Problem Solving and Decision Making

This section delves into the cognitive processes of problem solving and decision making, which are crucial aspects of cognition and intelligence psychology.

The chapter begins by distinguishing between problem solving and decision making:

Definition:

• Problem solving is using cognition to find a way to achieve a goal.
• Decision making is using cognition to choose between available options.

The text explains that problem solving often involves creating answers from scratch, while decision making usually involves choosing from pre-existing options. Additionally, problem solving typically addresses more pressing needs, while decision making can be less urgent.

Example: Fixing a flat tire on the way to an interview is problem solving, while choosing a radio station is decision making.

The chapter then introduces the concept of algorithms in problem solving. An algorithm is described as a formula-like method of problem solving, based on logic and essential data to produce the most rational solution.

Vocabulary: Algorithm - a formula-like method of problem solving based on logic and essential data.

However, the text also highlights several problems that can arise in problem solving:

1. Mental set: Limits placed on problem-solving approaches based on past experiences.
2. Confirmation bias: The tendency to prefer information that confirms pre-existing thoughts.
3. Framing: The influence of how a question or problem is presented on reasoning.

Highlight: Our reasoning can be affected by contextual factors such as mental set, confirmation bias, and framing.

These concepts are crucial for understanding the complexities of human cognition and the potential pitfalls in our problem-solving and decision-making processes. They demonstrate how our thinking can be influenced by various factors, sometimes leading us away from purely logical solutions.

This exploration of problem solving and decision making provides valuable insights into the intricacies of human cognition, highlighting the interplay between logical reasoning and various cognitive biases.

Goal-Based and Relationship-Based Concepts

This section explores two additional types of concepts: goal-based and relationship-based, further expanding our understanding of concept organization in cognition and thinking.

Goal-based concepts are described as objects tied together by the purpose they collectively serve. Unlike feature-based concepts, items within a goal-based category can span a wide range of examples and even possess contrasting characteristics.

Example: The concept of "things to take on a camping trip" might include items as diverse as a tent, matches, and a first-aid kit. These items have very different features but are united by their shared purpose in a camping context.

Relationship-based concepts, on the other hand, are held together because the items in them all describe similar kinds of relationships or interactions between things or people.

Example: The concept of "teaching" includes diverse roles such as a kindergarten teacher, a hockey coach, and an ACT tutor. These all belong to the same concept because they are based on the same kind of relationship - imparting knowledge or skills to others.

This exploration of different concept types demonstrates the complexity and flexibility of human cognition, highlighting how our minds can organize information based on various criteria beyond just shared features.

The chapter then discusses how expertise and cultural background influence concept organization. It introduces the idea of three levels of concepts: superordinate, basic, and subordinate.

Vocabulary:

• Superordinate concept: A broad, overarching category (e.g., vehicle)
• Basic concept: A mid-level category, often most commonly used (e.g., bicycle)
• Subordinate concept: A more specific subcategory (e.g., mountain bike)

Importantly, what is considered a basic concept can vary depending on an individual's level of expertise or cultural background. This insight is crucial for understanding the subjective nature of concept organization in cognition and thinking.

Highlight: What you consider basic depends on your level of expertise and your cultural background.

This section provides a comprehensive view of how concepts are organized in our minds, demonstrating the complex interplay between cognition, experience, and culture in shaping our understanding of the world.