2. Copyright Information Presentation Plus! Understanding Psychology Copyright © by The McGraw-Hill Companies, Inc. Developed by FSCreations, Inc., Cincinnati, Ohio 45202 Send all inquiries to: GLENCOE DIVISION Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240

3. Splash Screen

4. 3 Contents CHAPTER FOCUS SECTION 1Thinking and Problem Solving SECTION 2Language CHAPTER SUMMARY CHAPTER ASSESSMENT Click a hyperlink to go to the corresponding section. Press the ESC key at any time to exit the presentation.

5. 4 Chapter Focus 1 Chapter Objectives Understand that thinking involves changing and reorganizing the information stored in memory.  Explain how language and thought are closely related. Section 1: Thinking and Problem Solving Section 2: Language Click the mouse button or press the Space Bar to display the information.

6. End of Chapter Focus Click the mouse button to return to the Contents slide.

7. 6 Section 1-1 Reader’s Guide Main Idea –Thinking involves changing and reorganizing the information stored in memory to create new or transformed information, such as creative problem-solving strategies.  Objectives –Explain strategies for and obstacles to problem solving. –Identify the units of thought and the kinds of thinking.  Click the mouse button or press the Space Bar to display the information. Section 1 begins on page 295 of your textbook.

8. 7 Vocabulary –image  –symbol  –concept  –prototype  –rule  –metacognition  –algorithm  –heuristic  –mental set  –thinking  Section 1-2 Reader’s Guide (cont.) Click the Speaker button to listen to Exploring Psychology. Click the mouse button or press the Space Bar to display the information. Section 1 begins on page 295 of your textbook. –functional fixedness  –creativity  –flexibility  –recombination  –insight

9. 8 Section 1-3 Click the mouse button or press the Space Bar to display the information. Going beyond memory, how do we think?  How do we solve problems? How do we create ideas?  If storage and retrieval were the only processes we used to handle information, human beings would be little more than glorified cameras and VCRs. Introduction

10. 9 Section 1-4 Click the mouse button or press the Space Bar to display the information. Yet we are capable of doing things with information that make the most complex computers seem simple by comparison.  These processes–thinking and problem solving–are most impressive when they show originality or creativity. Introduction (cont.)

11. 10 Section 1-5 Click the mouse button or press the Space Bar to display the information. You may view thinking as changing and reorganizing the information stored in memory to create new or transformed information.  thinking changing and reorganizing the information stored in memory to create new information By thinking, humans are able to put together any combination of words from memory and create sentences never devised before. Thinking

12. 11 Section 1-6 Click the mouse button or press the Space Bar to display the information. The processes of thought depend on several devices or units of thought: images, symbols, concepts, prototypes, and rules.  image a mental representation of an event or object The most primitive unit of thought is an image, a mental representation of a specific event or object.  Units of Thought Imaging is an effective way to think about concepts.

13. 12 Chart 1-1 Using Imagery Rotate pairs of images of the patterns to the left in your mind to make them match. Do the drawings in each pair represent the same object, or are they different objects?

14. 13 Section 1-7 A more abstract unit of thought is a symbol, a sound or design that represents an object or quality.  symbol an abstract unit of thought that represents an object or quality The most common symbols in thinking are words: almost every word is a symbol that stands for something other than itself.  Symbols include numbers, letters, punctuation marks, and icons. Click the mouse button or press the Space Bar to display the information. Units of Thought (cont.)

15. 14 Section 1-8 Click the mouse button or press the Space Bar to display the information. When a symbol is used as a label for a class of objects or events with certain common attributes–or for the attributes themselves–it is called a concept.  concept a label for a class of objects or events that share common attributes Concepts enable us to chunk large amounts of information. Units of Thought (cont.)

16. 15 Section 1-9 When we think of a concept, we often think of a representative example of it.  prototype a representative example of a concept When you think of a vehicle, for example, you might picture a car or a truck.  Units of Thought (cont.) This representation is called a prototype.

