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Fifty thousand years ego, more or less, during the Upper Paleolithic Age, our
ancestors began the most spectacular advance in human history. Before that
age, human beings were a negligible group of large mammals. After, the human
mind was able to take over the world. What happened?
The archeological record suggests that during the Upper Paleolithic, humans
developed an unprecedented ability to innovate. They acquired a modern
human imagination, which gave them the ability to invent new concepts and
to assemble new and dynamic mental patterns. The results of this change
were awesome: Human beings developed art, science, religion, culture,
sophisticated tools, and language. How could we have invented these
things?
You, as a human being, are a fascinating creature. You have what may be a
limitless ability to learn new things. You can memorize an immense amount
of information and store it in your mind for many years. You can speak and
write in a wide variety of languages and communicate with hand, facial,
and body gestures. You also have different consciousness in which you can
experience the world around you as well as your internal dreams and
fantasies and you shape and change your surroundings every day, creating
new ways of understanding life with different forms of intelligence.
Despite the fascinating quality of human nature, do you know that you often
think, act, and experience the world in ways very similar to all other
animals? While humans have many unique and special qualities and abilities,
there are many similarities with other living creatures.
Unlike other species, humans owe their success more to thinking abilities and
intelligence than to physical strength or speed. Thats why we are called Homo
sapiens (from the Latin for man and wise). Our mental abilities make us
highly adaptable creatures. We live in deserts, jungles, mountains, frenzied
cities, placid retreats, and even space stations.
Consider Stephen Hawking. He cant walk or talk. When he was 13, Lou
Gehrigs disease began to slowly destroy nerve cells in his spinal cord, short-
circuiting messages between his brain and muscles. Today, he is confined to a
wheelchair and speaks by manually controlling a speech synthesizer. Yet
despite his severe disabilities, his brain is unaffected by the disease and
remains fiercely active. He can still think. Steven is a theoretical physicist and
one of the best-known scientific minds of modern times (Ferguson, 2011). With
courage and determination, he has used his intellect to advance our
understanding of the universe.
But how do we think? How are we able to solve problems? What is
intelligence? What exactly is wisdom? How do people like Steven Hawking
create works of science, art, and literature? For some preliminary answers, we
will investigate thinking, problem solving, language, creativity, and intelligence
in the following pages.
We study the human brain3 pounds of wet tissue the size of a small
cabbage, yet containing circuitry more complex than the planets telephone
networks. We marvel at the competence of newborns. We relish our sensory
system, which disassembles visual stimuli into millions of nerve impulses,
distributes them for parallel processing, and then reassembles them into
colorful perceptions.
We ponder our memorys seemingly limitless capacity and the ease with
which our two-track mind processes information, consciously and
unconsciously. Little wonder that our species has had the collective genius to
invent the camera, the car, and the computer; to unlock the atom and crack
the genetic code; to travel out to space and into the oceans depths. Yet we also
see that our species is kin to the other animals. We are influenced by the
same principles that produce learning in rats and pigeons.
Second, the historian of science Arthur I. Miller had this to say about Piaget,
philosophy, cognitive science, psychology, and science: The Swiss psychologist
Jean Piaget made it abundantly clear that the basic problem faced by
psychology, philosophy, and science is how knowledge emerges from sense
perceptions or data. . . . Piaget wondered essentially about a paradox discussed
by Plato in the Meno: How can new concepts emerge from ones already set into
the brain? In other words, how can a system produce results that go far
beyond the statements included in it? This is the problem of creativity.
Beginning to reason is like stepping onto an escalator that leads upward and
out of sight. Once we take the first step, the distance to be traveled is
independent of our will and we cannot know in advance where we shall end.
Peter Singer (1982)
But whatever the process, the result is wonderful, gradually from naming an
object we advance step-by-step until we have traversed the vast difference
between our first stammered syllable and the sweep of thought in a line of
Shakespeare. Helen Keller
Imagination is the beginning of creation: you imagine what you desire, you will
what you imagine, and at last you create what you will.
-George Bernard Shaw
The mind is its own place and in itself can make a hell of heaven or a heaven of
hell
Milton, Paradise Lost
A great many people think they are thinking when they are merely rearranging
their prejudices.
-William James
Humans are highly adaptable creatures. We live in deserts, jungles, mountains, frenzied
cities, placid retreats, and space stations. Unlike other species, our success owes more to
thinking abilities and intelligence than it does to physical strength or speed.
COGNITIVE PSYCHOLOGY OR COGNITIVE PROCESSES
You must now begin to engage a variety of cognitive processes. You will need
language processes to put together some basic meanings for the words, but
what then? Can you find any episode in memory to which these words are
relevant? If you cant, youll have to give other types of thought to the matter. Is
the message a code? What kind of code? Whom do you know who might encode
a message? Does the fate of civilization rest in your hands?
2. For the crew and passengers of United Airlines Flight 118, the skies
over Hawaii were about to become the scene of a terrifying test of human
resourcefulness, with survival at stake. On a routine flight 20,000 feet
above the Pacific Ocean, the unthinkable happened. With an explosive
popping of rivets and a shriek of tearing metal, part of the surface at the
front of the plane suddenly ripped away from the rest of the aircraft,
exposing the flight deck and forward passenger compartments to the air.
Inside, terrified passengers and flight attendants quite literally hung on
for dear life as gale-force winds swirled through the cabin and the plane
threatened to spin out of control.
The sudden change in the aerodynamics of the plane meant that it could not be
flown normally. The captain, an experienced pilot, needed to develop a mental
model of the plane in its altered form to keep it from plunging into the ocean.
Thanks to his flight experience and his knowledge of the principles under
which the aircraft normally responded to its controls, the captain quickly
recognized what needed to be done and formulated a plan for doing it.
Yet formulating the plan wasnt enough. The captain needed his copilots help
to execute the appropriate actions. Under normal circumstances this would
pose no problem: The captain would simply use spoken language to describe
his thoughts, convey the plan, and tell the copilot what to do. But in a torn-
open jetliner flying at several hundred miles per hour, the noise of the engines
and the roar of the wind rendered speech useless, so the captain and the
copilot switched to hand signals to communicate their thoughts and coordinate
their activities. Through perfect teamwork, they landed the aircraft safely at an
auxiliary airfield, a feat described by one aeronautical engineer as
astonishing.
