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Theories of Intelligence

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  1. Theories of Intelligence • Is intelligence a single, general ability or is it a cluster of different mental abilities? • Do current IQ tests measure it or should it be more broadly defined?

  2. Definition • The ability to learn from experience, solve problems, and use knowledge to adapt to new situations. • Is socially constructed thus… Can be culturally specific.

  3. Two Kinds of Intelligence • Crystallized Intelligence – learning from past experiences and learning. • Situations that require crystallized intelligence include reading comprehension and vocabulary exams. • This type of intelligence is based upon facts and rooted in experiences. • This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding.

  4. Two Kinds of Intelligence • Fluid Intelligence - the ability to think and reason abstractly and solve problems. • This ability is considered independent of learning, experience, and education. • Examples: solving puzzles and coming up with problem solving strategies. • Both types of intelligence increase throughout childhood and adolescence. • Fluid intelligence peaks in adolescence and begins to decline progressively beginning around age 30 or 40.

  5. Theories of Intelligence • Charles Spearman—“g” factor • Louis Thurstone—intelligence as a person’s “pattern” of mental abilities • Howard Gardner—multiple intelligences • Sternberg–triarchic theory • Emotional Intelligence - ability to perceive, express, understand, and regulate emotions

  6. Spearman’s General Intelligence

  7. Charles Spearman (1863-1945) • Theorized that a general intelligence factor (g) underlies other, more specific aspects of intelligence • Based this on how he noticed people who did well on one test tended to do similarly well on others. • Agreed with Terman that a single overall IQ score was best.

  8. Louis L. Thurstone • Intelligence is a cluster of abilities. • Believed that there were 7 different “primary mental abilities” each independent from the other. • Examples: Verbal Comprehension, numerical ability, reasoning & perceptual speed • The g factor was just an overall average score of these independent abilities. • Looked for a pattern of mental abilities like Wechsler.

  9. Howard Gardner’sMultiple Intelligences

  10. Howard Gardner (1943- ) • Author of a contemporary theory of multiple intelligences consisting of eight separate kinds of intelligence • Multiple Intelligences – several independent mental abilities that allow a person to solve problems, create products that are valued within one’s culture. • Intelligence defined within the context of culture

  11. Gardner’s Types of Intelligence

  12. Gardner’s Types of Intelligence

  13. Gardner’s Types of Intelligence

  14. Gardner’s Types of Intelligence

  15. Gardner’s Types of Intelligence

  16. Gardner’s Types of Intelligence

  17. Gardner’s Types of Intelligence

  18. Gardner’s Types of Intelligence

  19. Howard Gardner’s Multiple Intelligences

  20. Howard Gardner’s Eight Intelligences

  21. Robert Sternberg’s Triarchic Theory of Intelligence

  22. Robert Sternberg (1949- ) • Author of a Triarchic theory of multiple intelligences consisting of of 3 mental abilities • Disagrees with Gardner in calling these intelligences. Instead believes these are talents or abilities. Said Intelligence is a general quality • Stresses both the universal aspects of intelligent behavior and the importance of adapting to a certain social and cultural climate. • Also called Successful Intelligence

  23. Robert Sternberg • Analytic intelligence—mental processes used in learning how to solve problems • Creative intelligence—ability to deal with novel situations by drawing on existing skills and knowledge • Practical intelligence—ability to adapt to the environment (street smarts)

  24. Sternberg’s Types of Intelligence

  25. Sternberg’s Types of Intelligence

  26. Sternberg’s Types of Intelligence

  27. Triarchic Examples in Literature

  28. IQ Tests do a good job in measuring: • Abstract thinking • Problem solving • Capacity to acquire knowledge IQ Tests however do not measure: • Creativity • Achievement motivation • Goal-oriented behavior • Ability to adapt to one’s environment

  29. Emotional Intelligence

  30. Emotional Intelligence • The ability to perceive, express, understand, and regulate emotions • People high in emotional intelligence are more in touch with their feelings and the feelings of others.

  31. Definitions • Ability model • Trait model • Mixed model

  32. The Ability to • Perceive • Use • Understand • Manage ….emotions….

  33. Mixed Model • Self awareness • Self control • Social skill • Empathy • Motivation

  34. Socialization

  35. Socialization • The process by which human infants begin to acquire the skills necessary to perform as a functioning member of their society, and is the most influential learning process one can experience.. • Unlike other living species, whose behavior is biologically set, humans need social experiences to learn their culture and to survive

  36. Socialization is.. • Although cultural variability manifests in the actions, customs, and behaviors of whole social groups (societies), the most fundamental expression of culture is found at the individual level • Socialization essentially represents the whole process of learning throughout the life course and is a central influence on the behaviour, beliefs, and actions of adults as well as of children

  37. Primary socialization takes place early in life, as a child and adolescent.  • Secondary socialization refers to the socialization that takes place throughout one's life, both as a child and as one encounters new groups that require additional socialization.

  38. While there are scholars who argue that only one or the other of these occurs, most social scientists tend to combine the two, arguing that the basic or core identity of the individual develops during primary socialization, with more specific changes occurring later - secondary socialization - in response to the acquisition of new group memberships and roles and differently structured social situations. The need for later life socialization may stem from the increasing complexity of society with its corresponding increase in varied roles and responsibilities