17. 16 Section 1-10 Click the mouse button or press the Space Bar to display the information. A more complex unit of thought is a rule, a statement of a relation between concepts.  rule a statement of relation between concepts Images, symbols, concepts, prototypes, and rules are the building blocks of mental activity. Units of Thought (cont.)

18. 17 Section 1-11 Click the mouse button or press the Space Bar to display the information. metacognition the awareness of one’s own cognitive process A third type of thinking is metacognition, or thinking about thinking. Kinds of Thinking People think in several ways:  –Directed thinking is a systematic and logical attempt to reach a specific goal, such as the solution to a problem.  –Nondirected thinking (or divergent thinking), consists of a free flow of thoughts with no particular plan and depends more on images. 

19. 18 Section 1-12 Click the mouse button or press the Space Bar to display the information. One of the main functions of directed thinking is to solve problems–to bridge the gap mentally between a present situation and a desired goal.  The gap may be between hunger and food, a column of figures and a total, a lack of money and bills to pay, or cancer and a cure.  In all these examples, getting from the problem to the solution requires some directed thinking. Problem Solving

20. 19 Section 1-13 Click the mouse button or press the Space Bar to display the information. Problem solving depends on the use of strategies, or specific methods for approaching problems.  One strategy is to break down a complex problem into a number of smaller, more easily solved subgoals.  Subgoals are intermediate steps toward a solution.  To determine which strategy to use, most of us analyze the problem to see if it resembles a situation we have experienced in the past. Strategies

21. 20 Section 1-14 Click the mouse button or press the Space Bar to display the information. An algorithm is a fixed set of procedures that, if followed correctly, will lead to a solution.  algorithm a step-by-step procedure for solving a problem Mathematical and scientific formulas are algorithms. Strategies (cont.) Algorithms

22. 21 Section 1-15 Click the mouse button or press the Space Bar to display the information. heuristic a rule-of-thumb problem- solving strategy While algorithms can be useful in finding solutions, they are time-consuming.  People often use shortcuts–or heuristics–to solve problems.  Strategies (cont.) Heuristics Heuristics are rules of thumb that simplify a problem, allowing one to solve problems quickly and easily.

23. 22 Section 1-16 Click the mouse button or press the Space Bar to display the information. There are times when certain useful strategies become cemented into the problem-solving process.  mental set a habitual strategy or pattern of problem solving When a particular strategy becomes a habit, it is called a mental set–you are “set” to treat problems in a certain way. Obstacles to Problem Solving

24. 23 Section 1-17 Click the mouse button or press the Space Bar to display the information. One form of set that can interfere with problem solving is functional fixedness–the inability to imagine new functions for familiar objects.  functional fixedness the inability to imagine new functions for familiar objects In experiments on functional fixedness, people are asked to solve a problem that requires them to use a familiar object in an unfamiliar way (Duncker, 1945). Obstacles to Problem Solving (cont.)

25. 24 Section 1-18 Click the mouse button or press the Space Bar to display the information. The ability to use information in such a way that the result is somehow new, original, and meaningful is creativity.  creativity the capacity to use information and/or abilities in a new and original way All problem solving requires some creativity.  Certain ways of solving problems, however, are simply more brilliant or beautiful or efficient than others. Creativity

26. 25 Section 1-19 Click the mouse button or press the Space Bar to display the information. The ability to overcome rigidity is flexibility.  flexibility the ability to overcome rigidity Psychologists have devised a number of ingenious tests to measure flexibility.  Whether such tests actually measure creativity is debatable. Flexibility

27. 26 Section 1-20 Click the mouse button or press the Space Bar to display the information. When the elements of a problem are familiar but the required solution is not, it may be achieved by recombination, a new mental arrangement of the elements.  recombination mentally rearranging the elements of a problem to arrive at an original solution Many creative people say that no truly great poem, no original invention, has ever been produced by someone who has not spent years studying his or her subject. Recombination

