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Psych 151 > 8 Intelligences > Flashcards

8 Intelligences Flashcards

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1
Q

is the capacity to understand the world, think rationally, and use resources effectively when faced with challenges.

A

intelligence

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2
Q

Different development of iq test

A
  1. The Stanford-Binet Intelligence Test
  2. The Wechsler Intelligence Scale
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3
Q

used a single number, known as
the intelligence quotient (or
IQ), to represent an individual’s
score on the test.

A

The Stanford-Binet Intelligence test

(Alfred Binet)

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4
Q

This score was calculated by
dividing the test taker’s mental
age by their chronological age,
and then multiplying this by
100.

A

The Stanford-Binet Intelligence Test

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5
Q

believed that intelligence involved number of different mental abilities,
describing intelligence as “the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment” (1939)

A

David Wechsler, The Wechsler Intelligence Scale

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6
Q

PREREQUISITES FOR
ACCURATE ASSESSMENT
OF INTELLIGENCE:

A

Reliability, Validity, standardization

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7
Q

is the property by which tests measure consistently what they are trying to
measure.

A

reliability

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8
Q

is the property by which tests actually
measure what they are supposed to
measure.

A

validity

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9
Q

-uniform; you cannot change anything.

A

standardization

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10
Q

What are the theories of intelligences

A
  1. Two-Factor Theory
  2. Fluid and Crystallized Intelligence
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11
Q

represents a person’s mental energy; is
defined and measured by a person’s
performance on various and related
cognitive abilities.

A

(g factor) general mental ability

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12
Q

refers to specific mental abilities (like
mathematical, mechanical, or verbal skills)

A

s factor / specific mental abilities

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13
Q

who made the two factor theory

A

charles spearman

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14
Q

fluid and crystallized intelligence proponent

A

Raymond Cattell

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15
Q

suggests that intelligence is composed of a number of different abilities that interact and work together to produce
overall individual intelligence.

A

Cattell-Horn theory of fluid and crystallized intelligence

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16
Q

innate, learned naturally

A

fluid and crystallized intelligence

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17
Q

He believed that intelligence consists of three aspects: componential
intelligence, experiential intelligence, and contextual intelligence.

A

Robert Sternberg

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18
Q

intelligence consists of three aspects:

A
  • componential intelligence
  • experiential intelligence
  • contextual intelligence
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19
Q

Robert Sternberg
He believed that intelligence consists of three aspects:
componential intelligence, experiential intelligence, and contextual intelligence.

A

Triarchic theory of intelligence

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20
Q

(Analytical Intelligence) reflects the
person’s verbal reasoning ability.

A

componential intelligence

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21
Q

It is the type of ability that can be measured by standard intelligence tests
and is necessary for acquiring new
information and thinking critically
about them.

A

componential intelligence

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22
Q

is the type that enables people to
adjust creatively and effectively to
new tasks and situations.

A

experiential intelligence

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23
Q

This component of intelligence is
also called creative intelligence.

A

experiential intelligence

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24
Q

experiential intelligence is also called

A

creative intelligence

25
Q

(Practical Intelligence)

A

contextual intelligence

26
Q

is the type that uses
practical thinking
skills that help a
person adjust to and
cope with his or her
socio-cultural
environment.

A

contextual intelligence

27
Q

What are the multiple intelligences

A
  1. Linguistic intelligence
  2. Logical-mathematical intelligence
  3. musical intelligence
  4. bodily-kinesthetic intelligence
  5. spatial intelligence
  6. interpersonal intelligence
  7. intrapersonal intelligence
  8. naturalist intelligence
  9. existential intelligence
28
Q

he believes that there are nine intelligences accounting for genius in music and in several other domains
that have not traditionally been categorized as intelligence.

A

Howard Gardner

29
Q

refers to the ability to think in words
and to use language to express
meaning. Writers, poets, lawyers,
and speakers are among those that
Gardner see as having high linguistic
intelligence.

A

linguistic intelligence

30
Q

consists of the capacity to analyze
problems logically, carry out
mathematical operations, and
investigate issues scientifically.

A

logical-mathematical intelligence

31
Q

involves skill in the performance,
composition, and appreciation of musical patterns. It encompasses the
capacity to recognize and compose musical pitches, tones, and rhythms.

