AP Psychology



AP PsychologyCerqueira GuideUnit 8: Thinking, Language and IntelligenceVII. Cognition (Thinking is about 2-4% by itself)In this unit students … examine problem solving, language, and creativity. AP students in psychology should be able to:?Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, use of language.? Identify problem-solving strategies as well as factors that influence their effectiveness.? List the characteristics of creative thought and creative thinkers.? Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Wolfgang K?hler).XI. Testing and Individual Differences (5–7%)An understanding of intelligence and assessment of individual differences is highlighted in this portion of the course. Students must understand issues related to test construction and fair use. AP students in psychology should be able to do the following:? Define intelligence and list characteristics of how psychologists measure intelligence: — abstract versus verbal measures; speed of processing.? Discuss how culture influences the definition of intelligence.? Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman, Howard Gardner, Robert Sternberg).? Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity.? Interpret the meaning of scores in terms of the normal curve.? Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled).? Debate the appropriate testing practices, particularly in relation to culture-fair test uses.? Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler)DateClass infoRead tonight:Topics to knowT 3/25395-409Cognitive psychology. Concept formation: categories, heuristics and algorithms. (+/- of H and A?) Insight (AHA!). Obstacles to problem solving: confirmation bias, fixation (mental set and functional fixedness). Availability and representativeness heuristics. How does overconfidence errors? How we’re affected by vivid events. Framing (hint: remember wording effects in surveys). Belief bias & belief perseverance. +/- of intuition. W 3/26R quiz on 395-409410-429How LANGUAGE is structured: phonemes, morphemes, grammar, syntax and semantics. How does language develop? Table 10.2: babbling, one-word and two-word stage (telegraphic). Theories of L development: Skinner v. Chomsky. Universal grammar, surface v. deep structure. Critical periods of language development (GENIE!). Read the “to summarize” paragraph carefully about biology and experience. How language influences thinking (Whorf/linguistic determination – Eskimo words for snow?). Does language affect your thinking? (doublethink!) What about the pronoun “he”? When you learn more words, it expands your ability to think. Do animals have language? What do you think of Pinker’s comment on p.427? Do animals have moral rights?Th 3/27C quiz on T & L (EOP).431-441Intelligence. What’s the “intelligence war” refer to? Read carefully about the reification of intelligence. Is intelligence one ability or several? How can we locate and measure intelligence? Spearman’s single intelligence idea (g). Arguments for several intelligences: Gardner and Sternberg (think of +/- for each). Emotional intelligence. Intelligence and creativity (great cartoons on 438). Can intelligence be measured by the brain (size, function speed)?F 3/28R quiz on 431-441442-454What is an intelligence test? Origins of modern intelligence: Binet + Simon. Mental age. How did Terman change the idea of an IQ test? Stanford-Binet. Learn the IQ formula! How IQ tests were misused: Army tests and immigration limits. Aptitude v. achievement. WAIS and WISC. Look at Fig. 11.4 – what is intelligence? Test construction: standardization, reliability, validity (content v. predictive). THE NORMAL CURVE, Flynn effect. What do you think about IQ and IQ tests? Does intelligence change or is it stable over time? What are the limits of the SAT and GRE? Degrees of mental retardation (70 and below) and gifted (135+). Lewis Terman’s studies of the gifted. M 3/31455-467TWIN studies – genetic and environmental influences on IQ. HERITABILITY (102-104). How does environment shape intelligence? Group differences in IQ test scores – see Fig. 11.11. Racial and ethnic differences – how do genetic and environmental factors explain them? Gender similarities and intelligence. How does bias affect test scores? Stereotype threat. Are tests discriminatory? (Why does Myers say YES and NO?)T 4/1C quiz on I (EOP) Review in class.W 4/2Test on T L I. For tonight’s reading, see next Cerqueira guide. ................
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