Incidents like this one illustrate the power of human communication,
reasoning, and problem solvingcognitive skills that underlie adaptive
behavior. Yet as we shall see, the basic communication procedures and mental
operations these aviators used to deal with this life-and-death challenge were
really no different from many of the linguistic, reasoning, and problem-solving
activities that we engage in each day. We humans are physically puny and
relatively defenseless in comparison with some other species, but we dominate
our world because we communicate more effectively and think better than
other animals do. Humans have a remarkable ability to create mental
representations of the world and to manipulate them in the forms of language,
thinking, reasoning, and problem solving (Simon, 1990). Mental
representations include images, ideas, concepts, and principles. At this
very moment, through the printed words you are reading, mental
representations are being transferred from our minds to yours. Indeed, the
process of education is all about transferring ideas and skills from one mind to
another.
3. Dr. Joyce Wallace, a New York City physician, was having trouble
figuring out what was the matter with a forty-three-year-old patient,
Laura McBride.
Laura reported pain in her stomach and abdomen, aching muscles, irritability,
occasional dizzy spells, and fatigue (Rouch, 1986). The doctors first
hypothesis was iron-deficiency anemia, a condition in which there is not
enough oxygen-carrying hemoglobin in the blood. There was some evidence to
support that hypothesis. A physical examination revealed that Lauras spleen
was somewhat enlarged, and blood tests showed low hemoglobin and high
production of red blood cells, suggesting that her body was attempting to
compensate for the loss of hemoglobin. However, other tests revealed normal
iron levels. Perhaps she was losing blood through internal bleeding, but other
tests ruled that out. Had Laura been vomiting blood? She said no. Blood in the
urine? No. Abnormally heavy menstrual flow? No.
As Dr. Wallace puzzled over the problem, Lauras condition worsened. She
reported more intense pain, cramps, shortness of breath, and severe loss of
energy. Her blood was becoming less and less capable of sustaining her; but if
it was not being lost, what was happening to it? Finally, the doctor looked at a
smear of Lauras blood on a microscope slide. What she saw indicated that a
poison was destroying Lauras red blood cells. What could it be? Laura spent
most of her time at home, but her teenage daughters, who lived with her, were
perfectly healthy. Dr. Wallace asked herself, What does Laura do that the girls
do not? She repairs and restores paintings. Paint. Lead! She might be
suffering from lead poisoning! When the next blood test showed a lead level
seven times higher than normal, Dr. Wallace knew she had found the answer
at last.
To solve this medical mystery, Dr.Wallace relied on her intelligence, part of
which can be seen in her ability to think, solve problems, and make judgments
and decisions. She put these vital cognitive abilities to use in weighing the pros
and cons of various hypotheses and in reaching decisions about what tests to
order and how to interpret them. In consulting with the patient and other
physicians, she relied on another remarkable human cognitive ability known as
language. Lets take a look at what psychologists have discovered about these
complex mental processes, how to measure them, and how to compare people
in terms of intelligence. We begin by examining a general framework for
understanding human thinking and then go on to look at some specific
cognitive processes.
Understanding the mental processes that Dr. Wallace used to solve her
problem begins by realizing that her thinking, like yours, involves five main
operations or functions: to describe, to elaborate, to decide, to plan, and to
guide action.
Consider how the circle of thought operated in Dr. Wallaces case. It began
when she received the information about Lauras symptoms that allowed her to
describe the problem. Next, Dr. Wallace elaborated on this information by
using her knowledge, experience, and powers of reasoning to consider what
disorders might cause such symptoms. Then she made a decision to
investigate a possible cause, such as anemia. To pursue this decision, she
formulated a planand then acted on that plan. But the circle of thought did
not stop there. Information from the blood test provided new descriptive
information, which Dr. Wallace elaborated further to reach another decision,
create a new plan, and guide her next action. Each stage in the circle of
thought was also influenced by her overall intentionin this case, to find and
cure her patients problem.
COGNITIVE PSYCHOLOGY
We are surrounded by evidence of peoples really great ideas. From the alarm
clock to the computer, human ingenuity touches us at every turn. These
inventions happened because somebody noticed a problem and came up
with a solution. Cognitive psychology is the study of mental processes.
Cognitive processes are thinking, problem solving, reasoning, and decision
making.
What is thinking? Every time you use information and mentally act on it by
forming ideas, reasoning, solving problems, drawing conclusions, expressing
thoughts, or comprehending the thoughts of others, you are thinking. In
thinking we explore the building blocks of thoughtsimages and concepts.
Then, we discuss the mental processes involved in problem solving and
creativity.
Thinking is a cognitive process in which the brain uses information from the
senses, emotions, and memory to create and manipulate mental
representations such as concepts, images, schemas, and scripts. We can
conceive of thinking as a complex act of cognition information processing in
the brainby which we deal with our world of ideas, feelings, desires, and
experience. Our Core Concept notes that this information can come from
within and from without, but it always involves some form of mental
representation:
What kinds of activities count as cognitive processes and why they might
interest you. The capacity to use language and to think in abstract ways
has often been cited as the essence of the human experience. You tend to
take cognition for granted because its an activity you do continually during
your waking hours. Even so, when a carefully crafted speech wins your vote
or when you read a detective story in which the sleuth combines a few scraps
of apparently trivial clues into a brilliant solution to a crime, you are forced to
acknowledge the intellectual triumph of cognitive processes.
Cognition is a general term for all forms of knowing: The study of cognition is
the study of your mental life. Cognition includes both contents and processes.
The contents of cognition are what you knowconcepts, facts, propositions,
rules, and memories: A dog is a mammal. A red light means stop. I first left
home at age 18.
This study of cognition will begin with a brief description of the ways in which
researchers try to measure the inner, private processes involved in cognitive
functioning. Cognitive psychology covers the topics that generate much basic
research and practical application: language use, visual cognition, problem
solving, reasoning, judging, and decision making.
