Thursday, October 22 Objective: Compare and contrast learning theories.

Thursday, October 22

• Objective: Compare and contrast learning theories

Thinking

Cognitive Abilities

• All the mental activities associated with thinking, knowing and remembering

Thinking: Concepts

Concept

• Mental grouping based on shared similarity

• Categorizing items in one’s environment

Prototype

• Typical best example incorporating the major features of a concept

• The closer a new object is to our concept prototype the easier it is to categorize it

Concept Hierarchy

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

Concept Hierarchy

Thinking:Problem Solving

Algorithms

• Problem-solving strategy that guarantees the solution to the problem

• Not always the most efficient method

Heuristics

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

• These can be handy shortcuts, or they can get us into trouble

• Ex: “i before e, except after c”

Insight

• Sudden realization of the solution to a problem

• “Aha” experience

Thinking:Problems Solving

Problems

Mental Set

• Tendency to approach a problem in a particular way

• The set may or may not be helpful in solving a new problem

Fixation

• Mental set that hinders the solution of a problem

• One needs to think beyond the mental set to solve the new problem

Functional Fixedness

• Tendency to think of things only in terms of their usual functions

Functional Fixedness

Can you think of a way to use these materials to mount the candle on a

bulletin board?

Functional Fixedness

Confirmation Bias

• Tendency to focus on information that supports preconceptions

Availability Heuristic

• Estimating the likelihood of events based on their availability in memory

• Can be correct or incorrect

• Activity: Availability Heuristic

Overconfidence

• When confidence is greater than accuracy

Framing

• How an issue is worded or presented• Can influence decisions and judgments

Friday, October 23

• Objective: Define intelligence and methods of measuring intelligence

Intelligence and Intelligence Testing

The Nature of Intelligence

Intelligence

• Ability to learn from experience, solve problems, and use knowledge to adapt to a new situation

• Is intelligence one thing or are there multiple intelligences?

The Nature of Intelligence:

Howard Gardner

Howard Gardner (1943- )

• Author of a contemporary theory of multiple intelligences consisting of eight separate kinds of intelligence

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Gardner’s Types of Intelligence

Charles Spearman (1863-1945)

• Theorized that a general intelligence factor (g) underlies other, more specific aspects of intelligence

General Intelligence (g)

• Factor that Spearman believed underlies specific mental abilities

The Nature of Intelligence:Emotional

Intelligence

Emotional Intelligence

• Ability to perceive, express, understand, and regulate emotions

• People high in emotional intelligence are more in touch with their feelings and the feelings of others.

Intelligence Testing

Wednesday, October 28th

Intelligence Testing:Alfred Binet

Alfred Binet (1857-1911)

• Developer of the first test to classify children’s abilities using the concept of mental age

• Assumed children’s intellectual abilities grew every year

Mental Age

• Chronological age that corresponds to the difficulty of the questions a child can answer

• An average 8-year-old child should have the mental age of 8 years.

Chronological Age

• The actual age of a person

Intelligence Quotient (IQ)

• Number that results from dividing mental age by chronological age and multiplying by 100

• IQ = (MA/CA) X 100• A score of 100 would be considered

average• Formula has been replaced with modern

versions

Intelligence Testing:David Wechsler

David Wechsler (1896-1981)

• Developed the Wechsler intelligence scales which included:–Different tests for different

age groups–Separate verbal and

nonverbal scores–Subtests and subtest scores

Wechsler Adult Intelligence Test

Test Construction:Achievement and

Aptitude Tests

Achievement Tests

• Tests that attempt to measure what the test-taker has accomplished

• i.e. classroom tests at the end of a unit

Aptitude Tests

• Tests that attempt to predict the test-taker’s future performance

• Examples: ACT and SAT

Test Construction:Reliability and

Validity

Test Reliability

• Extent to which a test yields consistent results

Test Validity

• Extent to which a test measures or predicts what it is suppose to

• Does an achievement test accurately measure accomplishments?

• Does an aptitude test accurately measure the person’s future performance?

• One needs to know the purpose of the test