28. 27 Section 1-21 Click the mouse button or press the Space Bar to display the information. The sudden emergence of a solution by recombination of elements is called insight.  insight the sudden realization of the solution to a problem Insight usually occurs when problems have proved resistant to all problem- solving efforts and strategies. Insight

29. 28 Section 1-Assessment 1 Section Assessment Review the Vocabulary Describe two obstacles to problem solving. A mental set is a strategy that has been used repeatedly and has become a habit. Functional fixedness is the inability to imagine new functions for objects. Click the mouse button or press the Space Bar to display the answer.

30. 29 Section 1-Assessment 2 Section Assessment (cont.) Visualize the Main Idea In a diagram similar to the one shown on page 302 of your textbook, describe the characteristics of creative thinking. Click the mouse button or press the Space Bar to display the answer. Flexibility is the ability to overcome rigidity and functional fixedness. Recombination is the ability to group items in new and different ways. Insight is the sudden realization of the solution to a problem.

31. 30 Section 1-Assessment 3 Section Assessment (cont.) Recall Information What is the difference between convergent and nondirected thinking? Give specific examples. Convergent thinking is a systematic, logical approach to problem solving that relies on symbols, concepts, and rules. Most people use convergent thinking to balance their checkbooks. Nondirected thinking involves free association of ideas in random order with no particular goal or plan. A person may create a layout for a new flower bed using nondirectd thinking. Click the mouse button or press the Space Bar to display the answer.

32. 31 Section 1-Assessment 4 Section Assessment (cont.) Think Critically If you were a teacher, would you allow students to solve math problems using different approaches if they reached the same answer? Why? Teachers should allow different approaches as long as the approach does not lead to faulty thinking or incorrect solutions when applied to other types of problems. Click the mouse button or press the Space Bar to display the answer.

33. 32 Section 1-Assessment Close Section Assessment (cont.) In groups, list common algorithms and heuristics that are used in different academic disciplines such as mathematics, geography, history, and chemistry.

34. End of Section 1 Click the mouse button to return to the Contents slide.

35. 34 Section 2-1 Click the mouse button or press the Space Bar to display the information. Section 2 begins on page 304 of your textbook. Reader’s Guide Main Idea –Language and thought are closely related. Language requires the learning of a set of complex rules and symbols, yet most people have little difficulty learning their native language.  Objectives –Describe how children develop language. –Explain the structure of language. 

36. 35 Section 2-2 Reader’s Guide (cont.) Click the Speaker button to listen to Exploring Psychology. Click the mouse button or press the Space Bar to display the information. Section 2 begins on page 304 of your textbook. Vocabulary –phoneme  –morpheme  –syntax  –semantics –language 

37. 36 Section 2-3 Click the mouse button or press the Space Bar to display the information. Of all the things we do, nothing seems as complex and as important as understanding and speaking a language.  We must learn thousands of words and countless rules of grammar to make sense of those words to communicate and share ideas. Introduction

38. 37 Section 2-4 Click the mouse button or press the Space Bar to display the information. Some people talk to themselves when they are thinking or solving a problem.  language the communication of ideas through symbols and sounds that are arranged according to rules When we are talking or thinking, we are using language.  Language is a system of communication that involves using rules to make and combine symbols in ways that produce meaningful words and sentences. The Structure of Language

39. 38 Section 2-5 Click the mouse button or press the Space Bar to display the information. Language permits us to communicate facts and ideas.  We can solve problems and make decisions every day largely because of what we learn from experience and from each other.  This learning is transmitted through language.  Language consists of four rules, or parts: phonemes, morphemes, syntax, and semantics. The Structure of Language (cont.)

