Chapter 10 ap psych- Thinking and Language
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The document discusses thinking and language. It provides details about concepts, categories, problem solving using algorithms and heuristics, and language development in children. Language involves structures like phonemes, morphemes, and grammar. While animals can communicate, there is no conclusive evidence they have a true language comparable to human language.
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Chapter 10 ap psych- Thinking and Language
- 1. Thinking and Language Chapter 10
- 6. Development of Concepts We form some concepts with definitions. For example, a triangle has three sides. Mostly, we form concepts with mental images or typical examples ( prototypes ). For example, a robin is a prototype of a bird, but a penguin is not. Triangle (definition) Bird (mental image) Daniel J. Cox/ Getty Images J. Messerschmidt/ The Picture Cube
- 7. Categories Once we place an item in a category, our memory shifts toward the category prototype. A computer generated face that was 70 percent Caucasian led people to classify it as Caucasian. Courtesy of Oliver Corneille
- 10. Heuristics Heuristics are simple, thinking strategies that allow us to make judgments and solve problems efficiently. Heuristics are less time consuming, but more error-prone than algorithms. B2M Productions/Digital Version/Getty Images
- 17. The Matchstick Problem : Solution From “Problem Solving” by M. Scheerer. Copyright © 1963 by Scientific American, Inc. All Rights Reserved.
- 18. Candle-Mounting Problem : Solution
- 20. Functional Fixedness A tendency to think only of the familiar functions of an object. Problem: Tie the two ropes together. Use a screw driver, cotton balls and a matchbox. ?
- 21. Functional Fixedness Use the screwdriver as a weight, and tie it to the end of one rope. Swing it toward the other rope to tie the knot. The inability to think of the screwdriver as a weight is functional fixedness. ?
- 31. Perils & Powers of Intuition Intuition may be perilous if unchecked, but may also be extremely efficient and adaptive.
- 32. Perils & Powers of Intuition
- 36. Structuring Language Phrase Sentence Meaningful units (290,500) … meat, pumpkin. Words Smallest meaningful units (100,000) … un, for . Morphemes Basic sounds (about 40) … ea, sh . Phonemes Composed of two or more words (326,000) … meat eater. Composed of many words (infinite) … She opened the jewelry box.
- 42. When do we learn language? One-Word Stage: Beginning at or around his first birthday, a child starts to speak one word at a time and is able to make family members understand him. The word doggy may mean look at the dog out there .
- 44. When do we learn language? Longer phrases: After telegraphic speech, children begin uttering longer phrases ( Mommy get ball ) with syntactical sense, and by early elementary school they are employing humor. You never starve in the desert because of all the sand-which-is there.
- 45. When do we learn language?
Notes de l'éditeur
- OBJECTIVE 1 | Define cognition.
- OBJECTIVE 2 | Describe the roles of categories, hierarchies, definitions, and prototypes in concept formation.
- OBJECTIVE 3 | Compare algorithms and heuristics as problem-solving strategies, and explain how insight differs from both of them.
- OBJECTIVE 4 | Contrast confirmation bias and fixation, and explain how they can interfere with effective problem solving.
- OBJECTIVE 5 | Contrast the representative and availability heuristics, and explain how they can cause us to underestimate or ignore important information.
- OBJECTIVE 6 | Describe the drawbacks and advantages of overconfidence in decision making.
- OBJECTIVE 7 | Describe how others can use framing to elicit from us the answers they want.
- OBJECTIVE 8 | Explain how our preexisting beliefs can distort our logic.
- OBJECTIVE 9 | Describe the remedy for belief perseverance phenomenon.
- OBJECTIVE 10 | Describe the smart thinker’s reaction to using intuition.
- OBJECTIVE 11 | Describe the basic structural units of language.
- OBJECTIVE 12 | Trace the course of language acquisition from the babbling stage through two-word stage.
- OBJECTIVE 13 | Discuss Skinner’s and Chomsky’s contributions to the nature-nurture debate over how children acquire language, and explain why statistical learning and critical periods are important concepts in children’s language learning.
- OBJECTIVE 14 | Summarize Whorf’s linguistic determinism hypothesis, and comment on its standing in contemporary psychology.
- OBJECTIVE 15 | Discuss the value of thinking in images.
- OBJECTIVE 16 | List five cognitive skills shared by the great apes and humans.
- OBJECTIVE 17 | Outline the arguments for and against the idea that animals and humans share the capacity for language.