intelligence and education- lecture 7 Flashcards
early understanding of intelligence- spearman
-british psychologist charles spearman found that all test items he examined correlated with another
- g= general intelligence (representing abstract reasoning capacity)
- becasue items were not perfectly correlated, spearman thought they differed in the extent to which g contributed to them
2 broad types of intelligence
- crystalised intelligence
- fluid intelligence
crystalised intelligence
accumulated (factual) knowledge, mastery of social customs (culturally embedded)
fluid intelligence
thinking on the spot, reasoning, abstraction (culture-fair)
hierarchical model
carrolls 3 stratum theory of intelligence
intelligence a 3 tiered structure
top level-g- broad cognitive abilities
2nd level- several broad abilities- fluid intelligence, crystallized intelligence, memory etc
3rd level- more specific skills
gardiners theory of multiple intelligences
- linguistic- language and communication
- logico-mathematical- pattern recognition, logical reasoning
- spatial ability- transform, remember
- musical talent- pitch, rhythm, melody
- naturalistic- natural world
- bodily-kinesthetic- physical
- intra-personal- knowing ones own emotions
- inter-personal- detecting and responding to others emotions
validity of gardiners theory
this theory has affected education in which children are now given opportunities to do hand on projects in diverse areas
but excellence in many fields requires a combination of intelligences, and intelligence tests do tap into linguistic, logico-mathematical and spatial skills
emotional intelligence
- goleman- defines emotional intelligence as the ability to recognise, understand and manage our own emotions and to recognise understand and influence the emotions of others
- important in leadership
- 5 main elements- self awareness, self regulation, motivation, empathy, social skills
measuring intelligence in infants
- we can test infants aged 1 month- 3 1/2 years old
- e.g. bayley scales of infant and toddler development, version III
- cognitive scale- attention to (un)familiar objects, pretend play
- language scale- understanding of drections, naming objects
- motor scale- gross and fine motor skills
- results dont predict later outcomes so score is called a development quotient rather than an IQ
- useful for raising areas of delay/needing further assessment
paper and pencil tests
- stanford-binet intelligence scales (10 subsets)
- wechsler intelligence scale for children (WISC) (10 scores)
stanford-binet intelligence scales
- can measure intelligence at different ages (2-adulthood)
- fluid reasoning, knowledge, visual-spatial processing, working memory
wechsler intelligence scale for children (WISC)
- similar age range to stanfor-binet
- factors are verbal reasoning, perceptual reasoning, working memory and procesing speed
scoring intelligence tests
- intelligence levels are standardised- given to large representative samples of people. the results of this are then the standard for interpretting scores
- within the standardised sample, scores at each age form a normal distribution
- an IQ is calculated- indicates the extent to which the score deviates from typical performance of same age individuals
IQ score stability
2 generalisations about iq stability
- the older child at the time of 1st testing, the better the prediction of later iq- preschool IQ scores have low correlations with school-age scores, so if tested at age 4, there is low stability, but from age 6, IQ is more stable
- the closer in time 2 testings are, the stronger the relationship between the scores
why is there a stronger relationship between scores when the time of 2 testings are closer
- with age- test items focus less on concrete knowledge and more complex reasoning
- during periods of rapid development, children change places in distribution
what do IQ scores predict
- academic success (geary, 2005) BUT best predictor is cognitive self-regulation
- economic success (schmidt & hunter, 2004)
- occupational success (ceci, 1993)
education
- most important feature in student achievement is class size
- traditional classrooms- teaher is authority for knowledge, rules, decisions- teacher talks most, students are passive
- constructivist classrooms- students encouraged to construct own knowledge- teachers guide and support, students can engage in self chosen problems
motivation to learn
- extrinsic- consequences of learning bring somthing we want or avoid somthing we dont want
- social- value comes from what other people think
- achievement- value is ego enhancement
- intrinsic- value comes from pleasure of performing the task
ADHD
- symptoms- inattention, impulsiveity, excessive motor activity
- uk incidence estimated at -5% in children, with 4:1 ratio of boys to girls
- tend to score 7-15 points lower on intelligence tests
- often diagnosed once children have started school
- highly heritable
- treatments- stimulant medications- 70% effective for children, increase frontal lobe activity so attention improves and off-task behaviour is inhibited
- most effective treatment is mediction and behaviour training
