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CHAPTER 6: COGNITION: THINKING and INTELLIGENCE

Cognition: the mental activities associated with thinking, knowing, remembering, and communicating

“mental activity. . .processing information (organizing, understanding, communicating)” (Ciccarelli & White, 2015, p. 262).

Piaget’s Cognitive development theory (pp. 299-305)

Assimilation and Accommodation p. 300

1. Sensorimotor stage. Birth to 2 years. Use and organize senses and movement into schemas (brain and body interconnected). Six sub-stages.

2. Preoperational stage. 2 to 7 years. The child uses words and images to represent objects in the world. “Does it through”—unable to think or “think it through”. Pretend to reality through observation and responsibility. Two sub-stages.

3. Concrete operational stage. 7 to 11 years. Children can classify objects into different groups. Centration and conservation.

4. Formal operational stage. 12 and on (frontal lobe by 25). Development and refinement of abstract thoughts, logic, and critical thinking. Wide spectrums of thought—multiple perspectives for multiple contexts.

Vygotsky: scaffolding and independence “zones of proximal development”

pp. 307-308

Thinking: the mental manipulation of representations of information encountered in environments p. 243

Representations:

Analogous (pictures, includes characteristics)

or

Symbolic (words, abstract, intrinsically unrelated, related through nurture)

Thinking has three goals: reasoning, decision making, and problem solving

Thinking comes in two basic types: book calls them “solution strategies”

Algorithms lead to more effective reasoning, decision making, and problem solving but take time to process (p. 247)

Muhammad ibn Musa al-Khwarizmi developed the idea of an algorithm in mathematics

Example: Problem Solving Algorithm (Canvas)

Obstacles to algorithmic thinking:

Cognitive distortions (Canvas)

Linguistic determinism (“bird” but do not know bird)

Fixation and functional fixedness (pp. 244-245)

The USES test

Heuristics create less effective reasoning, decision making, and problem solving yet limits time involvement (p. 248)

“a simple rule that is intended to apply to many situations”

(Ciccarelli & White, 2015, p. 267)

There are six at this time:

Availability Heuristic (p. 257)

Anchoring Heuristic (p. 249)

Simulation Heuristic

Representativeness Heuristic (p. 255)

Working backward (p. 249)

Means-end analysis (p. 250)

Intelligence

Definitions:

ability to learn from and remember experience

ability to adapt (time, place, person, problem)

ability integrate new information into existing information

ability to acquire and use knowledge to reason, make decisions and problem solve

ability to use resources effectively

Assessing and measuring intelligence

Aptitude and Achievement tests

Binet and why IQ is starts to become meaningless after 16 (p. 268)

1945 IQ

Reliability and Validity and Standardization (pp. 269-270)

Multiple theories about Multiple Intelligences:

“creative, divergent thinking if often a neglected topic in the education of young people” (Sternberg, R.)

Gardner, H. (p. 273)

Multiple Intelligences

Nine and tenth on the way (Canvas)

Sternberg, R. (p. 273)

Triarchic

Analytical, Practical, and Creative

Divergent thinking (multiple answers)

Five parts of creativity

Csikszentmihalyi

Salovey & Mayer/Goleman (Canvas)

Emotional Intelligence

In self and, in part, others

label or recognize emotion

understand or attribute emotion

modulate or manage emotion

effectively express emotion in C and B

Dweck file; Roosevelt quote; http://mindsetonline.com/testyourmindset/step1.php

Genetic and Environmental Influences on Intelligence (p. 276)

Nurture/Nature: Early environmental influences along with the bloom and prune effect and neural networks

a note on “race”

Nurture: Schooling may lead to intelligence

Nature: Heritability appears to be about 40% although some ethologists claim up to 70%

The Flynn Effect p. 277 (and a quick anthropology lesson)

Foraging to Horticultural to Agricultural to State = means of production