40. 39 Section 2-6 Click the mouse button or press the Space Bar to display the information. The smallest units of sound in the human language, such as consonants and vowels, are phonemes.  phonemes an individual sound that is a basic structural element of language Phonemes can be a single letter, such as t, or a combination of letters, such as sh.  We can produce about 100 different recognizable sounds, but not all sounds are used in all languages. Phonemes

41. 40 Section 2-7 Click the mouse button or press the Space Bar to display the information. A morpheme is a unit of meaning.  morpheme the smallest unit of meaning in a given language It is made up of one or more phonemes.  Morphemes can be a word, a letter (s), a prefix (un in uncertain), or a suffix (ly in slowly). Morphemes

42. 41 Chart 1-2 Phonemes and Morphemes

43. 42 Section 2-8 Click the mouse button or press the Space Bar to display the information. A set of rules for combining words, phrases, and sentences to express thoughts that can be understood by others is syntax.  syntax language rules that govern how words can be combined to form meaningful phrases and sentences In English we follow certain grammatical rules, such as placing adjectives in front of nouns. Syntax

44. 43 Section 2-9 Click the mouse button or press the Space Bar to display the information. Understanding the meaning of words or phrases when they appear in certain sentences or contexts is semantics.  semantics the study of meaning in language The same word can have different meanings.  People know what different words mean depending on the context. Semantics

45. 44 Section 2-10 Click the mouse button or press the Space Bar to display the information. For many years a debate over exactly how children learn language raged.  B.F. Skinner believed that children learned language as a result of operant conditioning.  Critics state that children understand language before they speak–and before they receive any reinforcement.  Some psychologists propose that children learn language through observation, exploration, and imitation. Language Development

46. 45 Section 2-11 Click the mouse button or press the Space Bar to display the information. Although Noam Chomsky believed that reinforcement and imitation do contribute to language development, he did not believe that all the complex rules of language could be learned that way.  Chomsky (1957) proposed that infants possess an innate capacity for language; that is, children inherit a mental program that enables them to learn grammar. Language Development (cont.)

47. 46 Section 2-12 Click the mouse button or press the Space Bar to display the information. If Chomsky is right, then we would expect that all children go through similar stages of language development, no matter what culture or language group they belong to.  Infants, in fact, do go through four stages of language development. How Language Develops

48. 47 Section 2-13 Click the mouse button or press the Space Bar to display the information. Around 2 months of age, infants begin to coo.  Cooing refers to long, drawn-out sounds such as oooh or eeeh.  At around 4 months of age, infants reach the first stage of language development and begin to babble.  Babbling includes sounds found in all languages, such as dadada and bababa. How Language Develops (cont.)

49. 48 Section 2-14 Click the mouse button or press the Space Bar to display the information. At around 12 months of age, infants begin to utter single words.  They use these words to describe familiar objects and people, such as da-da or doggie.  At this stage, children use single words to describe longer thoughts.  At around age 4, children begin to form sentences. How Language Develops (cont.)

50. 49 Section 2-15 Click the mouse button or press the Space Bar to display the information. The first sentences a child utters, though, follow a pattern called telegraphic speech.  Telegraphic speech is a pattern of of speaking in which the child leaves out the articles (the), prepositions (with), and parts of verbs. How Language Develops (cont.)

51. 50 Section 2-16 Click the mouse button or press the Space Bar to display the information. Animals communicate with one another.  Do animals, though, learn language?  Language involves more than just communicating–it involves rules of grammar.  Although animals do not possess the ability to use grammatical rules, they have been taught to communicate with humans. Do Animals Learn Language?

52. 51 Section 2-17 Click the mouse button or press the Space Bar to display the information. People use language to communicate their culture and express their ideas.  Do people who speak different languages actually think differently from one another?  Benjamin Whorf (1956) argued that language affects our basic perceptions of the physical world.  Whorf used the term linguistic relativity to refer to the idea that a person’s language influences his or her thoughts. Gender and Cultural Differences

53. 52 Section 2-18 Click the mouse button or press the Space Bar to display the information. Does the English language express a particular value system?  Some people argue that certain words in language create gender stereotypes.  The use of pronouns also affects our thinking.  Many organizations have instituted guidelines for the use of nonsexist language. Gender and Cultural Differences (cont.)

