Language Thinking and - Dr. Astorian's AP Consortium

fllO: Thinking and Language

CHAPTER OVERVIEW

\Im.t of Chapter 1 deals with thinking, with empha sis on how people iog1caii--or at times illogically-- use tools such as algorithms and heuristics when making decisions and sod ing problems. \do dis cussed are sei eral common obstacles to problem solv ing, including fixations that prex cut us trom taking a fresh perspectd e on a problem and our bias to search for information that confirms rather than challenges existmg hypotheses The section concludes with a dis cussion ot the power and perils of intuition.

I he rest of the chapter is concerned with lan guage including its structure, dcx elopment in chil dren, relationship to thinking, and use b animals. Iwo theories of language acquisition are evaluated: Skinner's theori that language acquisition is based entirely on learning and (homsky s theory that humans have a biological predisposition to acquire language.

\OlI: \nsxver guidelines for all Chapter 10 ques tions begin on page 4.

CHAPTER REVIEW

Firt. skin, edch cecton, noting headings and boldface items. \fter ou h,n e ecI the ection, rei jew each Ohlecti\ e h anivering the fill-in and e%av-tvpc question- that follow t. \- you proceed. evaluate

our performance h consultinu the ansu ers begin ning on page 2'4. Do not continue with the next tion until x ou understand each ansx er. If you need to, re\ ion or reread the section in the textbook before continuing.

Thinking (pp 3--4i0

David Mx ers at tin4e ue icliocu- that crc on

familiar to ,ome i cadets, it ill, cm

the meaning of am of the tolion ing cc owls,

phrases, or expressions n the context in cchk'm

they appear in the text, refer to pages 28u

for an explanation kin to bird'r' 1, rd, d I

upon one that a wk I ry :icm,id

teasers, shoot tnc ba e t II' wt tIm -

jud?menh a biokui p i

j''rt'c

t

in the ton' 4g flu 11

f ,ucla

conflict fulled a uti ` u f1 cm

on sc "en

Objective 1: Define co ii .

1. Cognition ci defined as

can I

2. Scientists xc ho studi thes menta: actix itiCs arc' called

Objective 2: Deciiho the ioic f rtt'c"w h ies. definr tron and prof pr `a `or pt a `rio'

-

tic `H.

3. People tend to organ i/t c mti tc i'm into neIx'ei groupings called such groupinus often re forthor .ic,cn-/('J IOU'

4. Concepts are tc picallx cm rmed thra c. dec elopment or a i"e-'t example. I-

262

C. apter 10 lINk' g and language

Objective 3: C ompare algorithms and heuristics as p b er -se x ing strategies, and explain how insight d ffc rs tre m b )th . tt en.

S I to ns e specially apabte of using their re i on ne ye vets for c p'ng with new sitnation nd t ios for

6. Fi ci st a mob c n s solution by trx ing ci h pos s F I t i 1 lcd

e mctf )d cal step-by stcp procedure for aO xi problerxs ire called

8. Sin pie th nking strategies that provide us with proble m-soh in snorteuts are refeired to as

9. Vs hen ou suddenl3 realize a pioblem s solution has occnrred. Re search stud

ie s shoiv that at such monients the brain displays a burst of actix ity in the

Objective 5: C ontrast the representatix eness and ax ailahihtx heuristics, aiid explain how they can cause ns to underestimate e r ignore important infon mation

14. People judge sow well something matches a par ticular prototype this is the

15. 1% lien n 1 udga the like lihood of comethmg oceurnng in terms of how eadilk it comes to mind we aic using the

I xplair how these tu o heuristics max lead us to make judgmental errors.

Objective 4: C ontrast confirmat on bias and fixation, and wplain h w they can interfere xx ith effective problem soh ing.

