Psychology in Everyday Life David G. Myers and C. Nathan DeWall Psychology in Everyday Life Third Edition Chapter 8 Thinking, Language, and Intelligence Copyright © 2014 by Worth Publishers

From Marc Jung-Beeman, Northwestern University and John Kounios, Drexel University A burst of right temporal lobe EEG activity (yellow area) accompanied insight solutions to word problems (Jung-Beeman et al., 2004). The red dots show placement of the EEG electrodes. The light gray lines show patterns of brain activity during insight. Figure 8.1 The Aha! moment David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

How would you arrange six matches to form four equilateral triangles? Figure 8.2 The matchstick problem David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

Were you, by chance, fixated on two-dimensional solutions Were you, by chance, fixated on two-dimensional solutions? Solving problems often requires taking a new angle on the situation. Figure 8.3 Solution to the matchstick problem David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

(Data assembled from various government sources by Randall Marshall et al., 2007.) Figure 8.4 Risk of death from various causes in the United States, 2001 David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

Images of 9/11 etched a sharper image in American minds than did the millions of fatality-free flights on U.S. airlines during 2002 and after. Dramatic events are readily available to memory, and they shape our perceptions of risk. In the three months after 9/11, those faulty perceptions led more Americans to travel, and some to die, by car. (Adapted from Gigerenzer, 2004.) Figure 8.5 Scaring us onto deadly highways David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

Table 8. 1 Comparing Cognitive Processes and Strategies David G Table 8.1 Comparing Cognitive Processes and Strategies David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

Chris Bird & Nathan Emery Mathias Osvath (a) New Caledonian crows quickly learned to raise the water level in a tube and nab a floating worm by dropping stones into the water (Bird & Emery, 2009). Other crows have used twigs to probe for insects, and bent strips of metal to reach food. (b) One male chimpanzee in Sweden’s Furuvik Zoo was observed every morning collecting stones into a neat little pile. Later in the day, he used them as ammunition to pelt visitors (Osvath, 2009). Figure 8.6 Tool-using animals David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

Table 8. 2 Summary of Language Development David G. Myers and C Table 8.2 Summary of Language Development David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

AP Photo/Arizona Daily Star, A.E. Araiza Young children have a readiness to learn language. Ten years after coming to the United States, Asian immigrants took a grammar test. Those who arrived before age 8 understood American English grammar as well as native speakers did. Those who arrived later did not. (From Johnson & Newport, 1991.) Figure 8.7 New language learning gets harder with age David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

Figure 8. 8 Brain activity when hearing and speaking words David G Figure 8.8 Brain activity when hearing and speaking words David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

Figure 8. 9 Gardner’s eight intelligences David G. Myers and C Figure 8.9 Gardner’s eight intelligences David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

Table 8. 3 Comparing Theories of Intelligence David G. Myers and C Table 8.3 Comparing Theories of Intelligence David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

Scores on aptitude tests tend to form a normal, or bell-shaped, curve around an average score. For the Wechsler scale, for example, the average score is 100. Figure 8.10 The normal curve David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

Christopher Fitzgerald/The Image Works The most genetically similar people have the most similar intelligence scores. Remember: 1.0 indicates a perfect correlation; zero indicates no correlation at all. (Data from McGue et al., 1993.) Figure 8.11 Intelligence: Nature and nurture David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

As the years went by in their adoptive families, children’s verbal ability scores became more like their biological parents’ scores. (Adapted from Plomin & DeFries, 1998.) Figure 8.12 In verbal ability, adopted children resemble their birth parents David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

When Ian Deary and his colleagues (2004) retested 80-year-old Scots, using an intelligence test they had taken as 11-year-olds, their scores across seven decades correlated +.66. (When 207 survivors were again retested at age 87, the correlation with their age 11 scores was +.51 [Gow et al., 2011].) Figure 8.13 Intelligence endures David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

Studies reveal that word power grows with age, while fluid intelligence declines (Salthouse, 2010b). Figure 8.14 With age we lose and we win David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

This is a test of spatial abilities. (From Vandenberg & Kuse, 1978.) Figure 8.15 The mental rotation test David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers

Even if the variation between members within a group reflects genetic differences, the average difference between groups may be wholly due to the environment. Imagine that seeds from the same mixture are sown in different soils. Although height differences within each window box of flowers will be genetic, the height difference between the two groups will be environmental. (From Lewontin, 1976.) Figure 8.16 Group differences and environmental impact David G. Myers and C. Nathan DeWall: Psychology in Everyday Life, Third Edition Copyright © 2014 by Worth Publishers