Chapter 9-Intelligence Flashcards
structure of intelligence, types of intelligence
Is intelligence a single factor or multiple separate abilities?
Spearman:
-factor analysis→concluded that all cognitive abilities share one important core factor, which he labelled ‘g’ for ‘general mental ability’
Guildford & Thurstone:
-factor analysis→determined that multiple factors make up intelligence
-Thurstone developed the scholastic aptitude test (SAT)
Hierarchical intelligence models
-used since the 1980’s.
-intelligence is viewed as best represented as a series of layers or strata with general intelligence, g, at the top.
-as you move down the hierarchy, at each successive layer intelligence is subdivided into more specific abilities.
e.g., one model of intelligence proposed that g should be divided into fluid intelligence and crystallized intelligence
Fluid intelligence
fluid intelligence involves reasoning ability, memory capacity, and speed of information processing.
e.g. how well/quickly you can solve a puzzle that you’ve never seen before.
Crystallized intelligence
crystallized intelligence involves ability to apply acquired knowledge and skills in problem solving.
e.g., a crossword puzzle; using your past knowledge to solve a problem (past knowledge being words that you already know).
Sternberg’s triarchic theory
-intelligences are about usage, not amount (i.e., how do people use their knowledge? rather than how much knowledge they have).
-practical, creative, analytical.
conclusions for this theory:
-all 3 facets can be measures reliably
-the 3 facets are uncorrelated
-prediction of intelligence is better using all 3 facets
Sternberg’s triarchic theory: the 3 facets of intelligence
practical - dealing with everyday problems; can they organize themselves effectively? do they show common sense for daily problems?
creative - having new ideas and solving novel problems; puzzle solving abilities. ability to come up with new artwork.
analytical- abstract ways of thinking and deliberation; able to think in an abstract way. weigh out pros and cons. problem solving. research abilities.
Gardner’s theory of multiple intelligences
-interdisciplinary synthesis of research (cognitive psych, neuroscience, developmental psych, etc.)
-multiple groups studied (savants, prodigies, and people with brain damage).
critiques:
-too broad (i.e., too many categories).
-poor predictability (for if someone actually exhibits intelligent behaviours in everyday life).
Gardner’s types of intelligence: logical-mathematical
-ability to think logically, and solve mathematical problems; strong numerical reasoning, recognizing patterns, and abstract thinking.
-common in: scientists (specifically physicists and chemists), mathematicians, and computer programmers.
Gardner’s types of intelligence: linguistic
-skill in using language to express thoughts and understand others; strong verbal abilities, writing, reading, and storytelling skills.
-common in: writers, poets, public speakers, and journalists.
Gardner’s types of intelligence: musical
-natural sensitivity to sound, rhythm, tone, and melody; ability to compose, perform, or appreciate music deeply.
-“musical vertuoso”
-common in: musicians, composers, etc.
Gardner’s types of intelligence: spatial
-the ability to visualize and manipulate objects in space; strong visual thinking, understanding maps, and spatial reasoning.
-common in: architects, graphic designers, engineers, and taxi/bus drivers.
Gardner’s types of intelligence: bodily-kinesthetic
-proficiency in physical activities and using the body to solve problems or create products; fine motor skills, hand-eye coordination, and physical expression.
-common in: athletes, dancers, and surgeons.
Gardner’s types of intelligence: naturalist
-the ability to identify, categorize, and interact with elements of the natural world; sensitivity to flora, fauna, and ecological systems.
-common in biologists, farmers, environmentalists, and park rangers.
A potential 9th intelligence: existential
-the ability to reflect on deep questions about existence such as the meaning of life, death, and the universe; abstract thinking about spiritual, ethical, and philosophical concepts (sensitivity to life’s bigger questions).
-common in: philosophers, theologians, and individuals exploring metaphysical or moral ideas.
Emotional intelligence (EI): what is it?
def: the ability to perceive, understand, manage, and regulate emotions in oneself and others.
characteristics:
-recognize how emotions affect them, and what they mean.
-able to sense emotions in themselves and others.
-know when an emotion is appropriate at a given time.
-know the appropriate level of emotion to have for a given circumstance.
