PSY 400: Week 3 presentation

Week 3 Presentation

Discussion

After looking over these different types of intelligences, share the following information:

1. Which intelligence type(s) stands out as most prominent in your life?

2. Share an example of how one of your specific intelligences has help you in some aspect of your life.

3. Does your intelligence type connect to your future career field? How?

MULTIPLE INTELLIGENCES

“The theory of multiple intelligences was developed in 1983 byDr. Howard Gardner, professor of education at Harvard University.It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of humanpotential in children and adults.”

Thomas Armstrong - www.ThomasArmstrong.com

Dr. Gardner

The Multiple Intelligences are:

•Verbal/Linguistic Intelligence - “word smart”•Logical-mathematical Intelligence - “number/reasoning smart”

•analytical intelligence (example: examining data for trends)•Visual/Spatial Intelligence - “picture smart”•Bodily/Kinesthetic Intelligence - “body smart”•Musical/Rhythmic Intelligence - “music smart”•Interpersonal Intelligence - “people smart”

•Some people call this emotional intelligence•Intrapersonal Intelligence - “self smart”•Naturalist Intelligence - “nature smart”

Multiple Intelligences examples:•Verbal/Linguistic Intelligence - •Mark Twain, Robert Frost, poets, writers, newscasters•Logical-mathematical Intelligence - •Einstein, accounting, banking, medicine, scientific research•Visual/Spatial Intelligence - •Martin Luther King (dreamer). artists, architecture, advertising•Bodily/Kinesthetic Intelligence - •Adrian Peterson , dancers, dramatic acting, mime, physical education•Musical/Rhythmic Intelligence - •Taylor Swift, music composers, music teachers, musical theatre•Interpersonal Intelligence - •Billy Graham, counseling, politics, sociologists, therapists•Intrapersonal Intelligence - •Psychiatry, spiritual counseling, philosopher•Naturalist Intelligence - •Farmers, gardeners, florists, geologist, archaeologists

Multiple Intelligences

“Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture.However, Dr. Gardner says that we should also place equal attentionon individuals who show gifts in the other intelligences.Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact,end up being labeled ‘learning disabled,’ ‘ADD’ (attention deficit disorder), or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic orlogical mathematical classroom.”Thomas Armstrong - www.ThomasArmstrong.com

Gifted and Talented Students handout

Multiple Intelligences Theory

The theory of multiple intelligences proposes a major transformationin the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips,inner reflection, and much more.

How to Teach or Learn in 8 Different Ways

“One of the most remarkable features of the theory of multipleintelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory ofmultiple intelligences suggests several other ways in which thematerial might be presented to facilitate effective learning.

Thomas Armstrong - www.ThomasArmstrong.com

8 Different WaysWhatever you are teaching or learning, see how you might connect it with:

Words verbal/linguisticNumbers, or logic logical/mathematicalPictures visual/spatialMusic musical/rhythmicSelf-reflection intrapersonalA physical experience bodily-kinestheticA social experience interpersonalAn experience in the natural world naturalist

Teaching ExampleFor example, if you’re teaching or learning about the law of

supply and demand, you might :•Read about it (linguistic)•Study mathematical formulas that express it (logical/mathematical)•Examine a graphic chart that illustrates the principle (spatial)•Observe the law in the natural world (naturalist) •Observe the law in the human world of commerce (interpersonal)•Examine the law in terms of your own body, e.g. when you supplyyour body with lots of food,the hunger demands goes down; when there’s very little supply, your stomach’s demand for food goesway up and you get hungry (bodily-kinesthetic/intrapersonal)•Write a song that demonstrates the law (musical)

LO1: Distinguish between sensation and perception and how this information is received

and processed.

prosopagnosia

is a cognitive disorder of face perception where the ability to recognize familiar faces, including one's own face (self-recognition), is impaired, while other aspects of visual processing (e.g., object discrimination) and intellectual functioning (e.g., decision making) remain intact.

• Sensation- the stimulation of sensory receptors and transmission of sensory information to the central nervous system, is normal.

• Perception- the process by which sensations are organized and interpreted to form an inner representation of the world, is almost normal.

• One can recognizes people from their hair, etc., but not face

people with prosopagnosia…

sensation and perception

Sensation is the function of the low-level biochemical and neurological events that begin with the impinging of a stimulus upon the receptor cells of a sensory organ. It is the detection of the elementary properties of a stimulus.

