is this intelligence?
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Is this Intelligence?. Intelligence. An individual’s ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, and to overcome obstacles through mental effort. Intelligence. g Factor - PowerPoint PPT PresentationTRANSCRIPT
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Intelligence
An individual’s ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, and to overcome obstacles through mental effort.
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Intelligenceg Factor
Spearman’s term for a general intellectual ability that underlies all mental operations to some degreePeople who are bright in one area tend to
be bright in otherss factor
Specific intellectual abilitiesSpearman’s influence seen in intelligence
tests such as Stanford-Binet that yield one IQ score to indicate the level of general intelligence
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Components of Intelligence Working Memory
Working memory can predict “g”Some equate working memory with “g”
Speed of ProcessingNot always the best predictor in anomalous
individuals
Other componentsInhibitionattention
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Intelligence
Primary Mental Abilities Thurstone’s seven relatively distinct capabilities that singly
or in combination are involved in all intellectual activitiesVerbal comprehensionNumerical abilitySpatial relationsPerceptual speedWord fluencyMemoryReasoning
All intellectual activities involve one or more of these areas Believes a single IQ score obscures more than it reveals Suggests a profile indicating strength and weak areas
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Howard Gardner’s EightFrames of Mind
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Gardner’s Study’s of Intelligence
Developed theory by studying patients with different types of brain damage affecting some forms of intelligence but left others intact
Studied savant syndrome A combination of mental retardation and unusual talent and
abilities
Believes all forms of intelligence are equally important Cultures assign varying degrees of importance to types of
intelligence Various abilities and skills have been valued differently in
other cultures and periods of history
No empiric evidence supports this general theory
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Sternberg’s Triarchic Theory of Intelligence
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Sternberg Argues that IQ-test performance and real-world
success are based on two different types of knowledge: Formal Academic Knowledge
Knowledge acquired in school Tacit Knowledge
Action oriented and acquired without direct help from others
Educators use teaching methods designed to tap into all three types of intelligenceEffective with low achievers in school Teachers emphasize the practical relevance of formal
academic knowledge and help students apply it to real-world problems
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Measuring Intelligence
Binet-Simon TestThe first IQ test
Developed to aid schools in France
Used a scored called mental ageBased on number of items a child got right compared
with the number right of various agesIf number right equaled the average of 8 year olds was
assigned the mental age of 8 regardless of chronological age
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Measuring Intelligence
Stern devised Intelligence quotient A simple formula for calculating an index of intelligence
Terman perfected Intelligence quotient and published Binet-Simon Scale with items adapted for American children
Norms Standards based on the range of test scores of a large
group of people who are selected to provide the bases of comparison for those who take the test later
Intelligence Quotient (IQ)An index of intelligence, originally derived by dividing
mental age by chronological age and then multiplying by 100, but now derived by comparing an individual’s score with the scores of others of the same age.
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The Range of Intelligence Bell Curve AKA normal curve
The majority of scores cluster around the mean
The further away from the mean score the fewer there areLess than 2% are classified as genius or
mentally retarded
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Mental DeficienciesSubnormal intelligence reflected by an IQ below 70 and by
adaptive functioning severely deficient for one’s age. (Old terminology)
Mildly retarded: IQ 55-70 Moderately retarded: IQ 40-55 Severely retarded: IQ 25-40 Profoundly retarded: IQ below 25 Inclusion or Mainstreaming
Educating mentally challenged students in regular rather than special schools
Placing them in regular classes for part of the day Or having special classrooms in regular schools Rely heavily on behavior modification techniques
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The IQ ControversyBy what degree can variations in intelligence
be accounted for by genetics, biology, and inheritance?
Nature-Nurture controversyThe debate over whether intelligence and
other traits are primarily the result of heredity or environment
Sir Francis Galton initiated the debate and concluded intelligence was inherited
Environmentalists insist that intelligence is influenced primarily by one’s environmentThe results of nurturing by parents,
teachers, friends, etc.
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Nature-Nurture Controversy
HeritabilityAn index of the degree to which a characteristic is estimated to be influence by heredity
some research using the adoption study method supports that genes/heritability influence IQ scores
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Nature-Nurture Controversy
Enriched EnvironmentIQ scores can be modified with an enriched environment
The earlier children are adopted, the higher their IQ’s
Infants and children of low IQ, low income mothers who attend education programs scored higher on IQ tests.