54. 53 Section 2-Assessment 1 Section Assessment Review the Vocabulary How many phonemes are in the word “thoughtfully”? How many morphemes? In “thoughtfully,” there are seven phonemes and three morphemes. Click the mouse button or press the Space Bar to display the answer.

55. 54 Section 2-Assessment 2 Section Assessment (cont.) Visualize the Main Idea Using a flowchart similar to the one shown on page 308 of your textbook, list the stages of language development. Click the mouse button or press the Space Bar to display the answer. (1) Babbling begins at about 4 months; (2) babbling includes sounds of the native language at about 9 months; (3) single words begin at around 1 year; (4)telegraphic speech in which words are omitted but the meaning is clear occurs at about 2 years of age.

56. 55 Section 2-Assessment 3 Recall Information How might we express gender values in our use of language? Click the mouse button or press the Space Bar to display the answer. Section Assessment (cont.) Gender values are expressed by the use of male and female pronouns to refer to people in certain roles (nurse, she; doctor, he) and by use of gender- biased language such as chairman, salesman, and saleslady.

57. 56 Section 2-Assessment 4 Think Critically You have taught your pet parrot to speak perfect English and understand several commands. Have you taught it language? Explain. Click the mouse button or press the Space Bar to display the answer. Section Assessment (cont.) You have not taught the parrot language. The parrot is simply mimicking what it has been taught. For example, it cannot form new sentences from words it knows and it cannot use grammatical rules.

58. 57 Section 2-Assessment Close Section Assessment (cont.) Draw a time line showing the progression of language development in children from birth through age 4. Click the mouse button or press the Space Bar to display the answer.

59. End of Section 2 Click the mouse button to return to the Contents slide.

60. 59 Chapter Summary 1 Click the mouse button or press the Space Bar to display the information. Section 1: Thinking and Problem Solving The processes of thought depend on several devices or units of thought: images, symbols, concepts, prototypes, and rules.  There are several kinds of thinking: directed, or convergent thinking, and nondirected, or divergent thinking, and metacognition.  Problem solving depends upon the use of strategies or specific methods for approaching problems.

61. 60 Chapter Summary 2 Click the mouse button or press the Space Bar to display the information. Section 1: Thinking and Problem Solving (cont.) People use algorithms, or fixed sets of procedures, and heuristics, or mental shortcuts, to solve problems.  At times certain useful strategies become so cemented into the problem-solving process that they actually interfere with problem solving. When a particular strategy becomes a habit, it is called a mental set.

62. 61 Chapter Summary 2 Click the mouse button or press the Space Bar to display the information. Section 1: Thinking and Problem Solving (cont.) Functional fixedness, or the inability to imagine new functions for familiar objects, can interfere with problem solving.  Some characteristics of creative thinking include flexibility and the ability to recombine elements to achieve insight.

63. 62 Chapter Summary 3 Section 2: Language Click the mouse button or press the Space Bar to display the information. Language consists of four parts: phonemes, morphemes, syntax, and semantics.  According to B.F. Skinner, children learn language as a result of operant conditioning.  Noam Chomsky proposed that children inherit a mental program that enables them to learn grammar.

64. 63 Chapter Summary 4 Section 2: Language (cont.) Click the mouse button or press the Space Bar to display the information. Infants go through four stages of language development–babbling at around 4 months of age, uttering single words at around 12 months of age, placing words together to express ideas at around 2 years of age, and forming sentences at around 4 years of age.  People use language to communicate their culture and express their ideas.

