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Intelligence, Cognition and Perception. Analytic vs. Holistic thinking corresponds to individualism and collectivism Analytic: focus on objects and attributes, independence from context Greek philosophers: abstract thought and rules
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Analytic vs. Holistic thinking corresponds to individualism and collectivism • Analytic: focus on objects and attributes, independence from context • Greek philosophers: abstract thought and rules • Holistic: orientation to the context as a whole, association. • Taiosim, buddhism, confucianism: harmony interconnection and change
Tao teching • Lao Tzu • Less and less do you need to force things,until finally you arrive at non-action.When nothing is done,nothing is left undone.
Categorizaiton • With more westernization comes more taxonomical categorization
Analytical vs. holistic thinking • What goes together • Dog, carrot, rabbit • East/west differences Taxonomical categorization= west Relationships= east Functionality=Caribbean
Cognition • Act or process of obtaining knowledge, including perceiving, recognizing, and judging
Piaget and formal operational thinking • http://video.google.com/videoplay?docid=-7562113052572697197&q=piaget+formal+operations&total=1&start=0&num=10&so=0&type=search&plindex=0 • Pendulum task
Pendulum • Weight, • Height it was dropped • Force it was pushed • Should be able to use process of elimination and solve the task
No formal operational thought • Nigeria • New Guinea • Rwanda • Aborigine • But in Java and villages in Whales if children in school children had FOT.
Piaget Revision • Went from a universal to • “formal operational thought is influenced by experience and culture” • Baoule in Africa
Affects of Formal Education • Profound…… • Doesn’t just teach you facts but also shapes how you think about the world generally. • Luria. P.185
Education facilitates • Clustering • Taxonomical categorization • Abstract logical reasoning In the far north all nears are white Novaya Zemyla is in the far north. What color are the bears in Novaya Zemyla?
In Uzbekistan • “You should ask the people who have been there and have seen them” • Reluctant to generalize beyond practical experience.
How does context matter? • Cole and Cole (1996) • A lawyer may use FO in the courtroom but not when sorting laundry.
Not just restricted to non-western cultures • Kholberg & Gilligan (1971) found only 30-50 percent of adolecents use FOT. • Limited to individuals of cultures with one or fewer specialized or technical occupations
FOT process are probably cultural alternatives that can be learned if needed.
Independence: separate objects from background • Dependence: view objects as bound to background • Relates to more broad social orientation
Big question • Are people really seeing things differently or retrieving information differently? • What do you think?
Understanding Other’s Behaviors • Narrate 2 prosocial behavior & 2 deviant behavior • “Describe something a person you know well did recently that you considered good for someone else” • “Describe something a person you know well did recently that you considered a wrong thing to have done.” • Explain why the behavior was undertaken? • Responses were coded by researchers.
Fundamental attribution error • Tendency to ignore situational information and privilege dispositional information • How fundamental is the fundamental attribution error?
Attribution Theory • How do you explain positive and negative events that occur to you? • Three dimensions • Internal/External: Is the cause due to something about you or to a situation? • Stable/Unstable: Is the cause always present or does it occur only occasionally? • Global/Specific: Is the cause only present in this situation, or is it present in all situations?
Dipositional attributions: Why do people do the things they do? (Miller, 1984) Especially true for explaining deviant behaviors in others (Fundamental Attribution Error).
Study: Demonstrating cultural diversity in attribution (Miller, 1984) • Matched samples (in class, education, gender) • 40 middle class Hindus adults • 30 middle class American adults • 90 middle class American children • 90 middle class Hindu children • Within Hindu diversity (less educated) • 30 Christian Indians (middle class) • 10 Lower class Hindus (in native language)
Percentage of references to general dispositions and context among American and Hindu subgroup
Intelligence • Write your conceptualization of intelligence.
Intelligence • Intelligence is a person's capacity to (1) acquire knowledge (i.e. learn and understand), (2) apply knowledge (solve problems), and (3) engage in abstract reasoning. It is the power of one's intellect, and as such is clearly a very important aspect of one's overall well-being. Psychologists have attempted to measure it for well over a century. • Intelligence Quotient (IQ) is the score you get on an intelligence test. Originally, it was a quotient (a ratio): IQ= MA/CA x 100 [MA is mental age, CA is chronological age]. Today, scores are calibrated against norms of actual population scores.
Under 70 [mentally retarded] -- 2.2% 70-80 [borderline retarded] -- 6.7% 80-90 [low average] -- 16.1% 90-110 [average] -- 50% 110-120 [high average] -- 16.1% 120-130 [superior] -- 6.7% Over 130 [very superior] -- 2.2%
Sternberg (1997) • 1. Intelligence is defined in terms of the ability to achieve success in life in terms of one's personal standards, within one's sociocultural context. • 2. One's ability to achieve success depends on one's capitalizing on one's strengths and correcting or compensating for one's weaknesses. • 3. Success is attained through a balance of analytical, creative, and practical abilities. • 4. Balancing of abilities is achieved in order to adapt to, shape, and select environments.
Intelligence cross culturally • Sternberg (1996) • Triadic intelligence cross culturally • Analytical, creative, practical. • Lay conceptions of intelligence are more broad: Analytical problem solving, verbal, and social
Lay conceptions • Taiwanese conceptions of intelligence included a cognitive factor, they also included factors of interpersonal competence, intrapersonal competence, intellectual self-assertion, and intellectual self-effacement. • In a study of Kenya conceptions of intelligence (Grigorenko, Geissler, Prince, Okatacha, Nokes, Kenny, Bundy, & Sternberg, 2001), we found that four distinct terms constitute rural Kenyan conceptions of intelligence- • rieko (knowledge and skills), l • uoro (respect), • winjo (comprehension of how to handle real-life problems), • paro (initiative)-with only the first directly referring to knowledge-based skills (including but not limited to the academic).
In San Jose, California, that although the 359 parents in different ethnic groups have different conceptions of intelligence, the more closely their conception matches that of their children's teachers, the best the children do in school (Okagaki & Sternberg, 1993). In other words, teachers value students who do well on the kinds of attributes that the teachers associate with intelligence.
Intelligence • Formal operations in adolescence • (Piaget thought this was the highest) • Early adulthood • Adaptive logic: balancing critical analyses of objective observations with one’s subjective reactions to these observations • Dialectical thinking: suggests that for every viewpoint there is an opposing viewpoint and these two can be considered simultaneously
Middle/Late Adulthood • Fluid intelligence: ability to form concepts, reason abstractly and apply material to new situations • Thought to be biological or intuitive and not heavily influenced by culture • Remains same with slight decline with aging
Crystalized intelligence: is an individual’s accumulated knowledge and experience in a particular culture • Combination of how a culture values speed, experience, youth, and age.
Don’t just stand there, do something. • Don’t just do something, stand there. • Which one have you heard more?
