Psychology, A Journey 3e Objectives Chapter 8
OBJECTIVE 8.1 — Describe what it means to be a savant.
OBJECTIVE 8.2 — Describe Binet’s role in intelligence testing; give a general definition of intelligence; and explain the g-factor, what an operational definition of intelligence is, and how other cultures view intelligence.
OBJECTIVE 8.3 — Describe the development of the original Stanford-Binet and the five cognitive factors measured by the Stanford-Binet Intelligence Scales, Fifth Edition (SB5).
OBJECTIVE 8.4 — Define mental age and chronological age; use examples to show how they are used to compute an intelligence quotient (IQ); differentiate between this IQ (MA/CA x 100) and deviation IQs; and explain how percentiles are interpreted.
OBJECTIVE 8.5 — Distinguish the Wechsler tests from the Stanford-Binet tests and between group and individual tests; and describe the distribution of IQ scores observed in the general population.
OBJECTIVE 8.6 — Differentiate between the terms gifted and genius; describe Terman’s study of his gifted subjects, including how the successful ones differed from the less successful ones as adults; and explain how gifted children are identified.
OBJECTIVE 8.7 — Define mental retardation (developmental disabiled) and state the dividing line between normal intelligence and retardation; describe the degrees of retardation, and differentiate between familial and organic retardation.
OBJECTIVE 8.8 — Explain why psychologists are developing broader definitions of intelligence; and describe Howard Gardner’s theory of multiple intelligences.
OBJECTIVE 8.9 — Define the term artificial intelligence (AI); explain what AI is based on; list its advantages and limitations; and describe how computer simulations and expert systems are being used.
OBJECTIVE 8.10 — Describe the studies that provide evidence for the hereditary view and for the environmental view of intelligence, including the twin studies, the adoption studies, Skeels’ study, IQ gains in Westernized nations, and the effects of video games, the Internet, and television.
OBJECTIVE 8.11 — Define cognition and list the three basic units of thought.
OBJECTIVE 8.12 — Describe the uses and properties of mental images; explain how stored and created images are used and how the size of a mental image may be important; and describe how kinesthetic imagery aids thinking.
OBJECTIVE 8.13 — Define the terms concept, concept formation, conceptual rule, and prototype; explain how children and adults learn concepts; differentiate among the three types of concepts (conjunctive, relational, and disjunctive); explain the difference between the denotative and the connotative meanings of a word; describe how the connotative meaning is measured; and discuss problems associated with social stereotypes and all-or-nothing thinking.
OBJECTIVE 8.14 — Explain how language aids thought; define semantics; and discuss
bilingual education, including the concepts of additive and subtractive bilingualism and two-way bilingual education.
OBJECTIVE 8.15 — Briefly explain the following three requirements of a language and their related concepts: a. symbols (phonemes and morphemes); b. grammar
(syntax and transformation rules); c. productivity; describe the characteristics of gestural languages; and discuss the extent to which primates have been taught to use language, including criticisms.
OBJECTIVE 8.16 — Define and explain how each of the following terms are related to problem-solving: (a) mechanical solutions, including trial-and-error and rote;
(b) algorithms; (c) solutions by understanding, including a general solution and functional solutions; (d) a random search strategy; (e) heuristics, including the differences in experts and novices; and (f) insight, including selective encoding, selective selective combination, and selective comparison.
OBJECTIVE 8.17 — Explain and give examples of how fixation and functional fixedness block problem-solving; and describe the four common barriers to creative thinking.
OBJECTIVE 8.18 — Describe and give examples of the four kinds of thought (inductive, deductive, logical, and illogical); define the creative processes of fluency, flexibility, and originality; differentiate between convergent and divergent thinking; explain how creativity can be measured and why creativity is more than divergent thinking; discuss the five stages of creative problem-solving and the typical characteristics of creative persons; and list Csikszentmihalyi’s recommendations for developing one’s creativity.
OBJECTIVE 8.19 — Define intuition; describe the process of “thin-slicing”; explain the following three common intuitive thinking errors: a. representativeness (include representativeness heuristic); b. underlying odds (base rate); c. framing; and include a brief description of what it means to have wisdom.
OBJECTIVE 8.20 — Describe how IQ tests may be unfair to certain groups and what a
culture-fair test is; explain how group differences in IQ scores are related to
cultural and environmental differences rather than race; and list the advantages
and disadvantages of using standardized testing in schools.