Psychology in Action

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T EXT E NRICHMENT Page Chapter Outcomes 241 Learning Objectives 242 Chapter Summary/Lecture Organizer 243 Teaching Resources 246 Lecture Lead-Ins 247 Lecture Extenders 248 Key Terms 250 Discussion Questions 251 Web Sites 252 Suggested Films and Videos 253 Books for Success 256 DEMONSTRATIONS, EXERCISES, PROJECTS Active Learning Activities 257 Brain-Based Learning Activities 262 Critical Thinking Exercises 264 Gender and Cultural Diversity Activity 268 Writing Project 270 Instructor’s Resource Guide Chapter  8  Page  240         C HAPTER 8 THINKING, LANGUAGE, AND INTELLIGENCE
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O utline Thinking Cognitive Building Blocks Problem Solving Psychology at Work Heuristics and Your Career Psychology at Work Recognizing Barriers to Problem Solving Critical Thinking/Active Learning Solving Problems in College Life Creativity Language Characteristics of Language Language and Thought Language Development Gender and Cultural Diversity Unspoken Accents Animals and Language Intelligence What is Intelligence? Psychology at Work Multiple Intelligences and Your Career How Do We Measure Intelligence? The Intelligence Controversy Extremes in Intelligence Research Highlight How Do We Explain Differences in IQ Gender and Cultural Diversity Are IQ Tests Culturally Biased? Instructor’s Resource Guide Chapter  8  Page  241
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  L earning O bjectives 8.1 Define cognition. (p. 278) 8.2 Identify the general location of thinking, and describe the roles of mental images and concepts in thinking. (p. 280) 8.3 Explain how we learn concepts. (p. 281) 8.4 Describe the three stages of problem-solving. (p. 283) 8.5 Identify five common barriers to problem solving. (p. 286) 8.6 What is creativity, and what are its three major characteristics? (p. 288) 8.7 How do we measure creativity? (p. 289) 8.8 How do creative people differ from others? (p. 289) 8.9 What is language, and what are its basic building blocks? (p. 291) 8.10 How is language related to thought? (p. 291) 8.11 Describe a child’s major stages in language development. (p. 293) 8.12 Contrast the “nativist” versus the “nurturist” views of language development. (p. 293) 8.13 How does nonverbal language reveal cultural origins? (p. 293) 8.14 Describe the language research conducted with nonhuman animals. (p. 295) 8.15 What is intelligence, and is it one or many abilities? (p. 297) 8.16 Contrast Gardner’s and Sternberg’s theories of intelligence. (p. 298) 8.17 Describe how psychologists measure intelligence. (p. 300) 8.18 What are the three key requirements for a scientifically useful test? (p. 302) 8.19 How do studies of extremes in intelligence help validate intelligence tests? (p. 303) 8.20 Describe how research on the brain, genetics, and the environment helps explain differences in IQ. (p. 305) 8.21 How do psychologists answer the question, “Are IQ tests culturally biased”? (p. 307) C hapter S ummary/ L ecture O rganizer Instructor’s Resource Guide Chapter  8  Page  242
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