exploring the different ways people process information
TRANSCRIPT
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Exploring the Different Ways
People Process Information
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What is Intelligence?
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Theories of Intelligence
Is intelligence one ability or many?
Two classical theories of intelligence:
Spearman’s “g” or two-factor theory
Thurstone’s 9 Primary Mental Abilities
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Spearman’s “g” or two-factor theory
Intelligence consists of one unitary construct “g” and several underlying cognitive abilities as measured on various tests of mental measurements
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Thurstone’s Primary Mental Abilities
Thurstone (1938) maintained that intelligence is comprised of 8 primary abilities, each more or less independent of the other.
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Thurstone’s Primary Mental Abilities
Spatial Ability
Perceptual speed (visual perception)
Numerical (speed & accuracy of computation)
Verbal Comprehension
Word fluency
Inductive reasoning (finding a rule)
Rote memory
Deductive reasoning (application of rule)
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Sternberg’s Triarchic Theory
Sternberg (1997) defines intelligence as a group of mental abilities necessary for people to adapt to any environmental context, as well as to select and shape the contexts in which they live.
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Sternberg’s Triarchic Theory
Sternberg’s theory focuses on aspects of intelligence that may be increasingly valuable in adult life, e.g., practical intelligence – “street smarts” and tacit knowledge, that are not measured by conventional intelligence tests.
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Sternberg’s Triarchic Theory
Analytic intelligence: How efficiently people process information (i.e.., to acquire, store, and retrieve) and solve abstract problems. Creative intelligence: How people approach novel tasks; thinking originally by thinking of new ways to put information together.Practical intelligence: How people deal with their environment; the practical aspect of intelligence (“street smarts”). The ability to size up a situation, adapt to it or change it.
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Horn & Cattel
Proposed two types of intelligence:Fluid intelligence- capacity to process novel information
(problems requiring little or no previous knowledge); largely uninfluenced by prior learning; e.g., verbal and nonverbal abstract reasoning
Crystallized intelligence- ability to apply learned information and experience; knowledge acquired over a lifetime; depends on education, culture, and memory. E.g., vocabulary, general information
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Theories of Intelligence
Is intelligence one ability or many?Answer determines how we measure cognitive
abilities.
A multidimensional view of intelligence allows for the possibility of simultaneous advances and declines commonly seen in aging.
This debate continues, but theorists are siding toward a multidimensional conceptualization.
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The Binet Tests
Mental age (MA)—measure of an individual’s level of mental development
Intelligence quotient (IQ)—person’s mental age divided by chronological age, multiplied by 100 Normal distribution
How Can Children’s Intelligence Be Described?
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The Normal Curve and Stanford-Binet IQ Scores
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The Wechsler Scales
Overall IQ
Verbal IQ Six verbal subscales
Performance IQ Five performance subscales.
How Can Children’s Intelligence Be Described?
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Measuring Intelligence
The Wechsler Intelligence Scales for Children includes items that assess both verbal and performance skills.
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Differences by Sex
Differences minimal on total scores
Males outperform females on tests of spatial ability
Females outperform males on verbal tests during childhood and much of adolescence
Greater variability in intelligence for males
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Differences by Racial/Ethnic Group
Compared to whites:
African Americans are about 1SD below
Hispanics and native Americans are .5-1 SD below on verbal and at the mean on performance tests
Asians have a similar verbal mean and are about 1 SD above on non-verbal tests
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The Bell Curve Controversy
Hernstein and Murray, in the book The Bell Curve (1994), argued that IQ is primarily inherited & that ethnic differences in intelligence exist. Most developmentalists disagree with The Bell Curve. Environmental factors rather than inherited factors. Discriminatory/biased test questions. Less important to know the degree of intelligence
related to genetic and environmental factors and more important to improve conditions and experiences so that all children can reach their full potential.
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Heredity and Environment
Intelligence results from an interaction of heredity and environment
Estimates of heritability range from .4 to .8 (median of about .5 or .6)
“g” has a higher heritability index than specific abilities
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Correlation of IQ scores From Bouchard & McGue (1981)
Identical twins reared together :.86
Identical twins reared apart: .72
Same sex fraternal twins reared together: .62
Opposite sex fraternal twins reared together: .57
Non-twin siblings reared together: .47
Unrelated (adopted) siblings reared together .30
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Gardner’s View of Intelligence
Gardener developed the "Theory of Multiple Intelligences" which says, in effect, that IQ should not be measured as an absolute figure in the way that height, weight or blood pressure are. It's a crucial blunder, he maintains, to assume that IQ is a single fixed entity which can be measured by a pencil and paper test.