65. End of Chapter Summary Click the mouse button to return to the Contents slide.

66. 65 Chapter Assessment 1 Click the mouse button or press the Space Bar to display the answers. 1.A(n) ________ is a fixed set of procedures that, if followed correctly, will lead to a solution. 2._________ indicates the meaning of words or phrases when they appear in certain sentences or contexts. 3.Changing or reorganizing the information stored in memory to create new or transformed information is _______. 4.A person experiences ______ when he or she comes upon a solution to a problem by creating a new mental arrangement of the elements of the problem. Reviewing Vocabulary Use the correct term or concept to complete the following sentences. algorithm Semantics thinking insight

67. 66 Chapter Assessment 2 Reviewing Vocabulary (cont.) Click the mouse button or press the Space Bar to display the answers. Use the correct term or concept to complete the following sentences. 5.The strategy of problem solving that you use over and over again is your _________. 6.______is a set of rules for combining words, phrases, and sentences to express thoughts that can be understood by others. 7.Thinking about thinking is called ____________. 8.When you think of a car as an example of a vehicle, you are thinking of a(n) ________. 9.The smallest units of sound in the human language are called _________. 10.The inability to imagine new functions for familiar objects is called ________________. mental set Syntax metacognition prototype phonemes functional fixedness

68. 67 Chapter Assessment 4 Define the five units of thought. Then list the five units of thought in order of increasing complexity. Recalling Facts Images are mental representations of events or objects. Symbols are abstract units of thought that represent objects or qualities. Concepts are symbols used for classes of objects or events that share common attributes. Prototypes are representative examples of concepts. Rules are statements of relations between concepts. The units of thought are image, symbol, concept, prototype, and rule in order of increasing complexity. Click the mouse button or press the Space Bar to display the answer.

69. 68 Chapter Assessment 5 Recalling Facts What is creativity? What are the three characteristics of creative thinking? Give an example of one of the three characteristics. Creativity is the ability to use information in a new and original way. Three characteristics of creative thinking are flexibility, recombination, and insight. Click the mouse button or press the Space Bar to display the answer.

70. 69 Chapter Assessment 6 Recalling Facts Using a graphic organizer similar to the one on pa 310 of your text book, identify and explain the structures of language. Click the mouse button or press the Space Bar to display the answer. Phonemes are the smallest units of sound. Morphemes are the smallest units of meaning. Syntax is the set of rules for expressing thoughts with words and sentences. Semantics is the meaning of words or phrases as they appear in context.

71. 70 Chapter Assessment 6 Recalling Facts What are three strategies people often use to solve problems? Explain how you have used one of these strategies to solve a problem. Click the mouse button or press the Space Bar to display the answer. People solve problems by (1) breaking the problem into smaller, more easily solved subgoals, (2) using algorithms, and (3) using heuristics.

72. 71 Chapter Assessment 6 Recalling Facts How did B.F. Skinner and Noam Chomsky differ in their ideas about how children learn language? Click the mouse button or press the Space Bar to display the answer. Skinner believed that language developed as a result of reinforcement–through nurture. Chomsky believes that the ability to acquire language is innate and will develop naturally.

73. 72 Chapter Assessment 7 Building Skills Interpreting a Graph Many factors contribute to a child’s language development. Review the graph, then answer the questions that follow.

74. 73 Chapter Assessment 8 What does the graph illustrate? The graph illustrates parent involvement in language development and the size of a child’s vocabulary (at age 3). Click the mouse button or press the Space Bar to display the answer. Building Skills Interpreting a Graph

75. 74 Chapter Assessment 9 What conclusion can you draw about the relationship of the number of words that a parent says to a child and the size of the child’s vocabulary? There is a positive relationship between the number of words a parent says to a child and the size of that child’s vocabulary up to a certain point. Usually, the more words a child hears from the parent, the larger that child’s vocabulary will be. However, this positive relationship seems to weaken if too many words are spoken by the parent. It seems that a parent cannot push a child to greater language development if that child is simply not ready. Click the mouse button or press the Space Bar to display the answer. Building Skills Interpreting a Graph

76. 75 Chapter Assessment 10 What theory of language development does the information in this graph best support? The information presented in this graph best supports B.F. Skinner’s theory of language development. The child’s vocabulary can be expanded through reinforcement. Click the mouse button or press the Space Bar to display the answer. Building Skills Interpreting a Graph

77. 76 Chapter Assessment 11 I transmit learning and communicate facts and ideas. What am I? I am language. Click the mouse button or press the Space Bar to display the answer.

