Psychology 11th edition wade tavris garry pdf

Upon completion of this unit, students should be able to: 5. Describe the basic cognitive functions, such as attention, reasoning, and memory. 5.1 Distinguish between the various elements of cognition, such as concepts, prototypes, propositions, schemas, and mental images. 5.2 Discuss the various types of reasoning, such as formal reasoning, informal reasoning, dialectical reasoning, and stages of reflective judgment, and note the defining characteristics of each. 5.3 Summarize the original notion of IQ and some problems associated with it, and discuss how intelligence tests evolved during the early 1900’s. 5.4 Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory. 5.5 Analyze the processes of decay, replacement, interference, and cue dependent forgetting, and explain how each contributes to our understanding of forgetting. Unit Lesson Chapter 9: Thinking and Intelligence Have you ever been on a diet but you just could not stop thinking about your favorite slice of cake? Did you ever hear a song that made your mind immediately go back to a first date? Quite often, the thoughts that we seek to avoid in our minds end up plaguing us beyond relief. Those unwanted thoughts can literally rob us of our peace and mental tranquility. In fact, Wegner (1988) posits that our dilemma does not actually lie within the thoughts that trouble our consciousness. He argues that the trouble arises from our inability to suppress those thoughts. When we seek to repress certain thoughts, we actually begin to focus on them even more. If someone told you not to think about a red ball, could you do it? Let’s try it. Do not think about a red ball! Now quickly, what is on your mind? Is it a red ball? As you read this section, you will learn great insight into mental manipulation and representations. Begin to notice how you actually categorize certain objects. Are all of your thoughts conscious ones? Can you think about something without actually realizing it? Would others describe you as a rational thinker? How often do you listen to your gut when you are attempting to make a difficult decision? Have you ever just had a bad feeling about a particular individual? From where did these feelings originate? Were they inherited? As you continue throughout your readings, carefully examine the information Wade, Tavris, and Garry (2014) share about your ability to make rational decisions. According to Brown (1997), a research was conducted in London, England, which suggests that daughters often inherit intuition from their fathers. The study examined the ability to recognize appropriate social behaviors and to decode Readingnonverbal cues. Eighty-eight families participated in the study in which the daughters had been diagnosed with Turner’s syndrome: those that only have a single X chromosome. The parents were

instructed to rate their daughters on several measures of social intelligence. It was then determined if the single X chromosome had been inherited from the girl’s mother or father. The results were quite astonishing. Measures of intuition were worse in the population who had received X chromosomes from the mothers. So, what do you think? If you are female, are your reasoning abilities more closely aligned with that of your father? If you are male, what future implications might this mean for your daughters? Got milk? Although it has been widely accepted that breast milk is better for infants than formula in regards to gastrointestinal issues, more research is emerging which might shed light on other areas of benefit. Studies have been conducted which show correlations between IQ scores and breastfeeding. Participants who were breastfed had IQ scores that were six or seven points higher than their non- breastfed counterparts. Many scholars posit that breastfeeding assists brain development, which ultimately leads to an increase in cognitive abilities. Consequently, others argue that the mere decision to breastfeed could be correlated to other factors that influence intelligence. The mother’s IQ, ethnicity, and socioeconomic status also influence her decision to breastfeed. These confounding variables influence intelligence as well (Der, Batty, & Deary, 2006). As you read the section on intelligence, begin to examine your own thoughts and look for ways in which to proactively increase your intelligence. Does your mother or grandmother have difficulties processing certain thoughts? Recent research has revealed that women who possess low levels of estrogen often experience difficulties in cognitive functioning. However, estrogen-replacement therapy has been shown to elevate mood levels in participants while also improving certain thinking processes. Would your mom be willing to embrace estrogen therapy in order to improve her reaction time and verbal memory? What do you really think about intelligence? Can an ACT or SAT score accurately predict how well an individual will perform in college? Does test anxiety or bias ever play a role in test performance? As you conclude your examination of this chapter, thoroughly examine the research on intelligence. If you have children, could your attitude in relation to higher education impact their current academic performance? Continue to embrace critical thinking as you examine the issues. Is there more to intelligence than meets the eye? Chapter 10: Memory What did you have for supper Friday night? What did you do for fun on your last day off from work? Where were you on September 11, 2001? Did you have difficulty recalling the answers to the first two questions? Was it easier to immediately retrieve a memory for your whereabouts on 9/11? According to Brown and Kulik (1977), we can generally recall quite vividly memories that are associated with a very arousing or surprising event. This is referred to as a flashbulb memory. As you explore this chapter, Wade, Tavris, and Garry (2014) reveal various issues related to memories and the power of suggestion. Begin to examine your own experiences in which you attempted to recall a certain event. Did questioning techniques influence your

memories? Did you remember aspects that never actually took place? Is it possible to reconstruct memories with 100% accuracy? Did you have a hard time learning your multiplication facts in grade school? If so, how did this impact your ability to solve algebra problems? Do you think past experiences can hinder your ability to learn something new? As you continue your examination ofthis chapter, you will learn that your ability to recall certain memories is often influenced by the performance required. Pay close attention to the three-box model of memory and the process by which memories are encoded, stored, and retrieved. Notice that the ability to successfully process a thought will also impact the ability of one to recall that memory. Challenge yourself to develop certain strategies that will assist your recall efforts. How often do you forget where you placed your car keys? Have you ever experienced difficulty recalling a former co-worker’s phone number? According to Wade et al. (2014), there are several reasons why we forget certain things. This section will cover various mechanisms that account for our forgetfulness. Which one is most closely associated with you? Have you ever sought to forget a memory on purpose? Do you believe that an individual can suppress a traumatic experience and later recall it with 100% accuracy? How much can you recall from your childhood? In fact, what is your earliest memory? How old were you? What were you doing? Do you have a photo of this event? As you conclude your examination of this material, you will discover research which has revealed that many of our “Kodak moments” are actually reproductions of stories that we have heard from other family members. What do you think? Are your memories truly your own or were they influenced by stories that you heard from others? References Brown, D. (1997). Women inherit intuition from dads, researchers say. Austin American-Statesman, A1, A6. Brown, R., & Kulik, J. (1977). Flashbulb memories. Cognition, 5, 73–99. Der, G., Batty, G., & Deary, I. (2006). Effect of breast feeding on intelligence in children: Prospective study, sibling pairs analysis, and meta-analysis. British Medical Journal, 333, 945–948. Wade, C., Tavris, C., & Garry, M. (2014). Psychology (11th ed.). Upper Saddle River, NJ: Pearson Education. Wegner, D. M. (1988). Stress and mental control. In S. Fisher & J. Reason (Eds.), Handbook of life stress, cognition, and health (pp. 685–699). Chicester, England: Wiley.