week 8

Question 1

Alternative models

Answer 1

contemporary models of intelligence tend to be more traditional types of intelligence

Question 2

What do alternative model assume

Answer 2

IQ is not everything, Interpersonal skills are independent of cognitive abilities, interpersonal skills are more important in real life than academic abilities, interpersonal skills should be conceptualised as a form of ability or intelligence

Question 3

What is intelligence

Answer 3

Mechanical, abstract and social

Question 4

1920

Answer 4

social intelligence-> Thorndike-> Act wisely in interpersonal relations

Question 5

1983

Answer 5

multiple intelligence-> Gardner-> traditional intelligences plus: bodily social musical skills

Question 6

1985

Answer 6

Triarchic theory-> Sternberg-> traditional intelligence plus: creative and practical

Question 7

1990

Answer 7

emotional intelligence-> Salovey Mayer Goleman-> identify and manage own and others emotions

Question 8

Multiple intelligence

Answer 8

challenges the notion of g
each intelligence resides in separate areas of brain, each intelligence is separate
Interact and work together
Individual expression of the intelligence may be different
Education system biased towards logical-mathematical

Question 9

Evidence of multiple intelligence

Answer 9

Phineas Gage
Prodigies
Development evidence
Accommodates non-western views of intelligence
School developing curriculum around multiple intelligence

Question 10

Multiple intelligence conclusions

Answer 10

contradicts notion that there are 8 independent intelligence, test measuring same intelligences
should school curriculum utilise MI
Also see castejon et al.

Question 11

Sternberg’s triarchic theory

Answer 11

three ways could you compensate for or correct your weakness
1) adapting, shaping, selecting

Question 12

Componential Sub-theory

Answer 12

Meta components
Performance components
Knowledge- acquisition components: processes involved in acquiring and learning new material, Selective: encoding, combination and comparison

Question 13

Contextual sub-theory practical application

Answer 13

tacit knowledge-action-orientated knowledge

Question 14

Experiential sub-theory creative

Answer 14

Novelty- ability to deal with novel situations utilising novel experiences to learn
Atomization- ability to deal effectively and quickly with situations

Question 15

At a glance

Answer 15

Analytical= skills used to: analyse, evaluate, judge, compare and contrast
Practical=skills used to implement, apply or put into practice ideals in real -world contexts
Creative= skills used to: create, invent, discover, imagine, suppose or hypothesis

Question 16

Evidence

Answer 16

Sternberg Triarchic abilities test
Conventional IQ test not always successful at predicting success
education application
Practical intelligence correlated .45 with test of g and did not predict academic performance

Question 17

emotional intelligence

Answer 17

not a model of intelligence but a different way of thinking about intelligence
Ability to recognise your own and other emotions and regulate your emotion

Question 18

Mixed model of El

Answer 18

Emotional competence
Social and emotional competence
Trait El

Question 19

Four branch model

Answer 19

Accurately perceive emotions in oneself and other
Use emotion to facility thinking
Understand emotional meanings
Manage emotions

Question 20

evidence

Answer 20

Mayer-Salovey-Caruso emotional intelligence test. Relationship with academic performance
Does not predict academic performance
Expert knowledge required to score and issues over reality

Question 21

Conclusions

Answer 21

Alternative approaches to intelligence take a much broader view on what intelligence is
All include some form of social intelligence alongside conventional intelligence. Accommodate different cultural views on intelligence
Different intelligence are viewed as independent. Evidence of alternative approaches in education. Tools have been developed to assess these alternative approaches.
Empirical evidence is still weak for some of the theoretical approaches