Advantages persist into adulthood
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Nature-Nurture ControversyRace and IQHistorically Blacks score about 15 points lower than whites on IQ tests1969 Jensen attributed the IQ gap to genetic differences and that environment would not change test scoresMid 1990s Hernstein & Murray - lower IQ scores are
60% genetic and 40% environmental due to social ills of modern society
Poverty, welfare dependency, crime, and illegitimacy
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Ramey and others suggest that racial differences are more likely due to Results of poverty and lack of access to educational
opportunities
Dynamic assessment supports environmental effects on IQExaminees are taught the goal and format of each IQ
subtest before testingChildren from middle class already have exposure to
these concepts and thus demonstrate competency
Stereotype threatMinority individuals assume inferiority and testing
becomes self-fulfilling prophecy as they disengage
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Gender DifferencesGirls from 18 months on have a larger vocabulary
17 year olds from 1971-1992 on the National Association of Ed. Progress (NAEP)
Females outperformed males in reading and writingMales out performed females in science and mathMales were nearer the bottom in writing and reading comprehensionHormonal differences may contribute to boys higher math scores
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Social differences, a greater contributor to math score differencesParental expectations – boys are expected to do better
in mathBoys who do well at math are considered ‘talented’Girls who do well at math are considered ‘hard workers’Parent’s beliefs about their children’s talents by age 6
predict the child’s belief about their own abilities at age 17
This belief is smaller today than in previous yearsSpatial tasks - Males tend to perform better on
some than females.Spatial abilities may be enhanced by prenatal exposure
to androgenHigh blood levels of testosterone are associated with
good performance on spatial tasks
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Creativity
The ability to produce original, appropriate, and valuable ideas and/or solutions to problems.
Snow, genuine creativity “is an accomplishment born of intensive study, long reflection, persistence, and interest.
A weak to moderate correlation between creativity and IQ High intelligence does not necessarily mean high
creativity
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Creativity
Genuine creativity rarely appears in sudden flashes Four stages in creative problem-solving process
1.Preparation–searching for information to help solve the problem
2.Incubation-letting the problem “sit” while the relevant information is digested
3. Illumination-being suddenly struck by the right solution
4.Translation-transforming the insight into useful action
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Divergent ThinkingThe ability to produce multiple ideas, answers, or
solutions to a problem for which there is no agreed-on solution
Is novel, original, and involves the synthesis of an unusual association of ideas;
Is flexible, switching quickly and smoothly from one stream of thought or set of ideas to another;
It requires fluency, the ability to formulate an abundance of ideas.
High degree of divergent thinking demonstrated by creative thinkers
Both brain hemispheres highly active during creative thinking
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CreativityConvergent Thinking
The type of mental activity measured by IQ and achievement tests
Consists of solving precisely defined, logical problems for which there is a known correct answer
Demonstrated by greater activity in the left frontal cortex
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Creativity
Highly creative thinking is associated with activity in both hemispheres, but with significantly higher levels in the right hemisphere (a).
During thinking that is not creative (b ) activity is largely restricted to the left hemisphere.
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Creativity
Measuring individual differences in creativity Tests emphasize original approaches to arriving at solutions
for open ended problems or for producing artistic works Unusual Uses Test
Asks respondents to name as many uses as possible for an ordinary object (such as a brick)
Consequences Test Asks test takers to list as many consequences as they can
that would be likely to follow some basic change in the world (gravity being reduced by 50%)
Remote Associations Test The essences of creativity is the thinker’s ability to fit
together ideas that to the noncreative thinker might appear remote or unrelated
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Creativity
Exceptionally creative individuals Have a great deal of expertise in a specific area build up by
years of discipline and practice Open to new experiences and ideas – even those that seem
odd to others Inherently curious and inquisitive Independent thinkers less influenced by the ideas of others More likely to be motivated by the anticipation, excitement,
and enjoyment of their work than by a desire to please others. Creative endeavor requires hard work and persistence in the
face of failure Albert Einstein published 248 papers on theory of relativity Mozart created 609 musical compositions before death at 35
years of age.
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Who are the
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TYPE I – THE SUCCESSFUL
90% of identified gifted students Have learned the system. Many believe they will "make it on their own." They tend to go through the motions of
schooling.May underachieve in college and later
adulthood.
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TYPE II – THE CHALLENGING Type II's are the divergently gifted.Systems fail to identify Type II gifted children Possess a high degree of creativity Feel frustrated because the school system
has not affirmed their talents and abilities. Struggle with self esteemPoor SOCIAL COGNITIONType II's may be "at risk"
eventual dropouts - for drug addiction or delinquent behavior- if appropriate interventions are not made by junior high.
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Type III - The Underground
Known as "the underground gifted.“Generally, want to hide their giftedness. Sometimes it is not acceptable to stand out
in one’s culture.In general, are gifted girls Sometimes males dominateNeed Support for transition.
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Type IV- The Dropouts
Type IV gifted students are angry. have interests that lie outside the realm of
the regular school curriculum Were identified very late, perhaps not until
high school. School has failed them
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Type V - The Double-Labeled
Gifted children who are physically or emotionally handicapped in some way, or who have learning disabilities.
The vast majority of schools do not identify these children,
Do not exhibit behaviors that schools look for in the gifted..
These children may deny that they are having difficulty
These students are ignored
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Type VI The Autonomous Learner Few gifted children demonstrate this style at a very early age
although parents may see evidence of the style at home.
Like the Type I's, these students have learned to work effectively in the school system.
They have learned to use the system to create new opportunities for themselves. They do not work for the system; they make the system work for them.
They are well respected by adults and peers and frequently serve in some leadership capacity within their school or community.
Type VI students are independent and self-directed. They feel
secure designing their own educational and personal goals.
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Is intelligence culturally dependant?
What constitutes “intelligence” in other cultures?
Is one kind of “intelligence” better than another?
Can we change “intelligence”? Do our tests really measure “intelligence”? How can we do it better?