10. 1 he tendency of people to look h)r information rh xerif es their preconceptions is called the

11. It is human nature to seek evidence that

our ideas more ea erlv than

te seek cx idenee that might then,

12 N tb rga let ke experspcti e hen

a e r t'ncrt set e pe bl misrefermdtc a

C `x. "I cftis

et

i g stletenden te

t e us s t

we ktd prex ie usl

F a

ene `

vu as the Jevelopmer I of

13. Whe. a a rscu `s onabl to ens isbn asing an ect nan atypical xx operating.

16. (1 hir king C riticallv) Many people fear

more than

arid

more than

. despite the fact that these fears are not supported bx death and injury sta

t'sties this type of faulty thinking occurs because

we fear,

a.

b

e.

d

Objective 6:1) ser b tFe ass backs xd ads antagcs of o r rf uen e u d ci', waking

17. F ter d uc if F F Ic U overestimate the accu af their kr e edge results in

18. Overconfidence has

xalue

beet use self-cot frdeut people tend to live

1 more lessj happilx and

i dit

e set harder U

Sc

Is

__ __ _ _ _ _ _ __ _ _

263

19. When research participants are given feedback on

the accuracy of their judements, such feedback

generally

(does / does not)

help them become more realistic about how much

they know.

Objective 7: Describe how others can use framing to elicit trom us the answers they want

20, The way an issue is posed is called

This effect influences eco

nomic and business decisions, suggesting that

our judgments

(may/may

not) always be well reasoned,

Objective 8: Explain how our preexisting beliefs can distort our logic.

2t The tendency for our beliefs to distort logical rea soning is called

22. 1 his phenomenon makes it (easier/more difficult) for us

to see the illogic of conclusions that run counter to our beliefs,

Objective 9: Describe the remedy for the belief perse verance phenomenon.

23. Research has sh own that once we form a belief or a concept, it may take more convincing evidence for us to change the concept than it did to create it; this is because of

24. A cure for this is to

Objective 10: Describe the smart thinker's reaction to using intuition to solve problems.

and 26. intuitive reactions allow us to react

and in wIns that are

27. Smart thinkers check their intuitions against available

Language pp. 4h)-4i8

If yen do net knen ttrc meaning of am ot the

lotion ing n ords, phrase, or expresions in the

context in which they appear in the text, refer

to pages 281--282 for an explanation: cutepultiny I

our species forLeard; They arc hunting dogs; corn

`a tIn'n c': Ac `lit ca,1 JIm a

he a

Objective I I: Decrihe the haAc `tructurai units ot a language.

1. The basic sound units of language are its English has approximateh

--

of these unib. The basic

-

units or `-ign language are detined h

2, Phonemes are grouped into units of meaning

called

3. The system of rules that enables us to use our lan guage to speak to and understand others is called

4. The system by which meaning is derived from morphemes, words, and sentences is the of a language.

5. The system of rules we use to combine words into grammatica ilv sensible sentences is called

Objective 12: Trace the course of language acquisi tion from the babbling stage through the two-word stage.

6. By

months of age. babies can

read lips and discriminate speech sounds. This

marks the beginning of their

their ability to comprehend

speech. This ability begins to mature before their

ability to produce words.

7. The first stage of languace development, in

whicn cniidren spontaneou sly utter d ttterent

sounds, is the

stage. This

stage typically begins at about

264

C'iaowr Ii' 1 h'nk?ig and language

.t 1 ' m.?itt U ize. scunds children make duiing

?1'

(do Ct1 noti

lPt.ILI

thi.-- p'i

ot th `ig i ;c that

lie

b 4 'bblt i natui ii fon'.e, b'

`(.

blin,. %O

.) iot) re

pair'.

9. In b

iz4

qbe 1

pec (ln't ?

`t tmc e1 -

inntk I age emit tt cusehc tin. th abhtyto cc's iS

10. 1 )`,t :ng :h- ecnfld `tage called the

-

`.tage.

c'hiM:t'ii. ?fl' a ci'mocte thought' lr.ing .ingle

w oids s tage be 1 `t about

) ot abe

Di.

`tagt

i sped

tcntes or ng

niostl -1 un and i-ei c, Ibis t'.pe of ,peei.h jc

called

`peech.

12. A.'tr th.s stage cnikiren quickl begin to utter

ia"ngvr

that

(do `do

nt') ft 1 the ruk

ita.