Cognitive science agrees that thinking goes on inside the head. For the
cognitive scientist, however, thinking is information processing done by or in
the brain. Mind is redefined as a brain function. Thinking is a kind of
action, something the person actively does.
1. The external world. Also called physical world or physical reality. This
physical world is the source of all of our information, which is the
essence of our life and behaviour.
- The physical reality is full of enormous amount of varied information.
- The information is in 1. Objects (living and non-living) in 2. Space
(infinite) 3. And time (day and night).
- We may not need all the information that is there in the physical
reality. We choose what we need, desire or require.
2. The Internal world. Which process the information and utilizes for its
survival.
1. The way we think affects the way we plan our lives, the personal goals we
choose, and the decisions we make.
2. Good thinking is therefore not something that is forced upon us in
school: It is something that we all want to do, and want others to do, to
achieve our goals and theirs.
Rational does not mean, here, a kind of thinking that denies emotions and
desires: It means, the kind of thinking we would all want to do, if we were
aware of our own best interests, in order to achieve our goals. Ex;
WORSHIPPING THE GOD
People want to think rationally, in this sense. It does not make much sense to
say that you do not want to do something that will help you achieve your goals:
Your goals are, by definition, what you want to achieve. They are the criteria by
which you evaluate everything about your life.
The thinking determines the nature of the behavior, then motivates and guides
its performance, from within.
To create the future, you have to be able to imagine it. Productive thinking is
a way to help you do that. Its not magic. Its a disciplined approach to
thinking more creatively and more effectively. You can actually train yourself to
think better. The more you practice it, the better youll get. The better you get,
the more opportunities you will have to make a better world, a better company,
a better life. The power of productive thinking lies its potential to increase your
chances of finding, developing, and ultimately implementing unexpected
connections.
Because, thinking is hard work Henry Ford once said, Thinking is the hardest
work there is, which is the probable reason why so few engage in it.
EXAMPLE
You begin by saying to a friend, I have a free course. Any ideas? She says that
she enjoyed Professor Smiths course in Soviet-American relations. You think
that the subject sounds interesting, and you want to know more about modern
history. You ask her about the work, and she says that there is a lot of reading
and a twenty page paper. You think about all the computer-science
assignments you are going to have this term, and, realizing that you were
hoping for an easier course, you resolve to look elsewhere. You then recall
hearing about a course in American history since World War II. That has the
same advantages as the first courseit sounds interesting and it is about
modern history but you think the work might not be so hard. You try to find
someone who has taken the course.
Clearly, we could go on with this example, but it already shows the main
characteristics of thinking. It begins with doubt. It involves a search directed at
removing the doubt. Thinking is, in a way, like exploration. In the course of
the search, you discovered two possible courses, some good features of both
courses, some bad features of one course, and some goals you are trying to
achieve. You also made an inference: You rejected the first course because
the work was too hard.
From the beginnings of life, the inward flow of sensations and experiences is
organized by the brain in a variety of ways. The transformation of what is
heard, seen, or touched is dependent upon the skill of the human mind in
representing events as images, as inner speech, as kinesthetic symbols.
Through these varied forms or languages, the consequences or meanings of
these experiences are stored.
You think all the time, and whether you know it or not, you have a distinct
thinking style, a way of going about what you do. If youve ever thought youd
like to better understand how that works or, more important, improve upon
your thinking abilities in a way that can transform your life, you are taking the
right step seeking to explore your possibilities for becoming the best thinker
you can be.
We explain these different behaviors and aspects of behavior, and many others,
by positing different kinds of thinking going on behind the scenes. The thinking
determines the nature of the behavior, then motivates and guides its
performance, from within.
WHAT IS THINKING
We can start to answer this question by looking at the various ways the word
thinking is used in everyday language. 1. I think that water is necessary for
life and 2. George thinks the Pope is a communist both express beliefs (of
varying degrees of apparent plausibility), that is, explicit claims of what
someone takes to be a truth about the world.3. Anne is sure to think of a
solution carries us into the realm of problem solving, the mental construction
of an action plan to achieve a goal. The complaint 4. Why didnt you think
before you went ahead with your half-baked scheme? emphasizes that
thinking can be a kind of foresight, a way of seeing the possible future. 5
What do you think about it? calls for a judgment, an assessment of the
desirability of an option. Then theres 6. Albert is lost in thought, where
thinking becomes some sort of mental meadow through which a person might
meander on a rainy afternoon, oblivious to the world outside.
Reasoning, which has a long tradition that springs from philosophy and logic,
places emphasis on the process of drawing inferences (conclusions) from some
initial information (premises). In standard logic, an inference is deductive if the
truth of the premises guarantees the truth of the conclusion by virtue of the
argument form. If the truth of the premises renders the truth of the conclusion
more credible but does not bestow certainty, the inference is called inductive.
There are three basic types of thinking that we have to do in order to achieve
our goals:
We think when we are in doubt about how to act, what to believe, or what to
desire. In these situations, thinking helps us to resolve our doubts: It is
purposive. We have to think when we make decisions, when we form beliefs,
and when we choose our personal goals, and we will be better off later if we
think well in these situations.
Decisions may be simple, involving only a single goal, two options, and strong
beliefs about which option will best achieve the goal, or they may be complex,
with many goals and options and with uncertain beliefs.
2. Thinking about belief
Decisions depend on beliefs and goals. When we think about belief, we think to
decide how strongly to believe something, or which of several competing beliefs
is true. When we believe a proposition, we tend to act as if it were true. If I
believe it will rain, I will carry my umbrella. We may express beliefs in
language, even without acting on them ourselves. (Others may act on the
beliefs we express.) Many school problems, such as those in mathematics,
involve thinking about beliefs that we express in language only, not in actions.
Beliefs may vary in strength, and they may be quantified as probabilities. A
decision to go out of my way to buy an umbrella requires a stronger belief that
it will rain (a higher probability) than a decision to carry an umbrella I already
own.
3. Thinking about our personal goals
Why just these phases: the search for possibilities, evidence, and goals, and
inference? Thinking is, in its most general sense, a method of finding and
choosing among potential possibilities, that is, possible actions, beliefs,
or personal goals. For any choice, there must be purposes or goals, and goals
can be added to or removed from the list. I can search for (or be open to) new
goals; therefore, search for goals is always possible. There must also be objects
that can be brought to bear on the choice among possibilities. Hence, there
must be evidence, and it can always be sought. Finally, the evidence must be
used, or it might as well not have been gathered. These phases are necessary
in this sense.
