Intelligence Miss. Stone

1. Intelligence Miss. Stone

2. Q. What does it mean to be intelligent in our society? • Q. What abilities do schools value and promote? • Q. How do we measure a person’s intelligence?

3. Intelligence is: ‘the cognitive ability of an individual to learn from experience, to reason well, to remember important information, and to cope with the demands of daily living.’ (Sternberg 1985)

4. Activity • Activity 1 from spiral book pg 129

5. William Stern defines intelligence as ‘a general capacity of an individual consciously to adjust his thinking to new requirements,...a general mental adaptability to new problems and conditions of life.’ • Intelligent quotient (IQ): Involves dividing a child's measured mental age by their chronological age to achieve a relative intelligence score.

6. Find two words, one from each group, that are closest in meaning.Group A Group Braise topfloor elevatestairs basement

7. Answer • Answer: Raise and elevate

8. Which number should come next in this series?3,5,8,13,21,A. 4B. 21C. 3D. 34

9. Answer • Answer: D

10. Which diagram results from folding the diagram on the left?

11. Answer • Answer: A

12. Which of the following figures is the odd one out?

13. Answer • Answer: C

14. Which word does not belong? apple, marmalade, orange, cherry, grapeA. appleB. marmaladeC. orangeD. cherryE. grape

15. Answer • Answer: C

16. At the end of a banquet 10 people shake hands with each other. How many handshakes will there be in total?A. 100B. 20C. 45D. 50E. 90

17. Answer • Answer: C

18. Q. What are some things that you think you are smart at?

19. Howard Gardner – Theory of multiple intelligences “A psychological potential to solve problems or to fashion products that are valued in at least one cultural context; there are multiple intelligences” (Gardner, 1999)

20. Gardner’s Types of Intelligence

21. Howard Gardner’s Multiple Intelligences

22. Howard Gardner’s Eight Intelligences

23. Complete Multiple intelligence test • HANDOUT

24. Alfred Binet – Intelligence as an age-related set of abilities “the characteristics of an individuals though processes that enable the individual to take and maintain a direction without becoming distracted, to adapt means to an end, and to criticise his or her own attempts at problem solution” (Binet, 1905)

25. Description of Intelligence • Binet invited the first intelligence test to be widely used throughout the world. • Designed to assess and predict performance at school. • Binet saw intelligence as a general ability associated with specific, but not related, “mental functions” such as reasoning, memory, vocabulary, length and quality of attention and perceptual judgment.

26. ACTIVITY • http://www.free-iqtest.net/ • TEST YOUR IQ • Activity 2 and 4 from spinal book

27. David Wechsler – Intelligence as verbal and performance abilities “the global and aggregate capacity to act purposeful, to think rationally, and to deal effectively with the environment” (Wechsler, 1958)

28. The Wechsler Scales • Wechsler Intelligence Scale for Children (WISC-R) • Wechsler Adult Intelligence Scale (WAIS) • Wechsler Preschool and Primary Scale of Intelligence (WPPSI)

29. WAIS Test

30. Robert Sternberg – Triarchic theory of intelligence “Intelligence has three aspects: componential, experiential, and contextual” (Sternberg, 1985a)

31. 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

32. 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)

33. Sternberg’s Types of Intelligence

34. Triarchic Examples in Literature

35. Activity • Activity 5 and 7 from spiral book

36. Cattell-Horn-Carroll model of psychometric abilities “Intelligence has two separate general abilities: fluid intelligence and crystallised intelligence” (Cattell, 1971)

37. 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.

38. 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.

39. Salovey and Mayer’s ability-based model of emotional intelligence

40. Researchers/Writers • Mayer and Salovey • co-authored two academic papers in 1990 • attempting to develop a method of scientifically measuring the difference between people’s ability in the area of emotion

41. Researchers/Writers • Mayer and Salovey • Developed four branches of mental ability • perception, appraisal, and expression of emotion • emotional facilitation of thinking • understanding and analyzing emotions • reflective regulation of emotion to promote emotional and intellectual growth

42. Mayer and Salovey

43. Mayer and Salovey • ability to stay open to feelings, both pleasant and unpleasant; • to reflectively engage or detach from an emotion depending its judged utility; • to reflectively monitor emotions in relation to oneself and others; • to manage emotion in oneself and others by moderating negative emotions and enhancing positive emotions

44. Q. How does an understanding of multiple intelligences make you view your own abilities? • Q. How could teachers use the multiple intelligences to meet all students needs? • Q. Do you think society puts too much pressure on having a high intelligence or?

45. How do we assess Intelligence

46. Binet’s Test of Intelligence • Intelligence is a quality that is age-related. • The score obtained was determined by the number of items correctly answered. However the score was expressed in terms of the age of the child for which the score was the average. • MENTAL AGE (MA): Whether the mental age was judged as advanced, average, or slow depended on…. • CHRONOLOGICAL AGE (CA): E.g. An eight year old who scored the average number of items for an 8 year old who responded like an average six year old was assigned a mental age of six.

48. Stanford-Binet test of intelligence • Designed to measure the intelligence of people who are aged between two and 85+ years. • The test is administered to one person at one time and takes about 45-60 minutes to complete. • Five cognitive abilities are assessed. These are fluid reasoning knowledge, quantitative reasoning, visual0spatial processing and working memory.

50. Wechsler’s tests of intelligence • Intelligence is complex and involves a variety of cognitive abilities. • Current test (2008) has 10 core (compulsory) tests. These are categorised into four categories Verbal comprehension, perpetual reasoning, verbal memory and processing speed. • WAIS-IV (Wechsler Adult Intelligence Scale) • WISC-IV (Wechsler Intelligence scale for children) • WPPSI-III (Wechsler preschool and Primary scale of intelligence)