theories of intelligence
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Theories of Intelligence
Piaget, Vygotsky, Sternberg, & Gardner
Theories of Intelligence• Geographic: IQ testing, Spearman• Computational: cog. neuroscience• Epistemological: child development,
Piaget• Sociological: Vygotsky, Sternberg• Systems: Sternberg, Gardner
Frames of MindTheory of Multiple
Intelligences• Sources of Theory:
•Piaget•Vygotsky•Sternberg
Jean Piaget
1896 - 1980
Piaget: Child as Scientist• Discovers & creates knowledge of
world• Discovers & creates methods of
knowing the world• Stages of Development
– Stable periods: equilibrium– Transitional / crisis periods:
reorganization
Piaget: Basic Processes• Adaptation: agreement of thought with
external worldAssimilation: adding new info to old schemasAccommodation: adapting schemas to new info
• Organization: internal coherence of knowledge
Equilibration and Reorganization
• Confirmation of knowledge equilibration & stability
• Disconfirmation of knowledge disequilibrium &
reorganization
Stages1. Sensorimotor (0 - 2 yrs)
2. Symbolic / pre-operational (2 – 7 yrs)
3. Concrete operations (7 – 11 yrs)
4. Formal operations (11 – 15 yrs)
Sensorimotor Stage• Coordination of reflexes• Beginning of object permanence• Emergence of causality• Active experimenting on world• Invention of new means by mental
combination (18 – 24 months) beginning of symbolic thought
Symbolic / “pre-operational”
• Use of symbols: language, numbers, etc.
• Concrete: limited to here & now failure to recognize conservation
• Egocentric: focus on child’s relations to objects, not relationships of objects with other objects
Concrete Operations• Basic logical & mathematical operations
(including conservation of substance, volume, weight;classification)
• Can think in ways that contradict immediate impressions
• Can’t manipulate systems of abstractions (can’t do proofs of theorems)
Formal Operations• Operations on operations
(Given bucket of water & objects -- asked to figure out why some float and some don’t -- can figure out notion of density.)
• Mental exploration of possible worlds
Piaget: Main Criticisms1. Periods achieved gradually, with
little discontinuity
2. Can perform some higher-level tasks when procedures modified
3. Operations often don’t generalize, but remain specific to tasks
Lev Vygotsky
1896 - 1934
Lev Vygotsky• Intelligence is social & cultural• Growth of intelligence based on
internalization of social processes• Intelligence is product of history;
resides in culture
Vygotsky: Key Ideas• Tools & symbols
• Zone of Proximal Development(ZPD)
Apprenticeship Learning
RobertSternberg
Robert Sternberg• Analytic: what IQ & achievement
tests measure
• Practical: real-world problem-solving
• Creative: art, music, literature, etc.
Studying Practical Intelligence
• Formulating Hypotheses Test
• In-Basket Exercises
Both use panels of expert raters
HowardGardner
Frames of Mind• Artificial
Intelligence
software
central processor
Single
• Neuroscience
hardware
modules
Multiple
Sources of Evidence• Prodigies• Brain damage
(eliminates or spares)• Information-
processing systems• Developmental
history
• Evolutionary history or plausibility
• Lab experiments• Correlational
research (intelligence tests)
• Encoding in symbol system
Criteria for “Intelligence”
• Neurobiological system• Symbol system
Intelligences1. Linguistic2. Logical-mathematical3. Musical4. Spatial5. Bodily – Kinesthetic6. Personal: knowledge of self &
others
Stages of Development
Novice Apprentice Journeyman Expert
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