You think all the time, and whether you know it or not, you have a distinct
thinking style, a way of going about what you do. If youve ever thought youd
like to better understand how that works or, more important, improve upon
your thinking abilities in a way that can transform your life, you are taking the
right step seeking to explore your possibilities for becoming the best thinker
you can be.
To understand how, lets take a look at three important areas of your mind:
1. Dreams, 2 feelings, and 3 thinking. This trinity of the mind is like a three-
person rowing team. You have dreams calling out direction while thinking and
feeling do the rowing.
When all three are in sync, you glide through life. Of course, they are not
always in perfect synchrony, so lets look more carefully at the role each plays.
Dreams
The depth of dreams has inspired individuals, nations, and generations. Most
famously, Dr. Martin Luther King, Jr., had a dream, which became a powerful
vision and changed the behavior of an entire country. We all have dreams,
goals, and aspirations that motivate us throughout our lives and determine the
path we take. These dreams guide us in what we choose to do and when we
choose to do it.
Getting clear about what matters most to you, really understanding your
dreams and your values, is essential because dreams determine the direction of
your behavior. If your dreams arent clear, your direction wont be clear. It will
be left, right, no left again. To fully leverage your thinking skills, you need to
know, at the core, what is important in your life and whats not. Thinking and
feeling work better together when your dreams are clear and consistent.
Feelings (Emotions)
That wont workthey just wont behave, so the best practice is to recognize
your feelings and the important role they play so that they work for you and
are in concert with your thinking.
Thinking
Thinking is the third member of the rowing team, and building thinking skills.
Thanks to your thinking side, you can anticipate, plan, invent, innovate,
contemplate, and decide. On a daily basis, when you are sizing up situations,
gathering information, weighing alternatives, and considering consequences,
you are using this marvelous side of your mind. Its capabilities are boundless,
so you can continually get better at thinking. Thinking plays a key role in
recognizing and evaluating life changing opportunities, solving complicated
problems, and making wise decisions.
Our success in life depends largely on the proper operation of both thinking
and language skills, and that these skills involve different areas of the brain.
When either cognitive or language functions are impaired, we become
vulnerable to all sorts of failures and errors. What pitfalls threaten the
effectiveness of human cognition? What factors influence our success? How are
our thoughts transformed into language? Many of the answers to these
questions come from cognitive psychology , the study of the mental processes
by which the information humans receive from their environment is modified,
made meaningful, stored, retrieved, used, and communicated to others.
You are what you think. Whatever you are doing, whatever you feel, whatever
you wantall are determined by the quality of your thinking. If your thinking
is unrealistic, your thinking will lead to many disappointments. If your
thinking is overly pessimistic, it will deny you due recognition of the many
things in which you should properly rejoice. Test this idea for yourself. Identify
some examples of your strongest feelings or emotions. Then identify the
thinking that is correlated with those examples. For example, if you feel excited
about going to work, it is because you think that positive things will happen to
you while you are at work, or that you will be able to accomplish important
tasks. If you dread going to work, it is because you think it will be a negative
experience. In a similar way, if the quality of your life is not what you wish it to
be, it is probably because it is tied to the way you think about your life. If you
think about it positively, you will feel positive about it. If you think about it
negatively, you will feel negative about it.
For example, suppose you recently accepted a job in a new city. You accepted
said job because you had the view that you were ready for a change, that you
wanted to experience living in a different place, that you wanted to find a new
set of friendsin short, in many ways you wanted to start a new life. And lets
suppose that your expectations of what would happen when you took the new
job did not come to fruition. If this were the thrust of your thinking, you would
now feel disappointed and maybe even frustrated (depending on how negative
your experience has been interpreted by your thinking).
For most people, most of their thinking is subconscious, that is, never
explicitly put into words. For example, most people who think negatively would
not say of themselves, I have chosen to think about myself and my experience
in largely negative terms. I prefer to be as unhappy as I can be. The problem
is that when you are not aware of your thinking you have no chance of
correcting it. When thinking is subconscious, you are in no position to see
any problems in it. And, if you dont see any problems in it, you won't be
motivated to change it. The truth is that since few people realize the powerful
role that thinking plays in their lives, few gain significant command of their
thinking. And therefore, most people are in many ways victims of their own
thinking, harmed rather than helped by it. Most people are their own worst
enemy. Their thinking is a continual source of problems, preventing them from
recognizing opportunities, keeping them from exerting energy where it will do
the most good, poisoning relationships, and leading them down blind alleys
Thinking is about creating the future. Its about a way to see more clearly,
think more creatively, and plan more effectively. Its about thinking better,
working better, and doing better in every area of your life. All of us have the
potential to think better. The first step is to free ourselves from the
unproductive thinking patterns that hold us back. Aristotle called human
beings rational animals. It is all too regrettably obvious, however, that we are
frequently irrational.
Thinking better is hard work. It can be risky. And it can certainly make you
unpopular. So why bother?
We have the impression that people are good or bad at forming the things we
call thoughts, even though thoughts do not exist physically. We run into
trouble, however, when we try to locate constructs such as thought or memory
in the brain. The fact that we have words for these constructs does not mean
that the brain is organized around them. Indeed, it is not. For instance,
although people talk about memory as a unitary thing, the brain does not treat
memory as unitary nor localize it in one particular place. The many forms of
memory are each treated differently by widely distributed brain circuits. The
psychological construct of memory that we think of as being a single thing
turns out not to be unitary at all.
Although were still far from understanding exactly how the brain produces
thought, it is clear that from a biological level of analysis, thought exists as
patterns of neural activity.
Just as measuring, stirring, and baking are only part of the story of cookie
making, describing the processes of thinking tells only part of the story behind
the circle of thought. Psychologists usually describe the ingredients of
thought as information. But that is like saying that you make cookies with
stuff. What specific forms can information take in our minds? Cognitive
psychologists have found that information can be mentally represented in
many ways, including as concepts, propositions, schemas, scripts, mental
models, images, and cognitive maps. Lets explore these ingredients of
thought and how people manipulate them as they think.
