PSYC 213 Chapter Notes - Chapter 12: Serendipity, Hookworm Infection
8 Sep 2016
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Test!distinguish!children!of! normal"!vs. ! subnormal"!intelligence. intelligence!by!binet!and!simon:!a!fundamental!faculty,!the!alteration!or!lack!of!which!is!the!utmost!importance!for!practical! life. ! (p. 375!of!textbook): binet!&!simon!test, methodology:!comparison!of!mental!age, 203!children!studied. !103!children:!mental!age!~!real!age;!44:!advanced!than!their!age;!56:!below!their!age!level. ! Tests!confirm!their!hypothesis: method:, participants!complete!different!tasks!on!a!computer!with!the!background!coloured!either!red!or!blue! (or! a!neutral!control!condition). , when!questions!were!about!paying!attention!to!details,!red!background!performed!best, when!questions!involved!thinking!creative,!blue!background!performed!better. Traced!his!approach!to!the!19th!century!phrenology!of!gall!and!spurzheim,!which!suggests!that!particular!areas!of!the!brain! have!unique!functions: according!to!phrenologists,!differences!in!abilities!between!people!is!b/c!the!areas!of!the!brain!were!differentially! developed, research!with!neuroimaging!techniques!supported!his! distinction!among!domains!in!terms!of!the!separable!anatomical! networks!they!activate , but!these!don"t!operate!in!complete!isolation,!but!they!interact!with!one!another! 8!criteria!for!the!identification!of!a!separate!intelligence: a!separate!intelligence!will!have!a!symbol(system((different!forms!of!representation,!such!as!language,!drawing,!music,!and! mathematics,!that!express!different!forms!of!intelligence)!for!representing!what!we!know, example:!textbook!uses!english!to!represent!information!about!cognitive!psychology;!drawing!a!map!to!explain!how!to! get!to!your!place;!playing!a!piece!of!music!to!express!your!mood, association!with!exceptional!individuals!such!as!prodigies, these!rare!individuals!cannot!be!easily!explained!by!a!general!theory!of!intelligence, prodigies!appear!in!certain!disciplines!(math,!music,!etc. )!and!rarely!in!others!(literature), separate!intelligence!will!have!a!distinctive!developmental!history! there!should!be!a!characteristic!way!in!which!expertise!develop,!with!everyone!beginning!in!the!same!way!and!some! reaching!very!high!levels!of!competence! this!is!to!assume!that!it"s!possible!to!objectively!define!what!constitutes!the!expert!use!of!a!particular! symbolic!form! Gardner"s!original!list!of!intelligences! (didn"t!consider!this!as!a!final): musical!intelligence! (mozart)! bodilygkinesthetic!intelligence! (babe!ruth)! linguistic!intelligence! (shakespeare)! logicogmathematical!intelligence! (newton)! spatial!intelligence! (london!taxi!drivers)! personal!intelligence! (helen!keller"s!teacher!who!found!a!way!to!communicate!with!her)! Drawing( ability!to!make!pictures=!spatial!intelligence! development!of!this!ability!is!not!linear! it"s!not!as!if!the!preschool!child!were!a!bad!artist,!the!schoolgage!child!a!better!artist,!and!the!trained!adult!a!superior! artist: doesn"t!improve!with!age! artistic!skills!follow!a!pattern!of!u8shaped(development, performance!is!initially!relatively!good! (free!from!the!constraints!of!realism,!absence!of!stereotyped!forms),! subsequently!becomes!worse! (loss!of!freedom!of!selfgexpression!because!of!rules!and!conventions!they!start!to!learn),! and!eventually!improves! (some!are!no!longer!entirely!bound!by!conventional!norms)! (u8shaped(development:!hypothesis!that!the!development!of!many!symbolic!forms!initially!is!delightfully!preg conventional,!then!descends!to!the!merely!conventional,!but!ultimately!may!achieve!the!integration!of!the!postg conventional)g!p. 389!last!paragraph! Study:!schellenberg! (2004): 4!different!groups!of!6gyeargolds!exposed!to!keyboard,!voice,!drama!or!no!lessons!for!1!year! the!iq!scores!of!all!groups!improved!