Perception is the mental process or state that is reflected in statements like "I see a uniformly blue wall", representing awareness or understanding of the real-world cause of the sensory input. The goal of sensation is detection, the goal of perception is to create useful information of the surroundings. Occurs when sensory information is organized, interpreted, and consciously experienced.

Influences on perception

Stimulus characteristics and psychological factors interact to influence whether a stimulus is detected.

• Psychological factors such as learning, motivation, and psychological states (attention)

• Perceptual set- what we expect to perceive • Attention- plays a significant role in determining what is sensed versus

what is perceived. (Inattentional blindness) • Social perception

Transduction & Adaptation

Sensory receptors- detect and respond to one type of sensory stimuli- light, smell, etc.

Transduction-the sensory receptors convert the sensory stimulation into neural impulses.

After a time, the sensory receptors grow accustomed to constant, unchanging levels of stimulus-sights, smell, etc.- we notice it less & less- adaptation

Although perceptions are built from sensations, not all perceptions result in perceptions

LO2: Describe the anatomy of the visual and auditory system, as well as other senses.

Vision Light

Spectrum of electromagnetic energy Vary in wavelength

• Human eyes can perceive only a very thin band of electromagnetic waves, known as the visible spectrum (400 – 700nanometers)

• Within visible light, color is determined by wavelength

RETINA● internalmembrane● containslight-receptivecells(rodsandcones)

● convertslighttoelectricalsignals

PARTS:Retina

convertslightwavestoelectricalsignalsOperatesbestunderbrightlightconditions

FUNCTIONofRetina

TheHumanEye:Structures

Can your eyes/brain be tricked?

TheHumanEye

• Youreyesareabouttogetaworkout.Haveyoustretchedyoureyemusclesyet?

• No?Thendothatnow!

Areyouseeingspots?

Lookatthecrossfor10seconds.Whatdoyousee?

Are these lines bent….?

…or straight?

Whatshapesdoyousee?

Doyouseetherabbitortheduck?

ReadingWhat is wrong with with this sentence?

Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

ReadThisOutLoud.

AreYouSure?Readagain.

Closelefteyeandapproachscreenwhilestaringattheletters…watchthedot!

Sound

• Pitch – Frequency (# of cycles per second) – Expressed in hertz (Hz) – Pitch of women’s voice is higher than men’s

• Loudness – Height (amplitude) of sound waves – Expressed in decibels (dB)

• Timbre- The quality of sound that is affected by frequency, amplitude, and timing of the sound waves known as timbre.

• Sound waves require a medium; air or water • Sound waves compress and expand molecules of the medium,

creating vibrations • A single cycle of compression and expansion is one wave of

sound • Human ear is sensitive to sound waves with frequencies of 20 to

20,000 cycles per second

The Ear

Shaped and structured to capture sound waves, vibrate in sympathy with them, and transmit auditory information to the brain Three parts: outer, middle & inner ear.

Hair cells located near the base of the basilar respond best to high-

frequency sounds.

LO3: Understand the link between cognition, intelligence, language, and problem solving.

Thinking

Thought• Cognition—mental activities involved in acquiring, retaining, and

using knowledge • Thinking—manipulation of mental representations to draw

inferences and conclusions. – Mental processes directed at a goal or purpose. – 2 kinds of mental representations: 1. Mental image—representation of objects

or events that are not present 2. Concepts – mental category we form to group objects, events,

or situations that share common characteristics or features.

a schema (plural schemata or schemas) describes an organized pattern of thought or behavior that organizes categories of information and the relationships among them. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information. An event schema is known as a cognitive script

Thoughta schema (plural schemata or schemas) describes an organized pattern of thought or behavior that organizes categories of information and the relationships among them. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information. An event schema is known as a cognitive script

Mental models- Beliefs, ideas, images, and verbal descriptions that we consciously or unconsciously form from our experiences and which (when formed) guide our thoughts and actions within narrow channels. These representations of perceived reality explain cause and effect to us, and lead us to expect certain results, give meaning to events, and predispose us to behave in certain ways. Although mental models provide internal stability in a world of continuous change, they also blind us to facts and ideas that challenge or defy our deeply held beliefs.

Mental Image

• Mental Image – mental representation of an object or event not physically present.

• Mental imaging works similar to actual visual imaging.

• Mental images are constructed and therefore subject to error.

• Steven Kosslyn had people memorize a map of an island and then asked them to imagine specific areas.

• People took time to mentally scan their mental image and find the different locations.

• People took the same amount of time to mentally scan the image as they did to visually scan it.