At its most basic, thinking is an internal representation (mental expression)
of a problem or situation. Picture a chess player who mentally tries out several
moves before actually touching a chess piece. By planning her moves, she can
avoid many mistakes. Imagine planning what to study for an exam, what to say
at a job interview, or how to get to your spring break hotel. In each of these
cases, imagine what might happen if you couldnt plan at all.
The three basic components are mental images, concepts, and language
(or symbols).
Mental Images
Imagine yourself lying relaxed in the warm sand on an ocean beach. Do you see
tall palms swaying in the wind? Can you smell the salty ocean water and hear
the laughter of the children playing in the surf? What youve just created is a
mental image, a mental representation of a previously stored sensory
experience, which includes visual, auditory, olfactory, tactile, motor, and
gustatory imagery. We all have a mental space where we visualize and
manipulate our sensory images.
Almost everyone has visual and auditory images. More than half of us have
imagery for movement, touch, taste, smell, and pain. Thus, mental images are
sometimes more than just pictures. For example, your image of a bakery may
also include its delicious odor. Most of us use images to think, remember, and
solve problems. For instance, we may use mental images to;
The mental categories we form are known as concepts. We use them as the
building blocks of thinking because they help us organize our knowledge
(Goldman- Rakic, 1992). Concepts can represent classes of objects such as
chair or food, living organisms such as birds or buffaloes, or events like
birthday parties. They may also represent properties (such as red or large),
abstractions (such as truth or love), relations (such as smarter than),
procedures (such as how to tie your shoes), or intentions (such as the intention
to break into a conversation) (Smith & Medin, 1981). But because concepts are
mental structures, we cannot observe them directly. For the cognitive scientist,
this means inferring concepts from their influence on behavior or on brain
activity. For example, you cannot be sure another person shares your concept
of fun, but you can observe whether he or she responds the same way you do
to stimuli you interpret as fun.
Concepts are the glue that holds our mental world together. When we walk
into a room, try a new restaurant, go to the supermarket to buy groceries, meet
a doctor, or read a story, we must rely on our concepts of the world to help us
understand what is happening. We seldom eat the same tomato twice, and we
often encounter novel objects, people, and situations. Fortunately, even novel
things are usually similar to things we already know, often exemplifying a
category that we are familiar with. Although Ive never seen this particular
tomato before, it is probably like other tomatoes I have eaten and so is edible. If
we have formed a concept (a mental representation) corresponding to that
category (the class of objects in the world), then the concept will help us
understand and respond appropriately to a new entity in that category.
Concepts are a kind of mental glue, then, in that they tie our past experiences
to our present interactions with the world, and because the concepts
themselves are connected to our larger knowledge structures.
Our concepts embody much of our knowledge of the world, telling us what
things there are and what properties they have. It may not seem to be a
great intellectual achievement to identify a bulldog or to know what to do with
a tomato, but imagine what our lives would be like without such a conceptual
ability (Smith and Medin 1981, p. 1). We might know the things we had
experienced in the pasta particular chair, our bed, the breakfast we had
today, our science teacher, etc.but when we encountered new exemplars of
these categories, we would be at a loss. When going into a new room and seeing
a new chair, we would have to study it from scratch, attempt to determine
whether it is alive or dead, what its function is, whether it will hurt us, or how
it might help us. Instead, of course, we may not even consciously think chair,
but simply identify the objects category and plop down into it. By using our
concept of chairs, we immediately draw the inference that it is appropriate to
sit on this object, even if we have never seen anyone sit on it before.
The mental glue provided by concepts applies not only to the familiar
categories of objects, like chairs and tomatoes, but also to a number of
other domains that are of interest to psychologists, such as social and
person categories, emotions, linguistic entities, events and actions, and
artistic styles. For example, if we meet a new, highly talkative person and
begin to suspect that he or she is a bore or instead a sociopath, our behaviors
toward the person will differ accordingly. If told by someone else that the
person is a lawyer or instead a priest, our behaviors will again differ. We rely
on such categories to direct our behavior, sometimes despite more reliable
information directly observed about the person.
TYPES OF CONCEPTS
Disjunctive concepts have at least one of several possible features. These are
either/or concepts. To belong to the category, an item must have this feature
or that feature or another feature. For example, in baseball, a strike is either a
swing and a miss or a pitch over the plate or a foul ball. The either/or quality of
disjunctive concepts makes them hard to learn.
Prototypes
When you think of the concept bird, do you mentally list the features that birds
have? Probably not. In addition to rules and features, we use prototypes, or
ideal models, to identify concepts (Burnett et al., 2005; Rosch, 1977). A robin,
for example, is a prototypical bird; an ostrich is not. In other words, some
items are better examples of a concept than others are (Smith, Redford, &
Haas, 2008).
Faulty Concepts
Using inaccurate concepts often leads to thinking errors. For example, social
stereotypes are oversimplified concepts of groups of people (Le Pelley, et al.,
2010). Stereotypes about men, African Americans, women, conservatives,
liberals, police officers, or other groups often muddle thinking about members
of the group. A related problem is all-or-nothing thinking (one-dimensional
thought). In this case, we classify things as absolutely right or wrong, good or
bad, fair or unfair, black or white, honest or dishonest. Thinking this way
prevents us from appreciating the subtleties of most life problems (Bastian &
Haslam, 2006).
First, concepts allow us to generalize. If we did not have concepts, each object
and event in our world would be unique and brand new to us each time we
encountered it.
Third, concepts aid memory by making it more efficient so that we do not have
to reinvent the wheel each time we come across a piece of information. Imagine
having to think about how to sit in a chair every time we find ourselves in front
of one.
How do we learn concepts? They develop through the creation and use of
three major strategies:
Sets of propositions are often so closely associated that they form more
complex mental representations called schemas. As mentioned in the chapters
on sensation and perception, memory, and human development, schemas are
generalizations that we develop about categories of objects, places, events, and
people. Our schemas help us to understand the world. If you borrow a friends
car, your car schema will give you a good idea of where to put the ignition
key, where the accelerator and brake are, and how to raise and lower the
windows. Schemas also generate expectations about objects, places, events,
and peopletelling us that stereo systems have speakers, that picnics occur in
the summer, that rock concerts are loud, and so on.