78. End of Chapter Assessment Click the mouse button to return to the Contents slide.

79. Psychology Online Explore online information about the topics introduced in this chapter. Click on the Connect button to launch your browser and go to the Understanding Psychology Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http://psychology.glencoe.com

80. Psychology Journal (Chapter) In your journal, answer the following question: If you increase the size of your vocabulary, will you think better? Use past experiences to explain your answer.

81. Psychology Journal (Section 1) List examples of problem-solving techniques that you have learned. For each, you should write an example of the type of problem for which you would use the strategy.

82. Psychology Journal (Section 2) If possible, find a letter, paper, or report that you wrote when you were in elementary school. Compare it to a similar document that you have written in the last year. Write an essay in your journal explaining how your writing has changed. Consider the following questions: Has the syntax changed? How do the changes reflect changes in your thinking and reasoning abilities?

83. Case Studies 1 Continued on next slide. Read the case study presented on page 303 of your textbook. Be prepared to answer the questions that appear on the following slides. A discussion prompt and additional information follow the questions. Checkmate This feature is found on page 303 of your textbook.

84. Case Studies 2 Continued on next slide. Why was Kasparov favored to win the rematch? Kasparov was believed to have greater thought power and creativity. Experts believed that a computer preprogrammed with information would prove no match for abstract thought capacity and perceptions of the human mind. Click the mouse button or press the Space Bar to display the answer. This feature is found on page 303 of your textbook. Checkmate

85. Case Studies 3 Continued on next slide. What advantages did each opponent bring to the contest? Kasparov brought experience, ability to spot and exploit weakness, and passion. Big Blue brought the capacity to process 300 million possible moves per second. Big Blue also would not become fatigued or frustrated. Click the mouse button or press the Space Bar to display the answer. This feature is found on page 303 of your textbook. Checkmate

86. Case Studies 4 Continued on next slide. Critical Thinking Why were psychologists interested in the rematch between these two opponents? Psychologists wanted to know if computers could be more intelligent than their human makers. They also sought to understand how emotions and physical limitations affect human behavior. Click the mouse button or press the Space Bar to display the answer. This feature is found on page 303 of your textbook. Checkmate

87. What did psychologists learn from this match?  Do you think computers can be more intelligent than the humans who make them? In what ways?  What are the possible consequences to society if computers can be made more intelligent than humans? Case Studies 5 Continued on next slide. Discuss the following: This feature is found on page 303 of your textbook. Checkmate

88. Case Studies 6 Continued on next slide. In a unique chess match via the Internet that began in June 1999 and continued for several months, Kasparov squared off against all the players in the world who wanted to participate. A panel of grand masters suggested the world team’s possible moves. This feature is found on page 303 of your textbook. Checkmate

89. Case Studies 7 Click the mouse button or press the Space Bar to display the information. This feature is found on page 303 of your textbook. –An estimated 10,000 players worldwide then cast their votes on the world team’s moves.  –The move that received the greatest number of votes was used.  –The game lasted four months, longer than most experts expected.  –Kasparov won the hard fought battle, retaining the title of the world’s greatest human chess player. Checkmate

90. Chapter Concepts 1 Continued on next slide.

91. Chapter Concepts 2

92. Daily Focus 1.1 Continued on next slide.

93. Daily Focus 1.2 Click the mouse button or press the Space Bar to display the answers. Answers: 1.No, images are mental representations, not exact copies.  2.In English, OAK TREE represents to all English speakers a tree similar to the one shown in the image picture.  3.Trees, autumn trees, woods, and forest are the classes of objects represented by the concept.