Concepts

• Concept—mental category we form to group objects, events, or situations that share common characteristics or features.

• Three Types of Concepts: 1. Formal concept 2. Natural concept 3. Prototype

Concept Hierarchy

• A means to keep mental information organized from basic concepts to specific ones

• Move from basic category to more specific subordinate categories.

Concept Hierarchy

Examples of Concepts• Formal concept— rigid rules or features that define a

particular concept. – All or nothing categorization process

• Categories for solid, liquid, or gas • A square is…

• Natural concept—Eleanor Rosch said these form from everyday experience and do not have boundaries that are sharply defined – Members of these share a kind of “family resemblance”

that helps us to recognize items that belong in the same category, even if they are not identical.

– Example: space shuttle & hot air balloon are both examples of the natural concept “aircraft”

Prototype

• A model • A typical best example of a particular thing • The closer a new object is to our concept

prototype the easier it is to categorize it – If an object has four wheels and doors it probably

fits our prototype for…

Problem Solving •Thinking and behavior directed toward attaining a goal that is not readily available.

•Must understand the problem correctly to accurately solve it.

Kinds of Thinking

• Convergent Thinking – focused on finding a particular answer to a problem

• Divergent Thinking – Thinking Creatively to generate as many possible answers to a question or problem as you can. “Brainstorming”

• Incubation – Leave the problem for a time, allowing their minds to work on it without conscious effort. (Can led to Insight)

Fluid intelligence vs Crystallized intelligenceFluid intelligence involves being able to think and reason abstractly and solve problems. This ability is considered independent of learning, experience, and education. Examples of the use of fluid intelligence include solving puzzles and coming up with problem-solving strategies. Fluid intelligence tends to decline during late adulthood.

Crystallized intelligence involves knowledge that comes from prior learning and past experiences. Situations that require crystallized intelligence include reading comprehension and vocabulary exams.

This type of intelligence is based upon facts and rooted in experiences. As we age and accumulate new knowledge and understanding, crystallized intelligence becomes stronger. As you might expect, this type of intelligence tends to increase with age.

Trial & Error

• Trying a variety of solutions and eliminating those that don’t work.

Algorithms

• A problem solving strategy that guarantees the solution to the problem

• Not always the most efficient method

∑y + ∑z = r2

Heuristics

• A rule-of-thumb problem solving strategy that makes a solution more likely and efficient but does not guarantee a solution

• Heuristics can be mental shortcuts that ease the cognitive load of making a decision. Examples of this method include using a rule of thumb, an educated guess, an intuitive judgment, stereotyping, profiling, or common sense.

• a mental shortcut in the form of a general problem-solving framework • usually work well, but can lead to systematically irrational outcomes. These errors

are called biases.

Two ways we use Heuristics

• Subgoals – divide the problem into to smaller more manageable parts – As you solve each subproblem you get closer to

solving the larger problem. • Working Backward – determine the steps to

reach your goal starting from the end point. (i.e. making a budget).

Insight• The sudden realization of the solution to a problem

– correct answer suddenly comes to us. • “Unconscious Problem Solving” – You’re not

aware of the thought process that led you to an insight.

Intuition• Intuition—coming to a

conclusion without conscious awareness of thought processes involved

• Kenneth Bowers explains: New info is combined with existing info in the long-term memory in a two-stage process.

1. Guiding Stage – Unconsciously look for a pattern in the info. Based on your expertise and memories.

2. Integrative Stage – Pattern is now in the consciousness in the from of a hunch.

– You then try to prove or disprove your hunch/hypothesis.

LANGUAGE & THE BRAIN

Neurolinguistics: The study of how language is represented and processed in the brain

LanguageintheBrain• Haveyouever

– Observedchildrenlearninglearntheirfirstlanguage?– StudiedAmericanSignLanguage?– Knownanyonewhohassufferedastroke?

• Howarehumansandotheranimalssimilar?• Howdowecommunicatedifferentlyfromotheranimals?

• Howdoresearchersinvestigatehowthebrainisorganizedandhowitworks?

Languageinthebrain

Language is modularized – it’s a highly interconnected collection of experts, each of which handles just one kind of analysis.

Major modules of the language system:

• Semantics (meaning) • Syntax (structural rules governing word order) http://www.youtube.com/watch?v=d0BuKYiwhVQ

• Lexicon (mental dictionary) • Morphology (word-making rules – walk, walked,

walking, …) • Phonology (sound-pattern rules) • Phonetics (articulation/sound patterns)

LO4: Explore how memory functions and the parts of the brain are involved with memory.