Scripts Schemas about familiar activities, such as going to a restaurant, are
known as scripts (Anderson, 2000). Your restaurant script represents the
sequence of events you can expect when you go out to eat. That script tells you
what to do when you are in a restaurant and helps you to understand stories
involving restaurants (Whitney, 2001). Scripts also shape your interpretation of
events. For example, on your first day of college, you no doubt assumed that
the person standing at the front of the class was a teacher, not a security
guard or a janitor.
Mental Models The relationships among concepts can be organized not only as
schemas and scripts but also as mental models (Johnson-Laird, 1983). For
example, suppose someone tells you, My living room has blue walls, a white
ceiling, and an oval window across from the door. You will mentally represent
this information as propositions about how the concepts wall, blue,
ceiling, white, door, oval, and window are related. However, you will
also combine these propositions to create in your mind a three-dimensional
model of the room. As more information about the world becomes available,
either from existing memories or from new information we receive, our mental
models become more complete.
Accurate mental models are excellent guides for thinking about, and
interacting with, many of the things we encounter every day (Ashcraft, 2006). If
a mental model is incorrect, however, we are likely to make mistakes. For
example, people who hold an incorrect mental model of how physical illness is
cured might stop taking their antibiotic medication when their symptoms begin
to disappear, well before the bacteria causing those symptoms have been
eliminated (Medin, Ross, & Markman, 2001). Others overdose on medication
because, according to their faulty mental model, if taking three pills a day is
good, taking six would be even better.
Images and Cognitive Maps
Think about how your best friend would look in a clown suit. The mental
picture you just got illustrates that thinking often involves the manipulation of
imageswhich are mental representations of visual information. We can
manipulate these images in a way that is similar to manipulating the objects
themselves (Reed, 2000; see Figure 7.4). Our ability to think using images
extends beyond the manipulation of stimuli such as those in Figure 7.4. We
also create mental images that serve as mental models of descriptions we hear
or read (Mazoyer et al., 2002). For example, you probably created an image a
minute ago when you read about that blue-walled room. The same thing
happens when someone gives you directions to a new pizza place in town. In
this case, you scan your cognitive mapa mental model of familiar parts of
your worldto find the location. In doing so, you use a mental process similar
to the visual process of scanning a paper map (Anderson, 2000; Taylor &
Tversky, 1992). Manipulating images on a different cognitive map would help
you if a power failure left your home pitch dark. Even though you couldnt see
a thing, you could still find a flashlight or candle, because your cognitive map
would show the floor plan, furniture placement, door locations, and other
physical features of your home. You would not have this mental map in a hotel
room or an unfamiliar house; there, you would have to walk slowly, arms
outstretched, to avoid wrong turns and painful collisions.
CONCEPTUAL BLENDING
THE CONCEPTS
Concepts are the glue that holds our mental world together. When we walk
into a room, try a new restaurant, go to the supermarket to buy groceries, meet
a doctor, or read a story, we must rely on our concepts of the world to help us
understand what is happening. We seldom eat the same tomato twice, and we
often encounter novel objects, people, and situations. Fortunately, even novel
things are usually similar to things we already know, often exemplifying a
category that we are familiar with. Although Ive never seen this particular
tomato before, it is probably like other tomatoes I have eaten and so is edible. If
we have formed a concept (a mental representation) corresponding to that
category (the class of objects in the world), then the concept will help us
understand and respond appropriately to a new entity in that category.
Concepts are a kind of mental glue, then, in that they tie our past experiences
to our present interactions with the world, and because the concepts
themselves are connected to our larger knowledge structures.
Our concepts embody much of our knowledge of the world, telling us what
things there are and what properties they have. It may not seem to be a
great intellectual achievement to identify a bulldog or to know what to do with
a tomato, but imagine what our lives would be like without such a conceptual
ability (Smith and Medin1981, p. 1). We might know the things we had
experienced in the pasta particular chair, our bed, the breakfast we had
today, our science teacher, etc.but when we encountered new exemplars of
these categories, we would be at a loss. When going into a new room and seeing
a new chair, we would have to study it from scratch, attempt to determine
whether it is alive or dead, what its function is, whether it will hurt us, or how
it might help us. Instead, of course, we may not even consciously think chair,
but simply identify the objects category and plop down into it. By using our
concept of chairs, we immediately draw the inference that it is appropriate to
sit on this object, even if we have never seen anyone sit on it before. At a new
restaurant, we read names of dishes such alloo mutter, pepper chicken,
and chicken 65 and feel we can decide which one we would prefer to eat, even
though we have never had that exact meal, or even an example of that kind of
meal at this restaurant. The speed and ease with which we identify objects as
chairs or draw inferences about chicken (too hot to have for lunch) can mislead
us about how complex this process is and how much information we may have
stored about everyday categories.
The mental glue provided by concepts applies not only to the familiar
categories of objects, like chairs and tomatoes, but also to a number of other
domains that are of interest to psychologists, such as social and person
categories, emotions, linguistic entities, events and actions, and artistic
styles. For example, if we meet a new, highly talkative person and begin to
suspect that he or she is a bore or instead a sociopath, our behaviors toward
the person will differ accordingly. If told by someone else that the person is a
lawyer or instead a priest, our behaviors will again differ. We rely on such
categories to direct our behavior, sometimes despite more reliable information
directly observed about the person.
Another way that concepts infiltrate our everyday life and thoughts is
through communication. When we talk, we are attempting to communicate
ideas about the objects, people, and events that take place around us. Since we
understand those objects, people, and events through concepts, our word and
sentence meanings must make contact with conceptual representations. Not
surprisingly, it turns out that many properties of concepts are found in word
meaning and use, suggesting that meanings are psychologically represented
through the conceptual system.
The psychology of concepts, then, has the goal of understanding the
representations that allow us to do all these things, most importantly,
identifying objects and events as being in a certain category, drawing inferences
about novel entities, and communicating about them.
