Psychology in Action

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language acquisition device (LAD) (p. 293) morpheme [MOR-feem] (p. 292) overextension (p. 294) overgeneralize (p. 294) phoneme [FOE-neem] (p. 292) semantics (p. 292) syntax (p. 292) telegraphic speech (p. 294) INTELLIGENCE crystallized intelligence (p. 298) fluid intelligence (p. 298) intelligence (p. 297) reliability (p. 302) standardization (p. 302) validity (p. 302) THE INTELLIGENCE CONTROVERSY savant syndrome (p. 304) stereotype threat (p. 308) D iscussion Q uestions 1. Infantile amnesia refers to the finding that most of us have few memories prior to acquisition of verbal abilities. Does this suggest that thought is determined by language capabilities? What Instructor’s Resource Guide Chapter  8  Page  250
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about the preverbal infant who smiles at the sight of the mother or father? What is he or she thinking? 2. Children of today have far less free time (after-school structured activities, organized sports, and part-time jobs during high school) and far more access to television, computers, and video games. How might the lack of free, unstructured time affect the development and expression of creativity and intelligence? Do computers increase or decrease creativity and intelligence? Do computers affect the way we think and process information? 3. Computer simulations and artificial intelligence (AI) are major research fields in cognition. Can computers think? What differences are there (if any) between what humans call thinking and what computers do? What questions could you ask if you wanted to determine whether you were talking to a computer or a human? Do computers have language capability? Why or why not? Can computers be creative? Why or why not? And the biggest question of all, are computers intelligent ? Why or why not? 4. Is intelligence testing a useful method of measuring a person's potential for academic achievement? Ask the students if they were an employer would they prefer a highly motivated worker of average intelligence or a worker with average motivation and high intelligence? Ask which they would prefer for a romantic partner? Which would they themselves prefer to be-- highly motivated or highly intelligent? Now, ask whether colleges and universities should base admissions more on SAT and ACT scores or high school grades and activities? Discuss the relative effects of motivation and intelligence on achievement. 5. Should intelligence testing be used to "track" high school students (placing them in college prep versus vocational education courses)? Ask education majors for their opinion on this subject. Ask students who were placed in vocational education courses in high school, but are now in college, how they feel about "tracking." Does this approach damage education as a whole or simply make it more efficient? W eb S ites Chimpanzee-Human Communication Institute Discussions on the efforts that have been made to study language processes in primates. This site provides coverage of the chimp Washoe.
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  • Intelligence quotient, Wechsler Adult Intelligence Scale, Watchmen

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