A

musical intelligence

32
Q

entails the potential of using one’s
whole body or parts of the body to
solve problems. Possible occupations
are: surgeons, craftspeople,
dancers, and athletes.

A

bodily-kinesthetic intelligence

33
Q

the ability to recognize and use the patterns of wide space and more confined areas. Architects, artists,
and sailors are
among those people
who have high spatial
intelligence.

A

spatial intelligence

34
Q

is concerned with the capacity to understand the intentions, motivations, and desires of other people. Educators, salespeople, religious and political
leaders are among those who have a well- developed interpersonal intelligence.

A

interpersonal intelligence

35
Q

entails the capacity to understand
oneself, to appreciate one’s feelings, fears, and motivations. Possible occupations are theologians and
psychologists.

A

intrapersonal intelligence

36
Q

refers to the ability to observe patterns
in nature and understand natural and
human-made systems. Possible jobs are
farmers, botanists, ecologists, and
landscapers.

A

naturalist intelligence

37
Q

a concern with ‘ultimate issues’, is,
thus, the next possibility that Gardner
considers and argues that it ‘scores
reasonably well on the criteria’

A

existential intelligence

38
Q

has 4 domains

A

emotional intelligence

39
Q

includes the competencies of emotional self- awareness, accurate self assessment, and self-confidence.

A

Domain 1: Self Awareness

40
Q

includes the competencies of emotional self-control, transparency, adaptability,
achievement, initiative, and optimism

A

domain 2: Self-Management

41
Q

includes empathy, organizational
awareness, and service.

A

Domain 3: Social Awareness

42
Q

includes inspirational leadership,
influence, developing others, being a
catalyst for change, conflict management,
and teamwork/ collaboration.

A

Domain 4: Relationship Management

43
Q

what are the domains of emotional intelligence

A
  • domain 1: Self Awareness
  • Domain 2: Self-Management
  • domain 3: social Awareness
    -domain 4: relationship management
44
Q

is a condition characterized by significant limitations both in intellectual functioning and in conceptual, social, and practical adaptive skills.

A

mental retardation (changed to intellectual disability)

45
Q

VARIATIONS IN INTELLECTUAL ABILITY

A
  1. Mental Retardation (Intellectual Disability)
  2. Intellectually Gifted
46
Q

Levels of Mental Retardation (Intellectual Disability)

A

-Mild mental Retardation (ID)
-Moderate mental Retardation (ID)
-Severe mental retardation (ID)
-Profound mental retardation (ID)

47
Q

corresponds to an IQ
between 52 and 67;

A

mild mental retardation /ID

48
Q

an IQ of 36 to 51

A

moderate mental retardation /ID

49
Q

an IQ of 20 to 35

A

severe mental retardation /ID

50
Q

an IQ under 20

A

profound mental retardation /ID

51
Q

roots of mental retardation

A

fetal alcohol syndrome

52
Q

is the most common
cause of mental
retardation in newborns,
occurring when the
mother uses alcohol
during pregnancy.

A

fetal alcohol syndrome

53
Q

results
from the presence of an
21st extra chromosome.

A

down syndrome

54
Q

have IQ scores greater than 130. They are most often outgoing, well adjusted,
healthy, popular people who are able
to do most things better than the average person can)

A

intellectually gifted

55
Q

Learn easily and rapidly
Highly imaginative (less inclined to follow the organization and ideas of others)
Have high degree of curiosity (ask many questions and are interested in a lot of things)
 Reason things out, think clearly,
recognize relationships, comprehend
meanings
 Are leaders in several kinds of
activities (looked to by others when
something must be decided).

A

positive characteristics of gifted people

56
Q

 Easily become bored with routine
assignments
 May see relationships others do not see and want to spend large amounts of
class time discussing all this.
□ May not always pay close attention to
directions
□ Can be easily or too deeply upset by
perceived “failure”
□ Can become too bossy; unwilling to
listen to the opinions of others

A

negative characteristics of gifted people

57
Q

how iq is measured

A

mental age / chronological age x 100

58
Q

Slanting eyes with folds of skin at the inner corners

A

epicanthal folds

Psych 151 (13 decks)

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