We can gain knowledge from isolated facts in the universe, but the
conceptual blending provides us the understanding and meaning to the
facts. This process completes our understanding of phenomena or a
physical object or mental concept.
We live in the age of the triumph of form. In mathematics, physics, music, the
arts, and the social sciences, human knowledge and its progress seem to have
been reduced in startling and powerful ways to a matter of essential formal
Structures and their transformations.
The practical products of this triumph are now part of our daily life and
culture.
All of these wonders come from systematic manipulation of forms. By the magic
of such transformations, the picture of your newborn baby becomes a long
string of ls and 0s. They are transmitted electronically over thousands of miles
and turned back into the same picture on the other end. The powerful and
deeply meaningful image appears therefore to be the same as a bunch of ls and
0s. Form carries meaning with no loss. A picture is worth a thousand ls and
0s, and vice versa.
Like the Trojans, we in the twenty-first century have come to realize that the
miracles of form harness the unconscious and usually invisible powers of
human beings to construct meaning. Form is the armor, but meaning is
the Achilles that makes the armor so formidable. Form does not present
meaning but instead picks out regularities that run throughout meanings.
Form prompts meaning and must be suited to its task, just as the armor of
Achilles had to be made to his size and abilities. But having the armor is never
having Achilles; having the form-and indeed even the intricate transformations
of forms (all those 1s and Os)-is never having the meaning to which the form
has been suited.
When we see a picture of the newborn baby, we cannot suppress our feeling
that we are seeing a baby. In fact, the two-dimensional arrangement of colors
in the photograph has almost nothing in common with a baby, and it takes a
brain evolved over three billion years and trained through several months of
early life to construct the identity between the picture and the baby.
Because the brain does this instantly and unconsciously, we take the
construction of meaning for granted. Or rather, we tend to take the meaning as
emanating from its formal representation, the picture, when in fact it is being
actively constructed by staggeringly complex mental operations in the brain of
the viewer.
The illusion that meaning is transmitted when we send the digitized picture
over the Internet is possible only because there is a brain on each end to
handle the construction of meaning. This illusion takes nothing away from
the technological feat of transmitting the picture-just as the Trojans took
nothing away from the divine technological feat of constructing Achilles' armor-
but the picture still needs the human brain just as the armor still needs the
human warrior.
Human beings have the most elaborate forms (language, math, music, art)
because they have the most effective abilities for the construction of meaning.
The forms are especially impressive because they have been suited to the
meanings they prompt, but on their own the forms are hollow. In particular,
meaning is not another kind of form. Inside the armor is not more armor.
What is in the armor is not a thing at all but a potential force that, no matter
the circumstances, can be unleashed dynamically and imaginatively upon the
Trojans to lethal effect. Just so, what is behind form is not a thing at all but
rather the human power to construct meanings.
There are three operations operation of identity, integration, and
imagination. These operations-basic, mysterious, powerful, complex and
mostly unconscious- are at the heart of even the simplest possible meaning.
They are the key to the invention of meaning and that the value of even the
simplest forms lies in the complex emergent dynamics they trigger in the
imaginative mind. These basic operations are more generally the key to both
everyday meaning and exceptional human creativity.
Imagination. Identity and integration cannot account for meaning and its
development without the third I of the human mind-imagination. Even in the
absence of external stimulus, the brain can run imaginative simulations. Some
of these are obvious: fictional stories, what-if scenarios, dreams, and erotic
fantasies. But the imaginative processes we detect in these seemingly
exceptional cases are in fact always at work in even the simplest construction
of meaning. The products of conceptual blending are always imaginative and
creative.
We do not ask ourselves how we can see one thing as one thing because we
assume that the unity comes from the thing itself, not from our mental work,
just as we assume that the meaning of the picture is in the picture rather than
in our interpretation of its form. We see the coffee cup as one thing because
our brains and bodies work to give it that status.
Aristotle's observation and systematization are the seed for all the approaches
that we have been referring to as "form approaches." Their power lies in the
reliability of symbolic or mechanical manipulations that preserve truth no
matter how involved the manipulation.
LANGUAGE
Our success in life depends largely on the proper operation of both thinking
and language skills, and that these skills involve different areas of the brain.
When either cognitive or language functions are impaired, we become
vulnerable to all sorts of failures and errors. What pitfalls threaten the
effectiveness of human cognition? What factors influence our success? How are
our thoughts transformed into language? Many of the answers to these
questions come from cognitive psychology , the study of the mental processes
by which the information humans receive from their environment is modified,
made meaningful, stored, retrieved, used, and communicated to others.
Say what you mean, and mean what you say. This is good advice, but
following it is not always easy, partly because our thoughts dont always come
to us in clear, complete sentences. We have to construct those sentences
using the language we have learnedfrom the words, images, ideas, and other
mental material in our minds. Often, the complexity of that material makes it
difficult to accurately express what we are thinking. We all manage to do it, but
with varying degrees of success. In this chapter, we explore what thoughts are,
what language is, and how people translate one into the other. We also
consider how thinking guides decision making and problem solving and how
psychologists measure individual differences in these and other cognitive
abilities that are commonly described as intelligence.
When we tell our roommate The party starts at nine or place an order at a
coffee shop for a skim latte, were communicating information that enables us
or someone else to accomplish a goal, like getting to the party on time or
making sure our latte is nonfat.
Language has been called the jewel in the crown of cognition (Pinker,
2000) and the human essence (Chomsky, 1972). Much of our thinking,
reasoning, and problem solving involves the use of language. In turn, these
advanced cognitive processes build on the large store of knowledge that resides
in memory, and they provide a foundation for intelligent behavior. Language
consists of a system of symbols and rules for combining these symbols in ways
that can generate an infinite number of possible messages and meanings. To
most of us, using our native language comes as naturally as breathing, and we
give it about as much thought. Yet using language actually involves a host of
complex skills. Psycholinguistics is the scientific study of the psychological
aspects of language, such as how people understand, produce, and acquire
language. Before delving into some of these topics, lets consider some adaptive
functions and characteristics of language.
