberg’s Triarchic Theory, Gardner’s Multiple Intelligence Theory

IN CLASS: BOUBA-KIKI EFFECT: BIRD-FISH LANGUAGE LAB 1) For this lab you should have a partner (or 2 if you ask me first) 2) In your data teams you need to follow the directions provided and fill in the histogram Survey 10 -15 Non-Psychology students about the words on the paper 3) Once you have your data, work together to analyse the data and post your data on the board so that other groups can share (fill in the IC section once we have entire class data, we may not get that far)

HOMEWORK q. Notes: 7 -10: The Relationship between Language and Thought (Quiz: Next Class ) q. Vocabulary 7. 9 and 7. 10 q. Finish Lab if not completed in class q. Reminders: q. Chapter 7 Vocab due Thursday (B) or Friday (A) q. Multiple Intelligences Project due Monday Feb 5 th (A) and Tuesday Feb 6 th (B)

CHAPTER 7. 10: THE RELATIONSHIP BETWEEN LANGUAGE AND THOUGHT Does language influence the way people think, and are animals capable of learning language?

THE RELATIONSHIP BETWEEN LANGUAGE AND THOUGHT: THEORIES Jean Piaget q. Theorised that concepts preceeded and aided the development of language q. Example: A child would have to have a concept or mental schema of language before being able to learn the word mama q. Collective monologue: When young children talk to themselves even when playing with others (nonsocial speech) q. Children become less egocentric and use less non-social speech as they age Lev Vygostsky q. Language preceeds the development of concepts q. Example: Child learns the word “mama” and then attributes it to the concept of mama as well as other words that associate with mama “warm” “soft” “food” “safety” etc…. q. Believed non-social speech was essential for young children to form thoughts and control actions q. Non-social speech increases and children become socially active

LINGUISTIC RELATIVITY HYPOTHESIS VS COGNITIVE UNIVERSALISM Linguistic Relativity Hypothesis q. Linguistic Relativity Hypothesis: The theory that thought processes and concepts are controlled by language. q. Essentially this means that the words people use determine much of the way in which they think about the world q. Example: Native Americans (Inuits) from the Arctic have 23 different words to describe snow which is significantly more than most other (less-snowy) cultures) Cognitive Universalism q. Cognitive Universalism: Theory that concepts are universal and influence the development of language q. Example: When children are taught that a bat is a bird they attribute bird-like qualities and characteristics to it but when they are taught it is a rodent they attribute rodent like characteristics to it

ANIMAL STUDIES IN LANGUAGE q. While animals do not have the ability to create complex languages like humans, they do use elements of language to communicate with one another. q. Sounds and physical behaviors are used by most animal groups, however “symbols” which make up language are not. q. Animals have been taught to use sign language and abstract symbols (keyboard style) to communicate with humans : q. Kanzi the Chimpanzee (1994) was taught to use symbols and learned 150 English words (about the level of a 2 ½ year old human child. q. Dolphins and parrots have been taught the same, although none have surpassed the language ability of a