2. Chapter Menu Chapter Introduction Section 1: Thinking and Problem SolvingThinking and Problem Solving Section 2:LanguageLanguage

3. Chapter Preview 1 Chapter Objectives · Section 1 Thinking and Problem Solving Understand that thinking involves changing and reorganizing the information stored in memory to create new or transformed information.

4. Chapter Preview 2 Chapter Objectives · Section 2 Language Explain how language and thought are closely related.

5. Chapter Preview-End

6. Section 1-Main Idea Main Idea Thinking involves changing and reorganizing the information stored in memory to create new or transformed information, such as creative problem-solving strategies.

7. Section 1-Key Terms Vocabulary thinking image symbol concept prototype rule metacognition algorithm heuristic mental set functional fixedness creativity flexibility recombination insight

8. Section 1-Objectives Objectives Identify the units of thought and the kinds of thinking. Explain strategies for and obstacles to problem solving.

9. A.A B.B C.C D.D Section 1-Polling Question Would you consider yourself to be a good writer? A.Very much so B.Somewhat C.Not very much so D.Not at all

10. Section 1 Thinking Units of thought: –ImageImage –SymbolSymbol –ConceptConcept –PrototypePrototype –RuleRule Using Imagery

11. Section 1 Thinking (cont.) Units of thought provide an efficient way for people to: –represent reality. –manipulate and reorganize it. –devise new ways of acting.

12. Section 1 Thinking (cont.) Three kinds of thinking: –Directed/Convergent –Nondirected –MetacognitionMetacognition Directed vs. Nondirected Thinking

13. A.A B.B C.C D.D Section 1 Realizing that a human belongs to a group of organisms different from fungi demonstrates which unit of thought? A.Symbol B.Rule C.Prototype D.Concept

14. Section 1 Problem Solving One of the main functions of directed thinking is to solve problems. Problem solving depends on the use of strategies. We tend to use strategies we have used in the past.

15. Section 1 Problem Solving (cont.) Examples of strategies: –Break down complex problems into smaller ones, or subgoals—intermediate steps toward a solution. –Work backward from the goal you have set. –Examine various ways of reaching a desired goal.

16. Section 1 Algorithm –Mathematical and scientific formulas are algorithms. Problem Solving (cont.) Heuristics –These are experimental strategies that allow a person to solve a problem quickly and easily (and sometimes unwisely). Types of Heuristics

17. Section 1 Obstacles to problem solving, or types of rigidity: –Becoming stuck in a mental set.mental set –Functional fixednessFunctional fixedness –Making a wrong assumption about a problem. Problem Solving (cont.) Connecting the Dots Overcoming Wrong Assumptions

18. A.A B.B C.C D.D Section 1 How would you most likely solve a mathematical problem? A.Using heuristics B.Using subgoals C.Using algorithms D.All of the above

19. Section 1 Creativity All problem solving requires some creativity. creativity Creativity often requires flexibility and recombination of elements to achieve insight.flexibility recombination insight

20. A.A B.B C.C Section 1 Which do you feel is the most important characteristic of creative thinking? A.flexibility B.recombination C.insight

21. Section 1-End

22. Section 2-Main Idea 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.

23. Section 2-Key Terms Vocabulary language phoneme morpheme syntax semantics

24. Section 2-Objectives Objectives Explain the structure of language. Describe how children develop language.

25. A.A B.B C.C D.D Section 2-Polling Question Which language do you think is spoken by the most people? A.English B.Spanish C.French D.Chinese

26. Section 2 The Structure of Language Language consists of three elements:Language –PhonemesPhonemes –MorphemesMorphemes –SyntaxSyntax Phonemes and Morphemes

27. Section 2 Semantics places words in a context that make sense.Semantics The Structure of Language (cont.)

28. A.A B.B C.C D.D Section 2 How many morphemes are there in the word unbreakable? A.3 B.7 C.8 D.9

29. Section 2 Language Development Theories on language development: –B.F. Skinner believed that children learn language as a result of operant conditioning. –Some critics state that children understand language before they speak—and before they receive any reinforcement.

30. Section 2 Language Development (cont.) –Children learn the rules of language before they receive any feedback for speaking correctly. –Some psychologists believe that children learn language through observation, exploration, and imitation.

31. Section 2 –Innate and environmental factors play a part in how a child learns language. Noam Chomsky theorized that infants possess an innate capacity for language. Language Development (cont.) Noam Chomsky

32. A.A B.B C.C D.D Section 2 How do you think we learn a language as a young child? A.Operant conditioning B.Observation C.Imitation D.Exploring

33. Section 2 How Language Develops Four stages of language development: –Babble –Single words –Two words together –Sentences of several words

34. A.A B.B C.C D.D Section 2 By age two, how many words are in a child’s vocabulary? A.0–25 B.25–50 C.50–100 D.more than 100

35. Section 2 Do Animals Learn Language? Animals can communicate with each other and some can communicate with humans; however, they do not technically learn language.