94. Daily Focus 2.1 Continued on next slide.

95. Daily Focus 2.2 Click the mouse button or press the Space Bar to display the answers. Answers: 1.I attended school last year. Language is a human form of communication. How do we acquire language?  2.One possible answer is: Last year I attended school.  3.Syntax rules help us by providing order to our communication.  4.In the first sentence the speaker is trying to remember. In the second sentence the speaker does remember.  5. The primary clue is the punctuation marks.  6.In the first sentence match means “to keep pace” and in the second it is referring to an event.

96. The Gray Box From the Classroom of Patrick Mattimore South San Francisco High School, San Francisco, CA Chapter Activity 1 Purpose: To use critical thinking skills and metacognition Materials: A large, empty gray box Procedure: Restructuring high schools is a major topic among school administrators. In 1998, a State Department of Education sponsored a statewide contest and awarded a $25,000 cash prize to the person who came up with the most innovative plan for a restructured high school. The Department of Education was so enamored with the winning entry that it built scale models for resale. Continued on next slide.

97. Chapter Activity 2 Continued on next slide. The Gray Box From the Classroom of Patrick Mattimore South San Francisco High School, San Francisco, CA Enclosed in the box at the front of the room are the model and plans that were purchased from the Department of Education.  Formulate up to 20 yes/no questions that will help you determine the exact structure and details of the school.  After several minutes of questioning, your teacher will reveal the contents of the box. Click the mouse button or press the Space Bar to display the solution and discussion questions.

98. Chapter Activity 3 Continued on next slide. The Gray Box From the Classroom of Patrick Mattimore South San Francisco High School, San Francisco, CA Discussion: Take time to reflect on your thinking processes during the exercise. What is the term used for this thinking process? How did you revise your thinking as a result of new information? How can asking the right (or the wrong) questions be useful in helping us think about problems, novel situations, and human behavior?

99. Applying Psychology 1.1 Our boundaries for concepts can be fuzzy.  Many items may be classified in more than one category.  For example, visit a convenience store and survey the beverages offered for sale.  Which ones would you classify as soft drinks? Click the mouse button or press the Space Bar to display the information.

100. Applying Psychology 1.2 Do you see any beverages that one person may think of as a soft drink and another think of as a fruit drink or some other category of beverage?.  Think of another concept that may have fuzzy boundaries and set up an experiment to test your theories. Click the mouse button or press the Space Bar to display the information.

101. Read the Psychology and You feature on page 301 of your textbook.  Discuss the following: Psychology and You 1.1 Click the mouse button or press the Space Bar to display the information. What creative processes did you use to solve this problem? How is this a good test of creativity?

102. Read the Psychology and You feature on page 307 of your textbook.  Discuss the following: Psychology and You 2.1 Click the mouse button or press the Space Bar to display the information. Why would someone who spoke Spanish have difficulty with some of the words?

103. Click the picture to listen to a biography on Noam Chomsky. Be prepared to answer questions that appear on the next two slides. Profiles in Psychology 2.1 This feature is found on page 306 of your textbook. Noam Chomsky 1928–

104. Profiles in Psychology 2.2 What does Noam Chomsky think is inborn? Chomsky thinks that the mechanism to learn the rules of one’s native language is inborn. Click the mouse button or press the Space Bar to display the answer. This feature is found on page 306 of your textbook.

105. Profiles in Psychology 2.3 Is the language- acquisition device (LAD) of an American the same as the LAD of a Spaniard? Explain. Yes, the mechanism is the same, but the language learned depends on the one that the infant hears spoken. Click the mouse button or press the Space Bar to display the answer. This feature is found on page 306 of your textbook.

106. End of Custom Shows WARNING! Do Not Remove This slide is intentionally blank and is set to auto-advance to end custom shows and return to the main presentation.

107. End of Slide Show* Click the mouse button to return to the Contents slide.