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Thought, Language, and Intelligence
Learning Objectives

After completing this chapter you should be able to:

  1. Define a concept and explain how concepts are stored in memory.
  2. Explain the different ways to represent a problem, including mental images and mental models.
  3. List and describe the four basic problem-solving processes that can be used to generate solutions.
  4. Discuss the shortcomings in problem-solving ability, including representation failures, functional fixedness, and the confirmation bias.
  5. Explain syllogistic reasoning and conditional reasoning and discuss how good people are at using these rules of formal logic.
  6. Examine biases in judgment, including the representative heuristic, the availability heuristic, the anchoring effect, and overconfidence.
  7. Describe the steps involved in critical thinking.
  8. Identify and describe the characteristics of human language.
  9. List the developmental sequence of language and identify developmental theories of language.
  10. Discuss whether apes can learn language and examine why this notion is controversial.
  11. Explore the relationship between thought and language.
  12. Define intelligence.
  13. Compare different testing instruments used to measure intelligence, including the Stanford-Binet, the Wechsler scales, and group aptitude tests.
  14. Identify and define three key ingredients necessary in order for a psychological test to be accurate.
  15. Discuss whether intelligence tests are biased.
  16. Define the concept of general intelligence.
  17. Identify and describe the multiple intelligences proposed by Gardner.
  18. Explain Sternberg's triarchic theory of intelligence.
  19. Examine the social and political implications of the nature and nurture debate, and summarize the research on the relative influences of genetics and environment on intelligence.
  20. Examine racial, cultural, and gender differences in IQ scores and explanations for these differences.
  21. Describe the phenomenon of the self-fulfilling prophecy. Discuss the two ways that IQ-based expectancies can affect the educational process.



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