COGNITION

LANGUAGE: Language is intimately connected to cognition Elements -phonemes--morphemes--syntax-Language Acquisition First stage babbling -babbling appears to be innate -babies in this stage are capable of producing any phoneme from any language -babbling progresses into utterances of ords as babies imitate the ords they hear caregi!ers say "econd stage telegraphic speech -combine ords into simple commands -begin to learn grammar and syntax rules during this stage Controversy in language acquisition -#eha!iorists belie!e it is learned through operant conditioning and shaping -Noam $homs%y nati!ist theory of language ac&uisition' says humans are born ith a language ac&uisition de!ice hich allo s them to learn language rapidly( )here may be a critical period for learning language( -*ost psychologists no agree that there is some combination of the t o Language and Cognition #en+amin ,horf' linguistic relati!ity hypothesis the language e use might control' and in some ays limit' our thin%ing THINKING AND CREATI IT! "c#emata cogniti!e rules e use to interpret the orld $oncepts- similar to schemats' rules that allo us to categori-e and thin% about the ob+ects' people' and ideas e encounter $rototy%es the most typical example of a particular concept Images mental pictures .roblem "ol!ing Algorit#ms try e!ery possible solution'' an algorithm is a rule that guarantees the right solution by using a formula or foolproof method' may be impractical Heuristics a rule of thumb'it limits the possible combinations drastically

Availa&ility #euristic- +udging a situation based on examples of similar situations that come to mind initially( Re%resentativeness #euristic +udging a situation based on ho similar the aspects are to prototypes the person holds in his or her mind( Use of the heuristics can lead to specific problems in +udgments( /!erconfidence' belief bias' belief perse!erance 0mpediments to .roblem "ol!ing-rigidity 1mental set2 tendency to fall into established thought patterns -functional fixedness the inability to see a ne use for an ob+ect -not brea%ing the problem into parts -confirmation bias e tend to loo% for e!idence that confirms our beliefs -Framing the ay a problem is presented $reati!ity -little correlation bet een intelligence and creati!ity -difficult to define' originality' appropriateness' no!el' someho fits the situation -con!ergent thin%ing- thin%ing pointed to ard one solution -di!ergent thin%ing- thin%ing that searches for multiple possible ans ers to a &uestion-di!ergent thin%ing is more closely associated ith creati!ity(

$/GN0)0/N 3U04
5( *r( 6rohn' a carpenter is frustrated because he misplaced his hammer and needs to pound in the last nail in the boo%case he is building( 7e o!erloo%s the fact that he could use the tennis trophy sitting abo!e the or%bench to pound in the nail( ,hich concept best explains hy *r( 6rohn o!erloo%ed the trophy8

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representati!eness heuristic retrie!al functional fixedness belief bias di!ergent thin%ing

.honemes and morphemes refer to

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elements of telegraphic speech toddlers use( Elements of language( #uilding bloc%s of concepts( #asic elements of memories stored in a long-term memory( ) o types of influences language has on thought according to the linguistic relati!ity hypothesis(

,hich example ould be better explained by the le!els of processing model than the informationprocessing model8

A( "omeone says your name across the room and you s itch your attention a ay from the #( $( 9( E(
>( con!ersation you are ha!ing( <ou forget part of a list you ere trying to memori-e for a test( ,hile !isiting ith your grandmother' you recall one of your fa!orite childhood toys <ou are able to remember !erbatim a riddle you or%ed on for a fe days before you figured out the ans er( <ou pay less attention to the smell of your neighbor=s cologne than to the professor=s lecture in your college class(

$ontrary to hat ,horf=s linguistic relati!ity hypothesis originally predicted' hat effect does recent research indicate language has on the ay e thin%8

A( "ince e thin% in language' the language e understand limits hat e ha!e the ability to thin%
about(

#( Language is a tool of thought but does not limit our cognition( $( )he labels e apply affect our thoughts( 9( )he relati!e ords in each language affect our ability to thin% because e are restricted to the E(
?( ords each language uses( )he linguistic relati!ity hypothesis predicts that ho &uic%ly e ac&uire language correlates ith our cogniti!e ability

,hich of the follo ing is an example of the use of the representati!eness heuristic8

