Please enable JavaScript.
Coggle requires JavaScript to display documents.
Chapter 3 Higher cognitive functions (Intelligence (One/many?…
Chapter 3
Higher cognitive functions
Intelligence
One/many?
multifaceted/ multiple intelligence
intelligent in diff ways
Robert Sternberg
= triarchic theory of intelligence
Analytical (componential) intelligence
how a person analyses and processes info
academic achievement
mental processes ; thinking, abstract planning, strategy selection, focused attention, info processing, verbal and logical skills
creative (experiential) intelligence
ability to generate new ideas
apply existing knowledge to new problems
capacity to be intellectually flexible and creative
Practical (contextual / tacit ) intelligence
how a person reacts to environment
ability to adapt/shape environments
ability to thrive in the word
common sense/ street smart
Gardner's
8 intelligences
linguistic ability
reading, comprehension, writing, understanding spoken word, vocab
logical-mathimatical intelligence
abstract thinking, reasoning skills, solving msth probs
spatial intelligence
understand relationships bt objects, get from one place to another, read a map
musical intellignece
sensitivity to sound patterns, comprehend music, play intrument, appreciate musical sturcture
bodily-kinaesthetic intelligence
dancing, athletics, eye-hand co-ordination, bpdy control
interpersonal inlelligence
social skills, sensitivity to others behaviour, motives or emotions
intrapersonal inltelligence
self-understanding, feelings
naturalistic intelligence
patterns in natural world or plants and animals
Fluid vs Crystallized
Raymond Cattell
Fluid Intelligence (Gf)
ability to solve new problems, use logic in new situations, identity patterns
ability to understand relationship bt components of a problem, use them to solve the prob
flexible, not domain spes
solution cannot be tetrived from memory, but needs to be figured out on the spot
raw intelligence = function of the integrity of the central ns, independent of social influences, culturally based learning experiences
Crystallised intelligence (Gc)
ability to use skills, knowledge, experience that one has learned previously
store of info and strategies
recalling solutions
with exposure to knowledge and experience, skills and abilities become solidified
distributed widely in neural cortex of braind, less dependent on current brain functioning
Intelligence & Ageing
classic ageing curve
intellectual functioning rose to a peak in early adulthood, followed by inevitable decline
classic ageing pattern
referred to certain intellectual abilities
decline dramatic w fluid intelligence
decline started at 20's, steadily declined w increasing age
these abilities = "age-sensitive"
decline in abilities related to crystallized intelligence started later and declined rapidly after 65 = "age-insensitive"
Measuring age changes in intelligence
Schaie
classic ageing curve and classic ageing pattern did not only reflect age changes, but the combined effects of age, cohort and time of measurement
differences in generations due to cohort effects.
faster rate of decline in test measuring fluid intelligenceand crystillized intelligence
no evidence that rated of decline = affected by overall levels of general intelligence
Every day cogniction
? whether psychometr5ic tests were appropriate means to assess cognitive functioning of older adults
3 observations:
cognition = serve adaptive functions to promote survival
these tests for children and young adults in academic settings, little validity
reduce cultural bias = context free, not like the real world
measues developed (intrumental tasks of daily living, problem stated clearly)
Salthouse
= reasons why age-related declines have greater consequences
Performance @ max level is seldom needed
shift from novel processing to reliance on accumulated knowledge
cognition may not be the only determinant of success in life
accommodation (adapting to situation)
Problem solving & decision making
use of strategies
older adults make less effective decisions and less optimal strategies
when it involves working memory, they dont perform well
less research and time to decide
avoid risk, rely on easily accesable info
more rationally and concsistently than youger adults
ya = attraction effects
ya adopt to analytical strategies , ach option weighed carefully
-oa global heuristics (finding out for themselves)
cognitive abilities
a preform better in practical tasks than abstract ones
familiarity, experience and knowledge
oa = advantsge of greater experiences
oa = top-down appraoch, do not collect additional info due to assumption of experties
ya bottom-up, collect data before deciding
problem-solving goals
decline of cognitive abilities may be due to reduced everyday problem solving
ya = competence goals/autonomy goals
a = generative golas
oa = interpersonal goals
problem solving context
resources eg money = oa solve quicler than ya
ya = emotion-regulation strategies
emotional benefits
low in emotional significance = every day life
high in emotional significance = more interpersonal
problem-focused strategies
cognitive-analytic strategies
passsive-dependent strategies
avoidant strategies
emotion-regilating strategies
Expertise, Wisdom, Creativity
Expertise
special skills, knowledge, or judgement in particular areas
people differ in the ease they get these skills
perspectives
classical
innatist view (experts are born)
environmentalist view (experts are made)
cognitive
experts perceive meaningful patterns in their domain
spes aptitudes comprise talent in a domain
experience
acquired expertise
automatic consequence of lengthy experience
10 years
novice - intermediate -expert
stages of instruction, training and experience
eg not all lawyers are good
deliberate practice view
novice = goal is to reach as quickly as possible a satisfactory performance level that is stable and autonomous
expert = builds up wealth of knowledge about alternative ways to solve probs, by motivational factors ((deliberate practice, [], focus and depth of planning)
continued learning and improving
biological view
fluid intelligence working w memory capacity, processing speed
genetics
Wisdom
implicit theories
folk wisdom
know inherently who and what is wise
cognition, reflection, compassion
understanding of essences, contexts, self, judgement and communication skills, general competencies, interpersonal skills, social unobtrusiveness
cognitive conception,integrative conception
explicit theories
western approach
expert-level knowledge in fundamental pragmatics of life
wisdom = knowledge about human nature, knowledge of dealing w life's problems, awareness of context of life, acknowledging diff in people, how to handle uncertainty
African approach
ubuntu - members of society , community, harmony
Oruka
philosophic sagacity/ philosophical sage
culturally inclusive model
Ardelt
= 3D wisdom model
cognitive wisdom (know the truth,understanding of life)
reflective wisdom (multiple perspectives)
compassionate wisdom (thorough understanding of life and human condition)
Creativity
ability or skill that is original, unique and appropriate to the situation
originality, imagination, expressiveness
big c = past/present who is creative
little c = creative solutions to everyday life probs
divergent thinking
age curve
creative output across various domains
experimental innovators = from accumulated knowledge, peak later in life, body of works
conceptual innovators = theoretical, younger, one or two works
talent, drive, continuity
years in career, rather than age