Day 14 - Introduction to Language and Intelligence

Learning Targets - Students will be able to 

• Define and describe the concept of measured intelligence
• Identify how multiple intelligences are tested
• Evaluate the arguments regarding the value of tested intelligence made by researchers 

Opener - Number 1-4 in your notebook and answer the questions below as quickly as possible.

1. 
2. Explain the likeness between cow and chicken.
3. If it takes 2 hours to drive to City A and the city is 120km away, what speed was the vehicle traveling at?
4. The following series of numbers contains one number that does not fit the pattern set by the others.  What number does not fit?  3, 5, 7, 11, 14, 17

Image above taken from https://wechsleriqtest.com/example-questions/


Activity #1 - Mini-Lecture - Multiple Intelligences

• In the early 1900s, the French psychologist Alfred Binet and Henri Simon began to develop a measure that would differentiate students who were expected to be better learners from students who were expected to be slower learners. 

• The goal was to help teachers better educate these two groups of students. Binet and Simon developed what most psychologists today regard as the first intelligence test, which consisted of a wide variety of questions that included the ability to name objects, define words, draw pictures, complete sentences, compare items, and construct sentences.

• The Stanford-Binet is a measure of general intelligence made up of a wide variety of tasks including vocabulary, memory for pictures, naming of familiar objects, repeating sentences, and following commands.

• Additionally, some have advocated the idea of multiple intelligences.  Researcher Robert Sternberg has proposed a triarchic (three-part) theory of intelligence that proposes that people may display more or less analytical intelligence, creative intelligence, and practical intelligence. 

• Some argue that traditional intelligence tests assess analytical intelligence, the ability to answer problems with a single right answer, but that they do not assess creativity (the ability to adapt to new situations and create new ideas) or practicality (for example, the ability to write good memos or to effectively delegate responsibility).

• Research has found that creativity is not highly correlated with analytical intelligence, and exceptionally creative scientists, artists, mathematicians, and engineers often do not score higher on intelligence than do their less creative peers.

• Another champion of the idea of multiple intelligences is the psychologist Howard Gardner. Gardner argued that it would be evolutionarily functional for different people to have different talents and skills, and proposed that there are eight intelligences that can be differentiated from each other.

Intelligence	Description
Linguistic	The ability to speak and write well
Logico-mathematical	The ability to use logic and mathematical skills to solve problems
Spatial	The ability to think and reason about objects in three dimensions
Musical	The ability to perform and enjoy music
Kinesthetic (body)	The ability to move the body in sports, dance, or other physical activities
Interpersonal	The ability to understand and interact effectively with others
Intrapersonal	The ability to have insight into the self
Naturalistic	The ability to recognize, identify, and understand animals, plants, and other living things

• Table taken from https://opentextbc.ca/

Activity #2 - Take a look at the 8 intelligences according to Gardner.  Your task is to teach mathematics skills to someone who scores well in every category EXCEPT Logico-mathematical.  How would you do it?

Create a strategy that takes advantage of at least three other intelligences on the list.  Be prepared to share your plan with your classmates. 

Close - Post at least 2 questions here:
https://docs.google.com/spreadsheets/d/1iKDtCmP_Q4AHlAjd2APb2qjx2U2xTSgqM71Hmvl9KK4/edit?usp=sharing

MAKE SURE THAT YOU CLICK THE APPROPRIATE TAB AT THE BOTTOM OF THE PAGE

Day 13 - Introduction to Language and Intelligence

Learning Targets - Students will be able to

• Define and describe the concept of measured intelligence
• Identify how multiple intelligences are tested
• Evaluate the arguments regarding the value of tested intelligence made by researchers 

Opener - What does the acronym "I.Q." stand for?  What do those two words mean?




  Activity #1 - Mini-Lecture - Introduction to Intelligence and Language

• Intelligence — the ability to think, to learn from experience, to solve problems, and to adapt to new situations.
• Are there multiple intelligences?
• How do you measure it?
• What does it mean or predict?
• Can someone increase or decrease their own level of measured intelligence?
• Studies have produced mixed findings to each of these questions.
• How well does an IQ score predict success in life?
• Education, income, crime, life expectancy and reported happiness

• Language - a system of communication that uses symbols in a regular way to create meaning. Language gives us the ability communicate our intelligence to others by talking, reading, and writing.

Activity #2 - Take 15 minutes and answer the questions from the mini-lecture.  Afterward, share and compare with your neighbor.  We'll then move on to sharing as a class.

Close - Post at least 2 questions here:
https://docs.google.com/spreadsheets/d/1iKDtCmP_Q4AHlAjd2APb2qjx2U2xTSgqM71Hmvl9KK4/edit?usp=sharing

MAKE SURE THAT YOU CLICK THE APPROPRIATE TAB AT THE BOTTOM OF THE PAGE

Day 12 - Cognitive Bias - Conclusion

Learning Targets - Students will be able to identify the primary models of memory formation and distinguish between the different forms of memory involved in cognition.

Opener - Why would so many people continue to purchase lottery tickets, buy risky investments in the stock market, or gamble their money in casinos when the likelihood of them ever winning is so low? 

Activity #1 - Types of bias share-out

Follow the instruction on the first slide

https://docs.google.com/presentation/d/1T7SIOP-dlUwWoDulG34BCh97-ZXEhD5ojLmq4FLhP8U/edit?usp=sharing

Activity #2 - Unit Review and exam prep 

EXAM on TUESDAY the 19th!!

