EDU PSY- Intelligence Flashcards
Origin of Intelligence Testing
- 1904, Alfred Binet- test to predict which children would succeed in a regular classroom and which would need special education
- 1916, Lewis Terman revised Binet’s test and included a summary score called the IQ. Terman’s revision was called the Stanford-Binet
Spearman’s Two factor theory of Intelligence
Two Factor Theory
- General factor
Affects performance on all intellectual tests
- Specific factor
Affects performance only on specific intellectual tests
Limitations of Intelligence Tests
- Intelligence cannot be measured directly
- Intelligence test scores can be improved with systematic instruction
- Intelligence tests do not measure several characteristics that contribute to academic and life success
Three contemporary views
- David Wechsler
Global Capacity View - Robert Sternberg
Triarchic Theory - Howard Gardner
Multiple Intelligences Theory
David Wechsler’s Intelligence Ideas
- Global capacity of individuals to act purposefully, think rationally, and deal effectively with their environment
- IQ does not reflect an individual’s full intellectual ability
Sternberg’s Triarchic Theory
- Practical Ability (adapting to one’s environ, shaping it, selecting a different one)
- Creative Ability (solving novel and unfamiliar problems)
- Analytical Ability (usig prior knowl. and cog. to solve problems and learn new info.)
Gardner’s Theory of Multiple Intelligences: types
logical mathematical, linguistic, musical, spatial
Gardner’s Theory of Multiple Intelligences: Log. Math.
- Logical Mathematical (sensitivity/capac to discern logical or num. patterns- long chains of reasoning)
Gardner’s Theory of Multiple Intelligences: Linguistic
sensitivity to sounds, rythms and meanings of words- diff functions of language
Gardner’s Theory of Multiple Intelligences: Musical
appreciate and produce rythm, pitch, and timbre
Gardner’s Theory of Multiple Intelligences: Spatial
capacity to perceive visual-spatial world accurately and to perform transformations on one’s initial perceptions
Gardner’s Theory of Multiple Intelligences (see chart)
Intelligence Misconceptions
- A person who has strength in one area will excel at all tasks within that domain
- Ability is destiny
- Every child’s instruction should be tailored to their particular intelligence
- Every child should be taught all content in eight different ways
Learning Styles
a consistent preference over time for dealing with intellectual tasks in a particular way - 3 types: Reflectivity and impulsivity, Field-dependence and field-independence, Mental self-government styles
Reflectivity
In a problem-solving situation, the student prefers to spend more time collecting information and analyzing its relevance to the solution before offering a response
Impulsivity
In a problem-solving situation, the student responds quickly with little collection or analysis of information
Field Dependence
- when confronted with a problem, they are strongly influenced by such contextual factors as additional information and other people’s behavior
- (students prefer to work within the existing structure)
Field Independence
- when confronted with a problem, they are influenced more by the person’s knowledge base than by the presence of additional information or other people’s behavior
- (prefer working with their own structure)
Spearman’s two ideas of intelligence
- two factor
- triarchic
Sternberg’s alterations to gen. ideas of intelligence
- includes practical intelligence
- each ability can be improved through instruction
- Students learn best when all three (P, C, A) are used