(probably!as!a!result!of!schooling), 2!groups!exposed!to!music!lessons!showed!greater!iq!gains!than!other!2!groups! conclusion:, particular!kinds!of!music!might!have!beneficial!effects!on!iq, he!suggests!that!chess!or!science!lessons!might!also!have!a!beneficial!effect! the!development!of!musical!knowledge!may!also!vary!along!the!tacitgexplicit!dimension, people!can!have!tacit!knowledge!without!being!able!to!say!what!it!is!that!they!know, mid8life(crisis(of(the(musician, as!music!students!become!adolescents,!they!may!feel!an!inconsistency!between!their!increasingly!explicit! understanding!of!music!and!the!spontaneous!love/understanding!of!music!they!had!as!children( Study:!chase!and!simon! (1973)! compared!the!ability!of!chess!masters!and!novices!to!remember!the!positions!of!chess!pieces! participants!were!to!reproduce!the!positions!and!their!memory!was!tested! result:: masters!remembered!the!positions!better!than!novices,!particularly!if!the!arrangement!they!were!shown!was!one!that!had! been!reached!in!an!actual!game! relations!b/w!the!pieces!in!such!an!arrangement!are!meaningful!to!chess!experts,!whereas!a!random!placement!of! pieces!is!relatively!meaningless!to!experts!and!novices!alike! experts!are!only!slightly!better!than!novices!in!their!ability!to!remember!a!random!arrangement!of!pieces! this!is!because!experts!perceive!game!position!arrangements!in!larger!units! (chunks),!but!novices,!who!don"t!know! enough!to!recognize!the!meaning!of!pieces"!position,!can"t! chunk !the!information,!so!they!have!to!remember!the! position!of!each!individual!piece! that"s!why!it"s!more!difficult!for!novices,!particularly!when!the!situation!to!be!remembered!is!one!that!could! occur!in!an!actual!game! 108year(rule: at!least!10!years! (around!10,000!hours)!of!fullgtime!practice!are!required!to!be!an!expert( important!not!to!practice!too!much!to!avoid! burngout ( no!evidence!for!anatomical!differences!b/w!the!brains!of!novices!and!experts! study:!valentine,!wilding,!and!kapur! (2003)! compared!topglevel!participants!at!the!world!memory!championships!with!a!group!of!nongexpert!participants!matched!for!age! and!intelligence! result:! no!structural!differences!in!the!brains!of!the!2!groups! fmri!scans!revealed!that!parts!of!the!brain!associated!with!navigation,!such!as!the!hippocampus,!were!more!active!in! the!expert!memorizer! conclusion:! although!there!was!no(anatomical(difference,!there!was!a!functional(difference!in!the!parts!of!the!brain!that!were!active! 2!key!aspects!to!the!evolutionary!process:: blind(variation! (generation!of!alternative!problem!solutions!without!foresight,!and!then!retention!of!those!that!work!in!a! particular!context)! trial(and(error, e. g. )!a!dog!had!learned!how!to!escape!from!the!fencedgin!yard!by!lifting!the!latch!on!the!gate!by!exploring! pick(up(information(from(the(environment(without(actually(moving(around(in(it(( his!environment!and!hitting!on!an!action!that!would!free!him!by!chance, e. g. )!echolocation! (the!system!that!species!such!as!bats!use!to!navigate!and!find!prey)!people!can!also!learn! to!echolocate,!and!it!seems!that!many!blind!people!do!so:! Determinants!of!creative!potential:!simonton!(1988)! the!importance!of!a!diversified,!enriching!environment! developmental!antecedents!of!creative!potential:! family!background: parental!loss:(positive!association!with!creative!potential! (perhaps!because!it!heightens!the!sense!of! independence,!which!might!be!associated!with!a!willingness!to!try!out!new!combinations!of!ideas)! the!cultural!stimulation!provided!by!the!household!into!which!the!person!is!born! formal!education!is!not!related!to!creative!potential! Mednick!(1962)! suggested!that!an!individual"s!creativity!is!a!reflection!of!his!or!her!associative!hierarchy! (the!idea!that!the!associations! used!for!problemgsolving!are!arranged!in!a!hierarchy,!and!that!creative!people!not!only!have!more!associations!than!most,! but!have!them!arranged!in! flatter !hierarchies:!thus!they!are!more!likely!than!most!to!recognize!alternative!possibilities): most!of!us!have!only!a!few!associations!arranged!in!a!high!hierarchy!and!therefore!see!only!the!most!obvious!uses!for! things, by!contrast,!creative!people!have!many!associations!arranged!in!a!