Terms and Concepts to be tested:

Learning

·     conditioning

·     classical conditioning

·     UCS

·     UCR

·     CS

·     CR

·     taste aversion

·     extinction

·     discrimination

·     generalization

·     spontaneous recovery

·     operant conditioning

·     positive reinforcement

·     negative reinforcement

·     schedule of reinforcement

punishment
observational learning
insight

Memory

·     memory

·     short-term

·     long-term

·     encoding

·     semantic memory

·     episodic memory

·     implicit memory

·     storage

·     maintenance rehearsal

·     context-dependent memory

·     primary effect

·     recency effect

·     eidetic memory

·     chunking

·     schemas

·     interference

·     recognition

·     recall

·     relearning

·     decay

·     retrograde amnesia
·     priming
·     spacing

Bias and Cognition
Anchoring Bias
Cognitive Bias
Source Monitoring
Confirmation Bias
Bandwagon Effect
Placebo Bias
Blind Spot Bias
Outcome Bias
Stereotyping

Exam design and components:  

25 Multiple Choice

4 short answer

1 scenario driven mini-essay

Close - Post at least 2 questions here:
https://docs.google.com/spreadsheets/d/1iKDtCmP_Q4AHlAjd2APb2qjx2U2xTSgqM71Hmvl9KK4/edit?usp=sharing

Day 11 - Cognitive Bias - Part II

Learning Targets - Students will be able to identify the primary models of memory formation and distinguish between the different forms of memory involved in cognition.

Opener - Answer each of the following questions to the best of your ability.

1.  Why do consumers care about how much a product is discounted when they buy it?
2.  Why do local news stations focus so much on violent crime and fraudulent businesses?
3.  How do trends like "skinny jeans" become so popular so fast?
4.  Why might someone become loyal to one brand of car, phone, or band, even when they are generally substandard?
5.  How might the internet, and Google searches in particular, prevent us from keeping an open mind on a subject?
6.  How can letting success "go to your head" lessen the likelihood of success in the future?

Activity #1 - Mini-lecture

Activity #2 - With a partner.... 
Based on the card that you have drawn, consult the infographic below that comes from an article by Business Insider.  Create a 1-2 minute explanation of that bias to share with your classmates.  

Be sure to include:

1. A quick and clear explanation
2. Any relevant studies or research related to that bias
3. Examples, real or hypothetical, of how we commonly fall victim to this bias.

Close - Post at least 2 questions here:
https://docs.google.com/spreadsheets/d/1iKDtCmP_Q4AHlAjd2APb2qjx2U2xTSgqM71Hmvl9KK4/edit?usp=sharing

Day 10 - It's never the way you remember it

Learning Targets - Students will be able to identify the primary models of memory formation and distinguish between the different forms of memory involved in cognition.

Opener - Why might it be so critical that criminal investigators question a witness as soon as possible following an event?

Activity #1 - Mini-lecture

Cognitive biases are errors in memory or judgment that are caused by the inappropriate use of cognitive processes

The study of cognitive biases is important both because it relates to the important psychological theme of accuracy versus inaccuracy in perception, and because being aware of the types of errors that we may make can help us avoid them and therefore improve our decision-making skills.

Source monitoring refers to the ability to accurately identify the source of a memory. Perhaps you’ve had the experience of wondering whether you really experienced an event or only dreamed or imagined it. If so, you wouldn’t be alone. Rassin, Merkelbach, and Spaan (2001) reported that up to 25% of undergraduate students reported being confused about real versus dreamed events. Studies suggest that people who are fantasy-prone are more likely to experience source monitoring errors (Winograd, Peluso, & Glover, 1998), and such errors also occur more often for both children and the elderly than for adolescents and younger adults (Jacoby & Rhodes, 2006).

Existing schemas can also lead to schemas lead to confirmation bias, which is the tendency to verify and confirm our existing memories rather than to challenge and disconfirm them.

Misinformation effect refers to errors in memory that occur when new information influences existing memories.

In an experiment by Loftus and Palmer (1974), participants viewed a film of a traffic accident and then, according to random assignment to experimental conditions, answered one of three questions:

1. “About how fast were the cars going when they hit each other?”
2. “About how fast were the cars going when they smashed each other?”
3. “About how fast were the cars going when they contacted each other?”

The ease with which memories can be created or implanted is particularly problematic when the events to be recalled have important consequences.

Activity #2 - With a partner.... 
The infographic below comes from an article by Business Insider.  It outlines the different types of cognitive biases that can shape out thoughts and understanding according to their own research.
Answer each of the following:

1.  Explain which of these types of bias would be most dangerous for someone in each of the following scenarios:

• A witness to a robbery
• Someone looking to invest their money in businesses
• When you meet a new neighbor

2.  Find, or create, at least three scenarios where an advertiser or marketer might use a consumer's biases to increase the likelihood that you would buy their products.

3.  How might politicians use bias in order to win votes, or turn voters against opposing candidates?

Close - Post at least 2 questions here:
https://docs.google.com/spreadsheets/d/1iKDtCmP_Q4AHlAjd2APb2qjx2U2xTSgqM71Hmvl9KK4/edit?usp=sharing