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Memory is a constructive process through which we actively organize

and shape information.

Thinking and memory are flexible and capable of constant change…this can lead to errors.

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Information processing model focuses on how information is

cognitively organized:

-Encoding-Storage

-Retrieval

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The Study of MemoryHow does information get into memory?- ENCODING - Formulating new memories is called construction. How is information maintained in memory?- STORAGEHow is information pulled back out of memory?- RETRIEVAL- Bringing up old memories is called reconstruction.

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Encoding

Encoding is the organizing of sensory information so the brain can process it.

- This is the first step in the flow of memory

Learners must encode information to store it.

- If encoding is successful we are able to retrieve the information from storage.

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What did you say?

Encoding requires attention

Divided attention during encoding hurts performance on memory tasks, especially during retrieval.

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Information Processing Model suggests that memory is very

similar to a computer

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Limitations of the information processing model

Memories are described as literal, “hard” data stored on a computer disk or hard drive. - But human memories are often fuzzy and fragile.

Also, computers process one piece of data at a time ,while human memory can process a lot of information at the same time

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The brain performs multiple, parallel operations all at once, allowing memory is spread (distributed)

throughout a network of processing units

Parallel Distributed Processing (PDP)

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It suggests that memory relies on how deeply we process

information.By adding meaning, developing organizations and associations, or relating it to things we already know, it can be stored for a lifetime.

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STORAGE:

Maintaining Information in Memory

-Three-Stage Memory Model

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StorageStorage involves maintaining the information available in memory

- Whenever people have access to information they no longer sense, memory is involved

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It’s a memory when…

Example- if you look up a phone number, go to the telephone, and dial the number then memory is involved- even if for only seconds.

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There are 3 Separate Memory Stores

Sensory Memory performs the initial encoding of sensory information for a brief time, usually only a fraction of a second.

The sensory memory recodes a complete memory of the image, but it fades too rapidly for people to “read”

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People have a special capacity for briefly retaining relatively large

amounts of information

This capacity is called the Sensory Memory

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Sensory MemoryPreserves information in its original sensory form for a brief time – usually only a fraction of second

Iconic Memory is a visual icon of the original visual stimulus

Echoic Memory is the auditory sensory memory

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Working memory is where active thinking occurs.

-Computing solutions to math problems- Allows you to comprehend what you are reading- Figure out the meaning of what has just been said to

your in a conversation.

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The working memory has many limitations

Short-term (working) memory is a limited-capacity store that can maintain unrehearsed information up to 30 seconds

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Why is it that…?

- Phone numbers are 7 digits?

- Social security numbers are 9 digits?

- Commercials use words in the phone numbers?

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People can group information in ways to expand their short-term memory capacity called “Chunking.”

- “Chunking” allows for easier encoding

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How could you chunk these examples?

1 8 0 0 2 2 5 5 2 8 8

1 -8 0 0- 2 2 5- 5 2 8 8 1-800-CALL-ATT

C B S I R S M T V P B S D M V

C B S I R S M T V P B S D M V

1-4-9-2-1-7-7-6-1-9-9-9-2-0-0-5

1492-1776-1999-2005

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How long can this information stay in STM?

Memories disappear unless:- You continually rehearse them - They are really meaningful so they get stored

quickly into long-term memory

Rehearsal:- The process of repetitively verbalizing or thinking

about information

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What do you remember?

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Long Term MemoryAn unlimited capacity store that can hold information over length periods of time- Capacity: Unlimited (long term memory is essentially

limitless).- Duration: Relatively permanent

Information can be stored in separate units and some information can be retrieved without retrieving others

- Tip of the tongue phenomenon (temporarily inaccessible)

Mnemonic Devices

Mnemonics are memory devices (memory aids) that help learners recall larger pieces of information, especially in the form of lists like characteristics, steps, stages, parts, phases, etc.

Many types of mnemonics exist and which type works best is limited only by the imagination of each individual learner.

Some mnemonic devices: • Music- You can make a song or jingle using any type of music you choose for any

list of items. • Name- ROY G. BIV = colors of the spectrum (Red, Orange, Yellow, Green, Blue,

Indigo, Violet.) • Expression/Word- The order of operations for math is Parentheses, Exponents,

Multiply, Divide, Add, and Subtract = Please Excuse My Dear Aunt Sally. • self-referencing- making the material you are trying to memorize personally

meaningful to you