intelligence: theories
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Intelligence: Theories. EDU 330: Educational Psychology Daniel Moos. Intelligence: Introduction (I). What comes to mind when you hear “diversity”?. Intelligence: Introduction (II). How is intelligence studied? Factor Analysis: - PowerPoint PPT PresentationTRANSCRIPT
Intelligence: Theories
EDU 330: Educational PsychologyDaniel Moos
Intelligence: Introduction (I)
What comes to mind when you hear “diversity”?
Intelligence: Introduction (II)
How is intelligence studied? Factor Analysis:
Statistical analysis used to measure a latent variable (i.e. can’t directly measure the variable)
Results identify underlying manifest variables (i.e. variables that can be directly measured)
Intelligence: Introduction (III)
Example of Factor Analysis: How is athletic ability measured at NHL tryouts?
Athletic Ability
Strength Speed Agility
Intelligence: Factor Models (I) Charles Spearman (1927)
Two factors g factor domain-general and homogeneous (i.e. intellectual
functioning relatively homogenous across a number of different tasks)
Specific factor Specific factors that are pertinent to specific task (but…g factor is what most interested Spearman)
g factor
Linguistic
Interpersonal
Logical
Musical
Kinesthetic
Spatial
Intrapersonal
Naturalistic
Dimension Description Example
GARDNER’S THEORY OF INTELLIGENCE
Ability to use language
Reasoning, numbers, symbols
Sensitivity to pitch, tone
perceive the visual-spatial world accurately
Ability to use body coordinated movements
Understanding of social interactions
Understanding of self
Recognize similarities/diff in physical world
Linguistic
Interpersonal
Logical
Musical
Kinesthetic
Spatial
Intrapersonal
Naturalistic
GARDNER’S THEORY OF INTELLIGENCE, APPLICATION TO REAL-LIFE CONTEXT
Ability to use language
Reasoning, numbers, symbols
Sensitivity to pitch, tone
Perceive words accurately
Ability to use body coordinated movements
Understanding of social interactions
Understanding of self
Recognize similarities/diff in physical world
Identify THREE specific examples of how you might address different “intelligences” within your class? In other words, how might you design activities/lessons, etc to meet the needs of students with diverse set of intelligences?
STERNBERG’S TRIARCHIC THEORY OF INTELLIGENCE
Intelligence
Analytical (componential)
Creative (experiential)
Practical (contextual)
*Prior knowledgeFor: solving problems, learn new information, making judgments, evaluating, problem solving
*Novelty problemsUnique situations
*AutomationApply learned material to novel situation
*AdaptationAdapt to environment
*ShapingChange environment
*SelectionSelect new environment
Intelligence: Thought Question
Parents at an elementary school back-to-school night want to know why their child is not ability grouped in every content area. They feel that their child is being held back. How would you answer their question?
On separate (but possibly related to note), to what extent do you believe intelligence is “nature” or “nurture”?
(1: Nature… 10: Nurture)
Intelligence: Nature or Nurture?
Foster parent-child .20
The relationship between intelligence scores for a child and foster parent is mildly positive
Parent-child .50 Siblings reared together .49 Fraternal twins (two eggs) .53 Identical twins (one egg splitting) reared apart: .75 Identical twins reared together .87
Note: Data from 1963
Intelligence: IQ Tests (I) Mental Age: Represents number passed by average child of
same age Example: If a child passed a number of items equal to the number
passed by the average 15-year old, that child would have a mental age of 15 (regardless of the child’s chronological age)
Intelligence Quotient: (mental age ÷ chronological age) x 100
Example: A 10 year-old with a mental age of 10 = (10/10) x 100 = 100 Example: A 21 year-old with a mental age of 21 = (21/21) x 100 = 100 Example: A 10 year-old with a mental age of 9 =(9/10) x 100 = 90 Example: A 10 year-old with a mental age of 11 =(11/10) x 100 = 110
Intelligence: IQ Tests (II) Issues with IQ Tests
(1) Does mental age = intelligence?(1) Example: 7-year old and 10-year old have same mental age;
comparable intelligence?
(2) Example: Two children with IQ of 120 (1) 5 year-old (mental age of 6)
(2) 10 year-old (mental age of 12)
(2) IQ tests are standardized(1) May not accurately measure intelligence among minority
children, ELL (test administration may bias results)
Intelligence: Ability grouping (I)
Ability grouping: Placing students of similar abilities into groups, and attempting to match instruction to needs of the groups (Lou, Abrami, & Spence, 2000)
Elementary: Between-class grouping: Divides students at a certain grade
into levels (e.g., high, average, low) Within-class grouping: Divides students in a class into
subgroups based on reading or math scores Joplin plan: Regroups across grade levels
MS, HS: Tracking: Places students in different classes or curricula on
basis of achievement
Intelligence: Ability grouping (II)
What are some pros and cons of ability grouping/tracking? Pros: Teachers can adjust methods,
instructional pace and materials to better meet needs of learner
Cons: Logistical problems, improper placement, stigmatization, negative effects of homogeneous groups (as opposed to heterogeneous groups)
Intelligence: Socioeconomic status (I)
Socioeconomic status (SES): Combination of parents’ income, occupation, and level of education that describes relative standing in society Powerful predictor in student achievement, particularly test
scores, grades, suspension rate, and dropout rates (Macionis, 2006)
Why do think that SES is such a powerful predictor?
Intelligence: Socioeconomic status (II)SES influences learning in at 3 waysNote: The below describes group differences; individuals within a group vary widely
High SES (>160,000) Low SES (<25,000)
Basic needs & experiences
-Well nourished, stable homes
-Access to ed. activities outside home
-Sometimes lack proper nourishment
-Homelessness, lack access to learning experiences outside of school
Parental involvement -Highly involved, involvement in extracurricular activities
-Low involvement in extracurricular activities
Attitudes & values -Parents value/emphasize autonomy
-High expectations
-Parents value conformity
-Lower expectations