A( @udging that a young person is more li%ely to be the instigator of an argument than an older #( $( 9( E(
A( person' because you belie!e younger people are more li%ely to start fights( #rea%ing a math story problem do n into smaller' representati!e parts' in order to sol!e it( @udging a situation by a rule that is usuly' but not al ays true( "ol!ing a problem ith a rule that guarantees the right' more representati!e ans er( *a%ing a +udgment according to past experiences that are most easily recalled' therefore representati!e of experience(

,hich of the follo ing is the most complete list of elements in the three-boxBinformation processing model8

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"ensory memory' constructi!e memory' or%ing memory' and long-term memory( "hort-term memory' or%ing memory' and long-term memory( "hallo processing' deep processing' and retrie!al( "ensory memory' encoding' or%ing memory' and retrie!al( "ensory memory' or%ing memory' encoding' long-term memory' and retrie!al(

,hich of the follo ing is an effecti!e method for testing hether a memory is actually true or hether it is a constructed memory8

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$hec%ing to see hether it as deeply processed or shallo ly processed( )esting to see if the memory as encoded from sensory memory into or%ing memory( Using a .E) scan to see if the memory is stored in the hippocampus( Using other e!idence' such as ritten records' to substantiate the memory( )here is no ay to tell the difference bet een a true memory and a constructed one(

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/ne of the ays memories are physically stored in the brain is by hat process8

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9eep processing' hich increases le!els of neurotransmitters in the hippocampus( Encoding' hich stimulates electric acti!ity in the hippocampus( Long-term potentiation' hich strengthens connections bet een neurons( "electi!e attention' hich increases myelination of memory neurons( Eehearsal' hich causes the brain to de!ote more neurons to hat is being rehearsed(

According to the nati!ist theory' language is ac&uired

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by parents reinforcing correct language use( Using an inborn ability to learn language at a certain de!elopmental stage( #est in the language and culture nati!e to the child and parents( /nly if formal language instruction is pro!ided in the child=s nati!e language( #est through the phonics instructional method' because children retain ho to pronounce all the phonemes re&uired for the language(

5G( According to the three-boxBinformation-processing model' stimuli from our outside en!ironment is first stored in

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or%ing memory( )he hippocampus( )he thalamus( "ensory memory( "electi!e attention(

55( ,hich of the follo ing is the best example of the use of the a!ailability heuristic8

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@udging a situation by a rule that is usually' but not al ays' true( *a%ing a +udgment according to past experiences that are most easily recalled( @udging that a problem should be sol!ed using a formula that guarantees the right ans er( *a%ing a +udgment according to hat is usually true in your experience( "ol!ing a problem by brea%ing it into more easily a!ailable parts(

5:( ,hich sentence most accurately describes sensory memory8

A( ("ensory memory stores all sensory input perfectly accurately for a short period of time( #( "ensory memory encodes only sensations e are attending to at the time( $( "ensory memory recei!es memories from the or%ing memory and decides hich memories to 9( E(
encode in long-term memory( "ensory memory records all incoming sensations and remembers them indefinitely( "ensory memory records some sensations accurately' but some are recorded incorrectly' leading to constructi!e memory(

5;( Eecall is a more difficult process than recognition because

A( memories retrie!ed by recognition are held in or%ing memory' and recalled memories are in #( $( 9( E(
long-term memory( *emories retrie!ed by recognition are more deeply processed( )he process of recall in!ol!es cues to the memory that causes interference( *emories retrie!ed by recognition are more recent than memories retrie!ed by recall( )he process of recognition in!ol!es matching a person' e!ent' or ob+ect ith something already in memory

5>( ,hich of the follo ing ould be the best piece of e!idence for the nati!ist theory of language ac&uisition8

A( A child ho ac&uires language at an extremely early age through intense instruction by her or his
parents(

#( "tatistical e!idence that children in one culture learn language faster than children in another $( 9( E(
culture( A child of normal mental ability not being able to learn language due to language depri!ation at a young age( A child s%ipping the babbling and telegraphic speech stages of language ac&uisition( A child depri!ed of language at an early age successfully learning language later(

5?( A friend mentions to you that she heard humans ne!er forget anythingH e remember e!erything that e!er happens to us( ,hat concept from memory research most directly contradicts this belief8

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sensory memory selecti!e attention long-term memory constructi!e memory reco!ered memory