36. A.A B.B C.C Section 2 Do you believe that a gorilla that can “ask” for things with human sign language understands language? A.Yes B.No C.Maybe

37. Section 2 Gender and Cultural Differences Benjamin Whorf argued that language affects our basic perceptions of the physical world. Linguistic relativity—language influences thoughts. It is difficult to separate culture from language when studying the use of language and the perceptions it influences.

38. A.A B.B C.C Section 2 Do you think the word pink is a feminine or masculine word? A.Feminine B.Masculine C.Neither

39. Section 2-End

40. Figure 1 Using Imagery Rotate pairs of images of the patterns below in your mind to make them match. Do the drawings in each pair represent the same object, or are they different objects?

41. Figure 2-1 Directed vs. Nondirected Thinking This problem was devised by psychologist Edward De Bono, who believes that conventional directed thinking is insufficient for solving new and unusual problems. His approach to problem solving requires use of nondirected thinking to generate new ways of looking at the problem situation.

42. Figure 2-2 Answer: Directed vs. Nondirected Thinking This problem was devised by psychologist Edward De Bono, who believes that conventional directed thinking is insufficient for solving new and unusual problems. His approach to problem solving requires use of nondirected thinking to generate new ways of looking at the problem situation.

43. Figure 3 Types of Heuristics Heuristics are mental shortcuts. Although they are not rules that always provide the correct answers, they are strategies that experience has taught us to apply.

44. Figure 4 Connecting the Dots Connect all nine dots shown by drawing four straight lines without lifting your pencil from the paper or retracing any lines. Click the mouse button to display the answer.

45. Figure 5 Overcoming Wrong Assumptions Arrange these six matches so that they form four equilateral triangles. Click the mouse button to display the answer.

46. Figure 6 Phonemes and Morphemes The word fearlessness has nine phonemes and three morphemes.

47. Profile 1 Noam Chomsky 1928– “[A] human being is a biological organism like any other. It’s a biological organism with a very unique intellectual capacity that we are only barely beginning to understand. I think our intellectual capacities are very highly structured.”

48. Concept Trans Menu Chapter Concepts Transparencies Algorithms and Heuristics Flexible Thinking Select a transparency to view.

49. Concept Trans 1

50. Concept Trans 2

51. DFS Trans 1

52. DFS Trans 2

53. Vocab1 thinking: changing and reorganizing the information stored in memory to create new information

54. Vocab2 image: a visual, mental representation of an event or object

55. Vocab3 symbol: an abstract unit of thought that represents an object or quality; anything that stands for or represents something else

56. Vocab4 concept: a label for a class of objects or events that have a least one attribute in common

57. Vocab5 prototype: a representative example of a concept

58. Vocab6 rule: a statement of relation between concepts

59. Vocab7 metacognition: the awareness of or thinking about one’s own cognitive processes

60. Vocab8 algorithm: a step-by-step procedure for solving a problem

61. Vocab9 heuristic: a rule-of-thumb problem- solving strategy

62. Vocab10 mental set: a habitual strategy or pattern of problem solving

63. Vocab11 functional fixedness: the inability to imagine new uses for familiar objects

64. Vocab12 creativity: the capacity to use information and/or abilities in new and original ways

65. Vocab13 flexibility: the ability to overcome rigidity, to remain open to alternate strategies

66. Vocab14 recombination: rearranging the elements of a problem to arrive at an original solution

67. Vocab15 insight: the apparent sudden realization of the solution to a problem

68. Vocab16 language: the expression of ideas through symbols and sounds that are arranged according to rules

69. Vocab17 phoneme: an individual sound that is a basic structural element of language

70. Vocab18 morpheme: the smallest unit of meaning in a given language

71. Vocab19 syntax: language rules that govern how words can be combined to form meaningful phrases and sentences

72. Vocab20 semantics: the study of meaning of language

73. Help Click the Forward button to go to the next slide. Click the Previous button to return to the previous slide. Click the Home button to return to the Chapter Menu. Click the Transparency button from the Chapter Menu or Chapter Introduction slides to access the Concept Transparencies that are relevant to this chapter. From within a section, click on this button to access the relevant Daily Focus Skills Transparency. Click the Return button in a feature to return to the main presentation. Click the Psychology Online button to access online textbook features. Click the Exit button or press the Escape key [Esc] to end the chapter slide show. Click the Help button to access this screen. Links to Presentation Plus! features such as Profiles in Psychology and relevant figures from your textbook are located at the bottom of relevant screens. To use this Presentation Plus! product:

74. End of Custom Shows This slide is intentionally blank.