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Psych 151 > 8 Intelligences > Flashcards

8 Intelligences Flashcards

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
(Practical Intelligence)
contextual intelligence
26
is the type that uses practical thinking skills that help a person adjust to and cope with his or her socio-cultural environment.
contextual intelligence
27
What are the multiple intelligences
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
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.
Howard Gardner
29
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.
linguistic intelligence
30
consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.
logical-mathematical intelligence
31
involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.
musical intelligence
32
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.
bodily-kinesthetic intelligence
33
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.
spatial intelligence
34
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.
interpersonal intelligence
35
entails the capacity to understand oneself, to appreciate one’s feelings, fears, and motivations. Possible occupations are theologians and psychologists.
intrapersonal intelligence
36
refers to the ability to observe patterns in nature and understand natural and human-made systems. Possible jobs are farmers, botanists, ecologists, and landscapers.
naturalist intelligence
37
a concern with ‘ultimate issues’, is, thus, the next possibility that Gardner considers and argues that it ‘scores reasonably well on the criteria’
existential intelligence
38
has 4 domains
emotional intelligence
39
includes the competencies of emotional self- awareness, accurate self assessment, and self-confidence.
Domain 1: Self Awareness
40
includes the competencies of emotional self-control, transparency, adaptability, achievement, initiative, and optimism
domain 2: Self-Management
41
includes empathy, organizational awareness, and service.
Domain 3: Social Awareness
42
includes inspirational leadership, influence, developing others, being a catalyst for change, conflict management, and teamwork/ collaboration.
Domain 4: Relationship Management
43
what are the domains of emotional intelligence
- domain 1: Self Awareness - Domain 2: Self-Management - domain 3: social Awareness -domain 4: relationship management
44
is a condition characterized by significant limitations both in intellectual functioning and in conceptual, social, and practical adaptive skills.
mental retardation (changed to intellectual disability)
45
VARIATIONS IN INTELLECTUAL ABILITY
1. Mental Retardation (Intellectual Disability) 2. Intellectually Gifted
46
Levels of Mental Retardation (Intellectual Disability)
-Mild mental Retardation (ID) -Moderate mental Retardation (ID) -Severe mental retardation (ID) -Profound mental retardation (ID)
47
corresponds to an IQ between 52 and 67;
mild mental retardation /ID
48
an IQ of 36 to 51
moderate mental retardation /ID
49
an IQ of 20 to 35
severe mental retardation /ID
50
an IQ under 20
profound mental retardation /ID
51
roots of mental retardation
fetal alcohol syndrome
52
is the most common cause of mental retardation in newborns, occurring when the mother uses alcohol during pregnancy.
fetal alcohol syndrome
53
results from the presence of an 21st extra chromosome.
down syndrome
54
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)
intellectually gifted
55
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).
positive characteristics of gifted people
56
 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
negative characteristics of gifted people
57
how iq is measured
mental age / chronological age x 100
58
Slanting eyes with folds of skin at the inner corners
epicanthal folds

Psych 151 (13 decks)

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