Ob `t'cl.

t'or

aiqi.

I tu'

)fl.a''..

55 hi)

nd(lcIr

i

tur

a lehtcoic `intd

,uage

lair i t shc'al

al non c are niporar LO ept'.

J3, -% U .1 t' ,t. I 1 ht J ":1agt dci elnprnent f..: :`( .jj })`li"t `I o `, K rnir:. n lii. 1111%

nd

he s 1

h'iir,

icrii.F

, `1

`Ir

entsarc

t 1 :..- ;L'Jrniniz ot .pn.en L'n

t .te.'; . V.'t d'.

(men' ,ljt; --

? `tCl Li .`!. .`i L' `ii I.

14. Other theori%ts beliei e that humans are biologi

calli rredi'poced to learn language. One such

th c t

iho believes that

a `. c.bim itha

in

switches a e throw i

a chldren eperiene their language. Ihi% theo

rist contend that au human languages hai e the

.ame grammatical building blocks, which sug

get-. &at there s a

15. S I x.encs morphemcs nords andsc tc cs it urihat(homskvc.allsthc ot lan guagc lhe underl mg meaning of these compo nents & a L.inguage make up its .1 hus, using multiple le ek oi- uii3erstanding language development design the mechanisms and modifies the bram

icc ra ?xurpks of linguistic bcha'ior in cliii then thit supp )rt Ott argument that humans are bi logicallc. disposed t ) acquire language.

16. Re;r `ib Jei.n' artran has denun'trated that

itn eI.'re'

vearis) of age,

;i.'ab .flc. able to dNcern

bi anal' eing `vhkh vi1able'

.`no't n.togctk r

1'. R

`i ft

s ada A f u"krackforsoakinc, I ,. Hi tbabics oircwihatu t

t)lea

18. liii'. at'iIit' Ini is not litelong. Childhood

`.t?'i't" It-pn `.` itt a

`or masterm,.' t'rtam a.p .t,

Animal Thinking and Language 265

of language. Those who learn a second language

as adults usually speak it with the

of their first language.

\loreover, the\ ts picallv show

(poorer `better)

master of the

of the second

Ia nguage.

19. The ivindox\ for learning language gradualk begins to close after age \ hen a young brain doesn't learn any language, its language-learning capacit (never! may still) tullv de elops.

20. Considering the two theories together. u e can say

that although we are born with a readiness to

learn language,

is also

important, as shown in linguistically stunted chil

dren who ha e been isolated from language dur

ingthe

for its acquisition.

Thinking and Language (pp. 1/18-422)

If you do not knon the meaning of the follow ing phrase in the context in which it appears in the text, refer to page 282 for an explanation: chicken -and-egg t ties tions.

vant information. This has been called the

5. One study of Canadian children found that English-speaking children who were in French had higher scores and math scores than control children,

Objective 15: Discuss the value of thinking in images.

6. It appears that thinking (can/cannot) occur without the use of language. Athletes often supplement physical with practice.

7. In one study of psycholog students preparing for a midterm exam, the greatest benefits ivere achiex ed by those who s isualized themselves (receis ing a high grade/study ing etfectix ely).

Summarize the probable relationship betn een think ing and language.

Objective 14: Summarize Whorf's linguistic deter minism hypothesis, and comment on its standing in contemporary psychology

1. According to the -- hypothesis, language shapes

our thinking. The linguist who proposed this hvpotheis is

2. Many people who are bilingual report feeling a

different sense of

, depend

ing en which language thex are using. Ihere are

an estimated

languages in

the world todax

3. In se era) studies, researcherc have found that using the pronoun "he" (instead ot he oi she" (does/does not) influence people's thoughts concerning gender.

4. Bilingual children, is lie learn to inhibit me lan

g iagc ni ile using their other language, ire better

able to inhibit their

to irrele

Animal Thinking and Language

(pp. 423--428)

If von do not know the meaning of the follow ing phrase in the context in which it appears in the text, refer to page 2h2 for an explanation: rliapcodi:ed; Spiiing the Itart stick; i crc tIie chitnps Ianglia/e Jiamps or a'cre tOe recariicr

chumps

Objective 16: List hi e cognitive `-kills shared by th great ape and humans.

