CH9&10 (THINKING AND LANGUAGE INTELLIGENCE): THINKINGExpressive language development:Receptive development far exceeds expressive development: children understand before producing language.- Cooing 5-8wks- Babbling: involves partial consonants- Expressive jargon: all about phonemes. Have the sounds of the language, and sound structure of sentences. they use the phonemes they hear o Sounds like a different language with the same phonemes that weuse- First word: avg 13mo.o “nominals” = names  specific like “Frank” general “cat”o holophrase: a single word representing a complex idea child saying “dog!” to mean that the dog ate her cereal- Two word utteranceso telegraphic speechHuman language Nature and NurtureA role for nature:- Chomksy, LAD- Lennerberg- Supporto Universal stages of language developmento Active language acquisitionA role for nurture:INTELLIGENCE3 approaches1. Psychometric approach2. Triarchical approach3. Gardner's multiple intelligencesPsychometric approach: Representative intelligence testso Standard-Binet intelligence scale: (originated in France: Piaget worked on this) Used to identify children who would have trouble learning in a regular classroomo Wechsler intelligence scale for Children III Intelligence tests have a history of misuseEx: using to determine who to put In the front line of war based on their intelligenceBottom line: no real idea of what intelligence is. “they’re smart!” how?IQ:Tsien’s genetically altered “doogie” mice, who were altered to learn faster thanothersControversies: Biology is destiny- Jensen, 1985 (said that biology is destiny and can be tested with IQ tests)-said that there’s differences based on ethnicity. Blacks vs white: 15 pt difference.->led to the drop of funding for kick-start program because they thought itd make nodifference if it’s biological: program for underprivileged children who receive education and care.- Hernstein and Murray->looked at tests scores.->Those with low IQ’s will not do well in society, biologically based->led to fund cuts of programsEnvironment plays a large role- Scarr and Weinberg, 1983Study on transracial adoptionWhite upper-middle class families adopt African American children from poor families. IQ data on the adoptive parents and the child: child’s IQ score was close to the adoptive parents -> IQ is not an intelligence test, it’s a test of achievement in white-middle class schoolsTests are based on culture. People that write the test questions might be in a different culture than those taking it leading to “wrong” answers.- Shirly Brice Health, 1989She had African American mothers/parents read to their children. Different styles:White parents: information seeking questions, IQ questionsEx: how many balloons are there? What color is that?AA moms: Connecting materials to real life and how the kids felt about itEx: do you remember when we went to that birthday? Do you remember when we had fun at that party? Intelligence is a combo of biology and environmentSternberg’s Triarchic Theory of intelligence3 subtheories:1. Componential subtheory2. Experiential subtheory3. Contextual subtheoryComponential: information processing view of intelligence- Metacognition- central processor. Part of mind that knows what tasks are easy for you, hard for you: executive part- Strategy application- access to the strategies you have to do tasks. Makes the strategy available, what strategy to actually useo Ex: heuristics- Knowledge acquisition: acquires the information you actually needo Fills in the holes when you don’t know everything you need to solve a problemExperiential:- Ability to deal with novelty of task (new tasks)- Automatization of skillsContextual: when we can’t adapt we shape, when we can’t shape, we select out. Ex: relationships- Adapting- Shaping- SelectingSternberg’s rival: Howard GardnerGardner developed the view that intelligence comes in many formsGardner’s theory of multiple intelligences: these intelligences are not related to each other, independent.- Linguistic- Logico-mathematical: development of scientifical and mathematical thinking- Musical: pitch, rhythm, tonality,composition, etc- Spatial: - Bodily kinesthetic: motor skillso Bowler, ballerina, soccer player, basketball player- Interpersonal: your ability to understand, empathize, and predict other peoples emotionality (emotions & what they’ll do with it)- Intrapersonal: ability to understand emotions within yourself. Ability to Introspect and understand your own emotionsIssues In School:Do schools foster creativity?Divergent and convergent thinkingEx: trying to come up with an ad campaign: divergent thinkingTest of divergent ability: schools do not foster divergent thinking, but only convergent thinkingIntrinsic versus extrinsic motivation: we can motivate people from the inside or outside.Extrinsic sources: 50bucks for a good grade-grades in it of themselves are extrinsicLocus of control-internal: believe that the world is under their control. When you get a good grade : “I did a good job! I studied well!”-external:F on a test: that class is too hard, the professors not goodAchievement related attributions- Mastery oriented attributions: driven by intrinsic internal locus of control. Ex: people want to master it not for the grade but to do well for themselvesRoped learning task of dogs: dogs roped together and told to jump through a hoop. Dog in charge learned well, dog not in charge does not learn well- Performance oriental attributionso Learned helplessness: people with mastery orientation tend not to learn helplessness. People with performance orientation tend to develop learned helplessness in the face of