It's not how smart you are but how you are smart, says Gardner. As human beings, we all have a repertoire of skills, he says, for solving different kinds of problems.
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Exploring the Different Ways
That People Process Information
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Founder of Multiple Intelligence Theory
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Gardner’s View of Intelligence
The ability to solve problems or create products that are valued within one or more cultural settings. Howard Gardner
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Gardner’s View of Intelligence
“An intelligence is a biological and psychological potential; that potential is capable of being realized to a greater or lesser extent as a consequence of the experiential, cultural, and motivational factors that affect a person.” Howard Gardner
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Testing Multiple Intelligences
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The Eight Multiple Intelligences
Verbal LinguisticLogical MathematicalMusicalBodily KinestheticSpatialInterpersonalIntrapersonalNaturistic
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Verbal-Linguistic Intelligence
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Verbal-Linguistic Characteristics
The capacity to use words effectively, whether orally or in writing; and to manipulate syntax or structure of language, the semantics or meanings of language, and the pragmatic dimensions or practical uses of language
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Verbal-Linguistic Occupations
Poet, Journalist,
Public Speaker,Translator
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Logical-Mathematical Intelligence
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Logical-Mathematical Characteristics
The capacity to use numbers effectively; the capacity for nonverbal reasoning; Includes sensitivity to logical patterns and relationships
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Logical-Mathematical Occupations
Accountant,Financial
Analyst,Math Teacher,
Bank Teller
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Musical Intelligence
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Musical Characteristics
The capacity to perceive, discriminate, transform, and express musical forms. Includes sensitivity to rhythm, pitch or melody, and timbre or tone color of music.
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MusicalOccupations
Band Director,Disc Jockey,Composer,Musician
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Bodily-KinestheticIntelligence
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Bodily-KinestheticCharacteristics
Expertise in using one’s whole body to express ideas and feelings. Involves specific physical skills such as coordination, balance, dexterity, strength, flexibility, and speed, as well as proprioceptive and tactile capacities.
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Bodily-KinestheticOccupations
Aerobics Instructor,Athlete,
Dancer, Actor
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Spatial Intelligence
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Spatial Characteristics
The ability to perceive the visual-spatial world accurately and to perform transformations on those perceptions. Involves sensitivity to color, line, shape, form, space and relationships that exist between these elements.
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Spatial Occupations
Scientist,Sculptor,
Artist,Astronomer,
Architect
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Interpersonal Intelligence
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Interpersonal Characteristics
The ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people. Includes sensitivity to facial expressions, voice, and gestures; capacity for discriminating among many different kinds of interpersonal cues; and the ability to respond effectively to those cues in some pragmatic way.
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Interpersonal Occupations
Parent,Teacher,
Therapist,Politician
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Intrapersonal Intelligence
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Intrapersonal Characteristics
Self-knowledge and the ability to act adaptively on the basis of that knowledge. Includes having an accurate picture of oneself (strengths and limitations) awareness of inner moods, intentions, motivations, temperaments and desires, and the capacity for self-discipline, self-understanding, and self esteem.
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Intrapersonal Occupations
Novelist,Judge,
Theorist,Philosopher
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Naturistic Intelligence
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Naturistic Characteristics
Includes sensitivity to natural phenomena (e.g., cloud formations, flowers, mountains) and the capacity to discriminate or classify things in the environment.
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Naturistic Occupations
Botanist,Farmer,Gardner,
Archeologist
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Existentialist Intelligence
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Existentialist Characteristics
Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die and how did we get here.
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Multiple Intelligences in the Classroom
Allow students to discover and explore the domains in which they have natural curiosity and talent
Give attention to understanding oneself and others
How Can Children’s Intelligence Be Described?
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Emotional Intelligence
Perceive and express emotions accurately and adaptively
Understand emotion and emotional knowledge
Use feelings to facilitate thought
Manage emotions in oneself and others
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Traditionally, academic subjects have been taught in ways that largely involve two intelligences–linguistic and logical-mathematical. Now consider what an IQ test basically measures–ability with words and numbers. So students who are naturally strong in linguistic and mathematical intelligences do well on the standard Stanford-Binet IQ test. Therefore, it's a fairly good predictor of success at school because the way we teach (lectures) and the material with which we deal (logically constructed books) depend heavily on these two intelligences