1. Animals are capable ot forming simple IVol (gang Kdh Icr d em on--

strated that chimpanzees also exhibit the "Aha!' reaction that characterizes reasoning by

2. Forest-duelling chimpanzees learn to use hi and es, stones and other objects is I hese behas iors, along is ith behas ioms related to

26

(jotcl

aila a anige

g.oonung an cotlrt%hip.

(`an

ii rct 4 'n) worn one group to another. uggt.&.t--

ing tne trannus%ion Ot

`. LksxptL't. . 4 'J inn rot us.ige In thimparzee% and

other a;

`ge%t% to suit tmeatdie' th it the%e

`mal, a %e,s d i ntarv d md

e'aard. cs mate aic c acih to casomnc as %itnila' t mat of t1 t rehiai at age

Objective 17: OutLine the argt?inent br and 1gdinL

the ?.iea triaL an:p,a a& hurnia'. %harc the apacit

f

aguage

4. n sdcmtl,

Ic

rnpk. io eybcestc `. cans a

5. ihe (,.udner'. attempted to ominunKate t ith the chin.panzee 1\ a%hoe by teaching her

b lft.,'iun l6 ua agret ma h.n e evol cd from

tO

icarions

S r r ri.'c one t it) n rtsofske cs of tlic & iC Cs `I' `,c, espo 1St I tie's

PROGRESS TEST i

-Cl C io

t.ti

tot

ing.

nd

ck LI `ii ?ut he . %Cj (21 `H4 C'. ye 2T

ttt an.wer ; 1 'r n re c . e..d Ut. v' pLrutk'n for

ki.e ii I :.WOr;e t

tht.n %flt

trpropriatc

L'..

`.1 "i.' te'%t 4W p renthr. tt'hot. r't the ` m'rr.t

`N. tr' J egnt .

tic ;

II

it

mitt

a

Likiti

ry fl

-- ,i._ r. ,11tjt'I1.

d. im)41t..: r14%orang

d 4.it

In'

11'lJI. Jflt C .fldiIt

2. -\ menta ,rc;up;ng o people k ..alk'd a(n):

a. pwtoh pe. b. coikept.

:miI r t1 . hin `.ents. 01

c. .lgo' :tr'n.

d. heunstc.

3. \ hen `

he%t

d b. a

ning a torn ci

t peciph oftc

it&c

.

nc p

4

elop a

(untir x on h 1 `t

tnt wndc. tcr

a. llois pree'%t'tLg it e'e t to dntrt `ogitii ft'r

sonit i).

b. Iiriiz to one's in.tiai coneptkni' after the 1;a'$s

On 11 "iii. the iste fornied

oeei: di--c ted--

`ted

c. se r I idom1 t h alter i e solutons

isic r*lem )

d o ft

(ii rta C)S cntis

tint `it s.

5. the Fn...li..h iangu ge ha ptiorierne'.

a. 2 b,iu

c. 41) d.45

j. proxiIndte'

6. Vshich he fotloi in, is `ot true of b bbling?

a. It i0 d atou nof reedi.

b It'

e'i 1 cdli.

C I tjoc 1> xt 1' C r )out ,

roth', c

lsc d. Babbi' i., increasu4 I CDflRS ft esenihle a

particular language.

7. Mental -get and functional ficdne'% are TM 0 tVpe4

of:

a. algo `thtn.

c. ri'atio'i

b.ht

s

insigF

I

`1

C

I

lair

it

a .pt

JIC is

imitat

`e t4 nra.

t1 ? i" ..aii'i.

I'. Ii.n_

.

jr.. at' fldf'

t'm n t UJ

4. `tn a 3-'i.a-oId"- "tilt' ra nider urc.' `s

nt.n

C. i'i ?` t'i -bat `I L .Vi'' Li ,`--t, uanc"' attr C .zwater 1' sLit at h' ape- thr

a

d.

I

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