Ch9 THINKINGSolving problems- Identify current situation- Identify goal- Sub-problemso Ex: main problem: how am I gonna get an A in psych111? Subproblem: how am I going to get an A on the next quiz? The next thought exercise? ->lead to the ultimate goal of the A in the course.- Routineso AutomaticallyObstacles to problem solving and making faulty judgments- Fixation (Mental Set)- cognitive fixationo Ex: the nine dot problem- Exaggerating the improbable- mixing up the recent events with the most frequent. Ex: tumor that is 95% benign but 5% malignant, we focus our attention on what we heard last, the worst case scenario. Even though its just 5%, we focus on the 5%.o People scared of flying because in the news it’s displayed like it happens all the time and therefore is exaggerated in their mindso Cognitively you know that flying is more safe than dangerous, but you still think that flying is horribleo News: displaying so much violence, the world seems scarier than it is Ex: old times the kids would just go out and play themselves then come back. Nowadays the parents take the child to the friends house and picks them back up.- Avoiding loss- buying lotto tickets. They don’t present it with your chances of losing, but they present your chances of winning. They don’t post how many people lost at this deli but how many people won.- Confirmation bias- we focus on things that relate to our beliefs. With information we find consistent with what we believe, we process it deeper.- Hindsight Bias- “I knew that was going to work!” after it has happened. “I thought that was a bad idea” after it happened.- Availability Heuristic- Overconfidence: we tend to be confident about information we don’t actually know- Belief perseverance- even when there’s contradicting information we don’t want to believe itTHINKING- How do we organize our thoughts?2 possibilities:1. Prototype- the standard or “prototype” for what YOU think. Based on YOUR instances of encounter.a. Ex: looking at pictures of a cat, we immediately recognize that it’s a car. When shown a hairless cat, we’re hesitant to answer that it’s a cat because we’re not used to cats not having fur.2. Schema- hierarchically organized characteristics. All the things that make up YOUR idea of whatever it is.a. Ex: All the characteristics that make up dogs: fur, mammal, carnivorous, canine, etc. LANGUAGE - Phonemes- basic sounds of language, the sounds that vowels and consonants make. Each language has their own phonemes, there’s a lot of overlap. o Babies make MORE phoneme sounds than they’re hearing. As they grow, they focus on the sound of the language they’re hearing. If they hear a couple of different phonemes, they’ll learn phonemes from both.o When we try to speak in a different language that doesn’t have phonemes that we’re used to -> accents Ex: English language vs Spanish language. The rolled ‘r’ is not a phoneme in English so it’s hard for some people to say it -> accents.- Morphemes- basic meaning units of language. roots of words, suffixes & prefixes, anything that changes the meaning of a word. Does NOT correspond to syllables. o “strange” = 1 morphemeo “stranger” = 2 morphemeso “strangers” = 3 morphemeso “unforgettable” = 3 morphemes. Un-forget-table. NOT based on the syllables (which would be 5)HUMAN LANGUAGE NATURE AND NURTUREAnimal communication- ‘get out of my territory’ ‘I want to mate you’*BUT they can’t say, “what are we going to do tomorrow?” Human language- can speculate about the future, we can say things that are completely new and be able to understand them.Novelty*- parents have to say things that are completely novel because children are unexpected. Ex: child dropping a battery in a glass of milk, the mother says ‘don’t drop a battery in mommys drink’, it’s a new statement but no explanation needed, we understand what the mom’s saying.Recycled language: how are you today?1. A role for nature: Chomsky, LAD (language acquisition device)- allows us to understand and produce structure of language.o Word ordero SyntaxEx: a kangaroo comes into class and everyone says, a kangaroo! And you say it to your baby and it says ‘roo!’ without thinking that it’s something dangerous or harmful, how do they know it’s not a monster? The structure of language2. Lennerberg- sensitive/critical period for language (2-13y.o) and its more easily acquired during that period.a. Genie- “the Wild Child” was not exposed to language. Tied to a potty seat during the day, placed in a sleeping bag at night: restricting her mobility. Raised in isolation until she was 13y.o, uncivilizedi. Could she learn language outside lennerberg’s sensitive period? She did learn to say a few words but not very well. Even at the height of her language ability, she didn’t talk like a normal teen. Knew words but had difficulty with language structure (putting words together)ii. Dichotic listening: headphones presenting conflicting sounds simultaneous in the left and right ear. Most likely your right earwill be dominant for left hemisphere language. Genie showed left ear, right hemisphere for language. Language missed the period, didn’t land on the correct hemisphere.1. Was placed in foster homes and was physically beaten and lost her language