Over the course of evolution, humans adopted a more socially oriented lifestyle
that helped them survive and reproduce (Flinn, 1997). Some evolutionary
theorists believe that the use of language evolved as people gathered to form
larger social units. As the social environment became more complex, new
survival problems emerged: the need to create divisions of labor and
cooperative social systems, to develop social customs and communicate
thoughts, and to pass on knowledge and wisdom. The development of language
made it easier for humans to adapt to these environmental demands
(Bjorklund & Pellegrini, 2002).
Humans have evolved into highly social creatures who need to communicate
with one another and have the physical characteristics (e.g., a highly developed
brain, a vocal tract) that allow them to do so in the most flexible way known:
through language .
Visual Thinking
Verbal Thinking
The differing forms of language reveal these different uses. Writing is an explicit
and expanded form usually addressed to distant or unknown audiences. Inner
speech, on the other hand, is directed inward, toward the self. It is a highly
condensed language of thought where each word may stand for manifold ideas.
It is stated that humans learn language for the same reason they learn to
walkbecause they are biologically equipped for it. Linguist Noam Chomsky
proposed that children are born with a specialized mental program, or neural
pre-wiring, called the language acquisition device, which allows them to learn
language. According to Chomsky, with this inborn ability, if children are
exposed to a language, they will learn to talk even if they are not reinforced for
doing so. A number of studies support the theory that humans are born with
the ability to learn language. The first few years of life is a critical period in
language learning. For instance, when adults learn a language, they speak with
a more native-sounding accent if they overheard the language regularly during
childhood than if they did not. Adults, especially parents, play an important
role in childrens language development. In studies of abused and neglected
children who received little adult attention, researchers found that the
childrens understanding of speech and their verbal expression were behind
that of children who received normal adult attention. Overall, research
suggests that while humans appear to be born with the ability to learn
language, they must talk to adults regularly to fully develop their language
abilities. In other words, language development is neither solely nature nor
nurture, but a combination of both.
By the end of their first year, most children begin saying morpheme (a
meaningful morphological unit of a language) sounds that can be identified as
words, such as mama, papa, and the ever-popular no. This period is called the
one-word stage, because children can use only one-word phrases. Young
children often do not have words for many of the objects they want to talk
about because they have a small vocabulary. As a result, they use the same
word for many different things. For example, an 18-month-old child might use
the word wawa for water and also for milk, juice, and other beverages.
By the age of two, children enter the two-word stage, in which they begin
using two separate words in the same sentence. During this two-word stage,
the phase of telegraphic speech begins. In this phase, children use multiple-
word sentences that leave out all but the essential words, as in a telegrammed
message (BABY BORN. MOTHER FINE ). Thus, instead of saying, I want to go
outside, children might say, Want outside. Once children master using two-
word sentences, they begin using longer phrases. By the time children reach
the age of four, they are using plurals, as well as the present and past tense in
sentences. However, they often apply grammatical rules too broadly. For
example, in using the past tense, they may incorrectly say, I goed outside
instead of, I went outside.
The day-to-day verbal feedback that infants receive plays an important role in
the learning process during the early stages of language development. This
child- directed speech sometimes called baby talkinvolves speaking to
babies with a high-pitched voice, using short sentences and pronouncing
words clearly and slowly. Child directed speech helps infants learn their new
language by teaching them language rules and where words begin and end.
Adults who communicate with deaf children use a similar pattern by making
signs more slowly, repeating the signs, and making exaggerated gestures when
signing. Infants with a hearing disability pay more attention to this child-
directed signing than to the more rapid, fluid signing typically used between
adults. In summarizing this section on the stages of language development,
most scientists now believe that childhood represents a critical period for
mastering certain aspects of language. After the age of seven the ability to learn
language easily gradually declines. This is why adults have a much harder time
learning a new language than do children. When it comes to language learning,
you can teach an old dog new tricks, but it requires a great deal more work.
CREATIVE THINKING
Humans can think in many diff erent ways, analyzing problems or following
our gut, thinking divergently or convergently. To explore the role of our moods
in these types of thinking, check out the Intersection. Individuals who think
creatively also show the following characteristics (Perkins, 1994).
Flexibility and playful thinking: Creative thinkers are fl exible and play
with problems. Th is trait gives rise to the paradox that, although creativity
takes hard work, the work goes more smoothly if it is taken lightly. In a way,
humor greases the wheels of creativity (Goleman, Kaufman, & Ray, 1993).
When you are joking around, you are more likely to consider any possibility
and to ignore the inner censor who can condemn your ideas as off base.
Inner motivation: Creative people often are motivated by the joy of creating.
Th ey tend to be less motivated by grades, money, or favorable feedback from
others. Th us, creative people are inspired more internally than externally.
Willingness to face risk: Creative people make more mistakes than their
less imaginative counterparts because they come up with more ideas and more
possibilities. They win some; they lose some. Creative thinkers know that being
wrong is not a failureit simply means that they have discovered that one
possible solution does not work.
Humans are animals, but we are different from other species in some very
important ways. Most scientists agree that what sets us apart is our ability to
reason logically, to solve complex problems, and to use language. We tend to
take these abilities for granted, but the truth is that they are precious and
fragile; they can be disrupted or even lost if our brains are damaged by injury
or disease.
Ingredients of Thought
Ingredient Description Examples
Concepts Categories of objects, events, or Square (a formal concept);
ideas with common properties; game (a natural concept
basic building blocks
of thought
Propositions Mental representations that Assertions such as The cow
express relationships between jumped over the moon.
concepts; can be true
or false
Schemas Sets of propositions that create A schema might suggest that all
generalizations and expectations grandmothers are elderly, gray
about categories of objects haired, and bake a lot of cookies.
places, events, and people
Scripts Schemas about familiar activities You pay before eating in fast-food
and situations guide behavior in restaurants and after eating in
those situations fancier restaurants
Mental models Sets of propositions about how Assuming that airflow around an
things relate to each other in the open car will send throw objects
real world; can be correct or upward, a driver tosses a lighted
incorrect cigarette butt overhead, causing it
to land in the back seat
Images Mental representations of visual Hearing a description of your blind
information date creates a mental picture of
him or her.
Cognitive maps Mental representations of familiar You can get to class by an
parts of the world alternate route even if your usual
route is blocked by construction.