myers’ psychology for ap*...– unit subsections hyperlinks: immediately after the unit title...

Myers’ Psychology for AP*

David G. Myers

*AP is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.

PowerPoint Presentation Slides

by Kent Korek

Germantown High SchoolWorth Publishers, © 2010

Unit 7B:

Cognition: Thinking, Problem

Solving, Creativity, and

Language

Unit Overview

• Thinking

• Language

• Thinking and Language

Click on the any of the above hyperlinks to go to that section in the presentation.

Introduction

• Cognition (thinking)

• Cognitive psychologists

Thinking

Concepts

• Concepts

–Category hierarchies

–prototype

Solving ProblemsStrategies

• Algorithms

–Step-by-step

• Heuristic

- simple thinking,

more efficient

• Insight

Solving ProblemsCreativity

• Creativity

• Strernberg’s five components

–Expertise

–Imaginative thinking skills

–A venturesome

personality

–Intrinsic motivation

–A creative environment

Solving ProblemsObstacles to Problem Solving

• Confirmation bias

• Fixation

–Mental set

–Functional fixedness

Solving ProblemsObstacles to Problem Solving

• Confirmation bias

• Fixation

–Mental set

–Functional fixedness

Making Decisions and Forming Judgments

Using and Misusing Heuristics

• The Representative Heuristic

Making Decisions and Forming Judgments

Using and Misusing Heuristics

• The Availability Heuristic

Making Decisions and Forming Judgments

Overconfidence

• Overconfidence

Making Decisions and Forming Judgments

The Belief Perseverance Phenomenon

• Belief perseverance

–Consider the

opposite

Making Decisions and Forming Judgments

The Perils and Powers of Intuition

• Intuition

–Unconscious intuition

Making Decisions and Forming Judgments

The Effects of Framing

• Framing

–Framing experiments

Language

LanguageIntroduction

• Language

Language StructurePhonemes

• Phoneme

–English about 40 phonemes

–Learning another language’s

phonemes

Language StructureMorphemes

• Morpheme

–Includes prefixes and suffixes

Language StructureGrammar

• Grammar

–Semantics

–Syntax

Language DevelopmentWhen Do We Learn Language?

• Receptive language

• Productive language

–Babbling stage

–One-word stage

–Two-word stage

–Telegraphic speech

Language DevelopmentWhen Do We Learn Language?

Language DevelopmentWhen Do We Learn Language?

Language DevelopmentWhen Do We Learn Language?

Language DevelopmentWhen Do We Learn Language?

Language DevelopmentWhen Do We Learn Language?

Language DevelopmentWhen Do We Learn Language?

Language DevelopmentExplaining Language Development

• Skinner: Operant Learning

–Learning principles

• Association

• Imitation

• Reinforcement

Language DevelopmentExplaining Language Development

• Chomsky: Inborn Universal Grammar

–Language acquisition device

–Universal grammar

Language DevelopmentExplaining Language Development

• Statistical Learning and Critical

Periods

–Statistical learning

–Critical (sensitive) period

Thinking and Language

Language Influences Thinking

• Whorf’s linguistic determinism

• Bilingual advantage

Thinking in Images

• Implicit memory

The End

Teacher Information• Types of Files

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• Animation– Once again, to insure compatibility with all versions of Powerpoint, none of the

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style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

Teacher Information• Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks

can be identified by the text being underlined and a different color (usually purple).

– Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.

– Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation.

These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation.

For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.

Teacher Information• Continuity slides

– Throughout this presentation there are slides, usually of graphics or tables, that build on one another. These are included for three purposes.

• By presenting information in small chunks, students will find it easier to process and remember the concepts.

• By continually changing slides, students will stay interested in the presentation.

• To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.

• Please feel free to contact me at kkorek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek

Germantown High School

Germantown, WI 53022

262-253-3400

kkorek@germantown.k12.wi.us

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Definition Slide

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Definition

Slides

Cognition

= the mental activities associated with

thinking, knowing, remembering, and

communicating.

Concept

= a mental grouping of similar objects,

events, ideas, or people.

Prototype

= a mental image or best example of a

category. Matching new items to a

prototype provides a quick and easy

method for sorting items into categories

(as when comparing feathered creatures

to a prototypical bird, such as a robin).

Algorithm

= a methodical, logical rule or procedure that

guarantees solving a particular problem.

Contrasts with the usually speedier – but

also more error-prone – use of heuristics.

Heuristic

= a simple thinking strategy that often allows

us to make judgments and solve problems

efficiently; usually speedier but also more

error-prone than algorithms.

Insight

= a sudden and often novel realization of the

solution to a problem; it contrasts with

strategy-based solutions.

Creativity

= the ability to produce novel and valuable

ideas.

Confirmation Bias

= a tendency to search for information that

supports our preconceptions and to ignore

or distort contradictory evidence.

Fixation

= the inability to see a problem from a new

perspective, by employing a different

mental set.

Mental Set

= a tendency to approach a problem in one

particular way, often a way that has been

successful in the past.

Functional Fixedness

= the tendency to think of things only in

terms of their usual functions; an

impediment to problem solving.

Representativeness Heuristic

= judging the likelihood of things in terms of

how well they seem to represent, or

match, particular prototypes; may lead us

to ignore other relevant information.

Availability Heuristic

= estimating the likelihood of events based

on their availability in memory; if instances

come readily to mind (perhaps because of

their vividness), we presume such events

are common

Overconfidence

= the tendency to be more confident that

correct – to over-estimate the accuracy of

our beliefs and judgments.

Belief Perseverance

= clinging to one’s initial conceptions after

the basis on which they are formed has

been discredited.

Intuition

= an effortless, immediate, automatic feeling

or thought, as contrasted with explicit,

conscious reasoning.

Framing

= the way an issue is posed; how an issue is

framed can significantly affect decisions

and judgments.

Language

= our spoken, written, or signed words and

the ways we combine them to

communicate meaning.

Phoneme

= in language, the smallest distinctive sound

unit.

Morpheme

= in a language, the smallest unit that

carries meaning; may be a word or a part

of a word (such as a prefix).

Grammar

= in a language, a system of rules that

enables us to communicate with and

understand others.

Semantics

= the set of rules by which we derive

meaning from morphemes, words, and

sentences in a given language; also, the

study of meaning.

Syntax

= the rules for combining words into

grammatically sensible sentences in a

given language.

Babbling Stage

= beginning at about 4 months, the stage of

speech development in which the infant

spontaneously utters various sounds at

first unrelated to the household language.

One-word Stage

= the stage in speech development, from

about age 1 to 2, during which a child

speaks mostly in single words.

Two-word Stage

= beginning about age 2, the stage in

speech development during which a child

speaks mostly two-word statements.

Telegraphic Speech

= early speech state in which a child speaks

like a telegram – “go car” – using mostly

nouns and verbs.

Linguistic Determinism

= Whorf’s hypothesis that language

determines the way we think.