TOPIC 7

THINKING, INTELLIGENCE AND LANGUAGE

1. Explain dual-coding hypothesis;
2. Identify the three stages of problem-solving;
3. Describe the abilities that are connected to creative thinking;
4. Explain the theories of intelligence; and
5. Describe the interaction between language and thinking.
THINKING, INTELLIGENCE &
LANGUAGE
DAVIS & PALLADINO (2000):
MENTAL PROCESS TO ACQUIRE,
STORE, RETRIEVE & USE
KNOWLEDGE
THINKING

DEFINITION: USING SENSATION & PERCEPTION,

LEARNING & MEMORY TO GATHER INFO ABOUT THE
WORLD AROUND US

HOW DO WE THINK?
• DUAL CODING HYPOTHESIS  IMAGERY SYSTEM &
VERBAL SYSTEM
WHAT IS DUAL-CODING HYPOTHESIS?
hypothesis?
Dual-coding
o Dual-coding hypothesis explains that we
think by encoding information using an
imagery system and a verbal system.
Dual- o Imagery system = Process real, concrete
coding
hypothesi items and pictures.
s
o Verbal system = Process more abstract
Imager verba
y l items.
CONCEPT

SCENARIO: CHECK IN A NEW MALL

HOW DO YOU MANAGE?

ADAPT QUICKLY THROUGH THE ABILITY TO FORM & USE CONCEPTS
WE RELATE IT TO OUR EXISTING CONCEPTUAL STRUCTURE OF A
MALL
REPETITION  NEW MEMORY
HOW DO WE LEARN NEW CONCEPTS?

(a) Hypothesis-testing Theory

A hypothesis is formulated about how certain characteristics contribute to the concept.
(b) Prototype Theory
We organise our concepts in terms of prototypes or best examples. When we see a new object or
encounter a new event, we determine whether it is part of any particular concept by comparing it
with a prototype of that concept.
(c) Hierarchies
Specific concepts are grouped as subcategories within broader concepts.
PROBLEM SOLVING

DEFINITION:
A MOVE FROM A GIVEN STATE OR
PROBLEM TO A GOAL OR SOLUTION
PROBLEM SOLVING:
3 stages

Preparation Production Evaluation

• Identify, • Produce • Evaluate the

separating solution hypotheses,
and using; whether they
defining the • Algorithm meet the
• Heuristics criteria
problem.
defined in the
preparation
stage.
FIRST STAGE: PREPARATION

(i) Identify the given facts;

(ii) Separate the relevant facts from the irrelevant; and
(iii) Define the ultimate goal.
 STAGE 2: PRODUCTION

• Algorithms
o Trying out random
solutions to a problem in
a systematic manner.
o Almost always lead to a
solution.
*May take a long time.
• Heuristics
o Educated guesses
developed through past
experiences with similar
problems.
o May not always lead to a
solution
*faster technique
STAGE 3: EVALUATION
The hypotheses are evaluated to determine whether they meet the criteria defined in the
preparation stage. Have you ever wondered why you are able to solve some problems so
easily, while other problems seem to give you a mental block?
Three main barriers prevent us from effectively solving problems:
(i) Problem-solving set occurs when you apply only methods that have worked in the
past rather than trying new and creative ones.
(ii) Functional fixedness occurs when you are unable to recognize original or new uses
for an object because you are so familiar with its common use (Weiten, 2001).
(iii) Confirmation bias is the preference for information that confirms our pre-existing
positions or beliefs while ignoring or discounting contradictory evidence.
CREATIVITY

A unique way of solving problems which combines new or unusual

elements in a way that are practical, useful and meaningful (Gardner,
1988)

**List the things that you can use with a shoe lace!
(divergent thinking)
VIDEO SHARING
https://www.youtube.com/watch?v=fUa_ZIxsnYw
CONVERGENT THINKING/ CONVENTIONAL THINKING – SELECT A SINGLE
CORRECT SOLUTION FROM MULTIPLE CHOICES

DIVERGENT THINKING – WE GENERATE MANY DIFFERENT SOLUTION FROM A

SINGLE STARTING POINT
INTELLIGENCE

WHAT IS INTELLIGENCE??
MENTAL ABILITY OR DIFFERENT ABILITIES
THAT A PERSON HAVE
THEORIES OF INTELLIGENCE
1. RAYMOND CATELL (1963),
There are 2 types of intelligence;
Fluid
• Ability to think and
reason logically and
solve problems.
• (e.g: ANALYTICAL
SKILLS)
Crystallised
• Ability to use skills and
knowledge accumulated
from past experiences,
education and culture.
• (e.g. general
knowledge/vocabulary)
2.ROBERT STERNBERG’S TRIARCHIC
THEORY
There are three distinct kinds of intelligence:

o Componential – ABLE THINK ABSTRACTLY

o Experiential – ABLE TO FORMULATE NEW IDEAS
o Contextual- ABLE TO ADAPT TO CHANGING ENVIRONMENTAL CONDITION
EARLY VS. MODERN THEORY OF
INTELLIGENCE
GENERAL MENTAL ABILITY VS.
INTELLIGENCE CONSISTING OF MANY
INDEPENDENT SEPARATE ABILITIES
 2 POPULAR THEORIES OF INTELLIGENCE
Howard Gardner’s theory Robert Sternberg’s triarchic
of multiple intelligences theory of intelligence
INTELLIGENT TESTS
A. STANFORD – BINET INTELLIGENCE SCALE
 Measure 4 types of mental abilities for children:
– Verbal reasoning,
– Visual reasoning
– Quantitative reasoning
– Short term memory
B. WECHSLER INTELLIGENCE SCALE (WAIS)
 Measure 2 things:
- verbal skills
- performance skills
VIDEO
• https://www.youtube.com/watch?v=iqpUuGIHfx0
LANGUAGE

 FACILITATES OUR THINKING – COMMUNICATE OUR THOUGHTS,

IDEAS & FEELINGS

 INFLUENCES THE WAY WE THINK AND HOW WE APPROACH

PROBLEMS
CHARACTERISTICS

• SYMBOLIC - We use spoken sounds and written words to symbolise objects, events and
ideas.
• MEANINGFUL - The symbols are arbitrary but meaningful to the people who speak them.
• GENERATIVE - A restricted number of symbols can be combined in an infinite variety of
ways to generate an endless range of original messages.
• STRUCTURED - Sentences must be structured in a restricted number of ways.
INTERACTION BETWEEN LANGUAGE AND
THINKING
• Language facilitates our thinking.
• Through language we can communicate our thoughts, ideas and feelings.
• Many psychologists believe that language influences the way we think and solve
problems.
• In some way, our vocabulary determines how we perceive the world around us.
• Though, some psychologists argue stating that language does not determine how
we think, but merely reflects our thinking.
VIDEO SHARING
https://www.youtube.com/watch?v=s9shPouRWCs
SUMMARY
 Cognition refers to the mental processes involved in acquiring, storing, retrieving and using
knowledge.
 According to the dual-coding hypothesis, we think by encoding information using an imagery
system and a verbal system, each working independently.
 We tend to mentally group objects or events, which have similar characteristics when we form
concepts.
 There are three main stages of problem-solving: preparation, production and evaluation.
 Algorithm involves trying out random solutions to a problem in a systematic manner while
heuristics are educated guesses developed from experience with similar problems.
 Two of the most influential alternative theories of intelligence are Robert Sternberg’s Triarchic
Theory of Intelligence and Howard Gardner’s Theory of Multiple Intelligences.
 Our cognitive processes such as language and thought share a complex interaction with one
another.