Intelligence, Cognition and Perception

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Intelligence, Cognition and Perception
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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

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Tao te ching

• 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.

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Lets examine our cognitions
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Categorizaiton

• With more westernization comes more taxonomical
  categorization

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Analytical vs. holistic thinking

• What goes together
• Dog, carrot, rabbit
• East/west differences
• Taxonomical categorization west
• Relationships east
• FunctionalityCaribbean

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What about the rabbit?
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Cognition

• Act or process of obtaining knowledge, including
  perceiving, recognizing, and judging

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• Piaget and formal operational thinking
• http//video.google.com/videoplay?docid-756211305
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• Pendulum task

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• Pendulum
• Weight,
• Height it was dropped
• Force it was pushed
• Should be able to use process of elimination and
  solve the task

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No formal operational thought

• Nigeria
• New Guinea
• Rwanda
• Aborigine
• But in Java and villages in Whales if children in
  school children had FOT.

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• Piaget Revision
• Went from a universal to
• formal operational thought is influenced by
  experience and culture
• Baoule in Africa

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Affects of Formal Education

• Profound
• Doesnt just teach you facts but also shapes how
  you think about the world generally.
• Luria. P.185

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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?

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In Uzbekistan

• You should ask the people who have been there
  and have seen them
• Reluctant to generalize beyond practical
  experience.

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Why are African children so hard to test?
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How does context matter?

• Cole and Cole (1996)
• A lawyer may use FO in the courtroom but not when
  sorting laundry.

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• 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

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• FOT process are probably cultural alternatives
  that can be learned if needed.

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Attention
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Field independence/dependence
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• Independence separate objects from background
• Dependence view objects as bound to background
• Relates to more broad social orientation

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Fig. 9.1
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Fig. 9.2
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Big question

• Are people really seeing things differently or
  retrieving information differently?
• What do you think?

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Understanding Others 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.

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Fundamental attribution error

• Tendency to ignore situational information and
  privilege dispositional information
• How fundamental is the fundamental attribution
  error?

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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?

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Dipositional attributions Why do people do the
things they do? (Miller, 1984)
Especially true for explaining deviant behaviors
in others (Fundamental Attribution Error).
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Fig. 9.3
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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)

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Percentage of references to general dispositions
and context among American and Hindu subgroup
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Intelligence

• Write your conceptualization of intelligence.

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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.

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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
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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.

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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

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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).

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• 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.

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Intelligence

• Formal operations in adolescence
• (Piaget thought this was the highest)
• Early adulthood
• Adaptive logic balancing critical analyses of
  objective observations with ones subjective
  reactions to these observations
• Dialectical thinking suggests that for every
  viewpoint there is an opposing viewpoint and
  these two can be considered simultaneously

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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

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• Crystalized intelligence is an individuals
  accumulated knowledge and experience in a
  particular culture
• Combination of how a culture values speed,
  experience, youth, and age.

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• Dont just stand there, do something.
• Dont just do something, stand there.
• Which one have you heard more?