wk4

Question 1

limitations of ‘g’

Answer 1

• multiple definitions of intelligence vary worldwide
• different types of intelligence explain behaviour better
• narrow, only considers limited cognitive abilities

Question 2

hot intelligences

Answer 2

types of ability that encompass an array of non-cognitive traits, the ability to interact with others in social situations in contrast to the more analytical “cold” characteristics.

Question 3

alt models

Answer 3

assume that
IQ is not everythinf
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
hot intelligence

Question 4

Thorndike intelligence

Answer 4

mechanical - ability to work with and manage objects
abstract - manage ideas
social - ability to manage others

Question 5

social intelligence

Answer 5

ignored until 1980
multiple intelligences
triarchix theories
emotional intelligence

Question 6

gardner multiple intelligences

Answer 6

worked with children
doesnt believe in G
found neurological evidence

Question 7

logical mathematical

Answer 7

logic, test taking, critical thinking, reading graphs, organisation

Question 8

Verbal linguistic

Answer 8

Poems, rhyming words, reading and writing, learning other languages, storytelling

Question 9

Interpersonal

Answer 9

Understanding other peoples emotions, social norms, other peoples moods and motivating other people, leadership skills

Question 10

bodily kinaesthetic

Answer 10

Moving body, dancers, actors, soldiers, athletes

Question 11

Musical

Answer 11

Rhyming and harmonic music, interpreting sounds. can compose are playing instrument

Question 12

visual spatial

Answer 12

Visualising things in your mind, manoeuvering in a maze, mapreading

Question 13

intrapersonal

Answer 13

How are you understand yourself, understanding your thoughts, feelings and actions

Question 14

Naturalistic

Answer 14

Recognising things in the real world, anything that’s living, animals or plants

Question 15

Existentialist

Answer 15

Understanding one surroundings and place in the world, linked to spiritual thinking

Question 16

Evidence of multiple intelligences

Answer 16

Neuropsychological (phineas Gage)
prodigies
developmental evidence
accommodates non-western views of intelligence
Schools developing curriculum around multiple intelligences

Question 17

Visser et al on MI

Answer 17

contradicts the notion that there are eight independent intelligences
many tests inter correlated
bodily kinaesthetic and musical correlated with general cognitive abilities
tests measuring same intelligence did not correlate
consider talents rather than intelligence

Question 18

Sternberg triarchic theory

Answer 18

3 ways to compensate for or correct your weakness

adapting
shaping
selecting

Question 19

componential subtheory

analytical

Answer 19

meta components
performance components
knowledge acquisition components

Question 20

meta components

Answer 20

mental mechanisms used to:
recognise a problem 
determine nature of a problem
developing strategies to solve problem
allocate resources
monitor success
evaluate success

Question 21

performance components

Answer 21

process used to solve problems

Question 22

knowledge acquisition components

Answer 22

process involved with acquiring and learning new material

selective: encoding, combination and comparison

Question 23

contextual sub theory ( practical )

Answer 23

adaption
shaping
selection

Tacit knowledge - action - orientated knowledge

Question 24

experiential subtheory (creative)

Answer 24

experience

• novelty - ability to deal with novel situations. utilising novel experiences to learn
• automisation- ability to deal effectively and quickly with situations/tasks previously experienced

Question 25

analytical skills

Answer 25

used to analyse, evaluate, judge, compare and contrast

Question 26

practical skills

Answer 26

used to implement, apply, put into practice ideas in real world contexts

Question 27

creative skills

Answer 27

used to create, discover, imagine, suppose our hypothesise

Question 28

evidence for Sternberg

Answer 28

Sternberg Triarchic abilities test
conventional IQ tests not always successful at predicting success
educational application
“no contemporary theory is likely to be the final “
practical intelligence correlated .45 with test of g and did not predict academic performance

Question 29

emotional intelligence

Answer 29

a different way of thinking about intelligence
ability to recognise your own and others emotions and regulate your emotions
may explain why successful individuals are often not classically intelligent

Question 30

mixed model of emotional intelligence

Answer 30

emotional competence: self management, social awareness, self awareness, social skills - emotional competency inventory

social and emotional competence: interpersonal competence, intrapersonal competence, stress management, adaptability, general mood. - emotional quotient inventory

Trait emotional intelligence: accurately perceiving emotions in others, expression and communicating clearly, managing others emotions and regulating one’s own emotions.
- trait emotional intelligence questionnaire

Question 31

four branch model

Answer 31

accurately perceive emotions in oneself and others
use emotions to facilitate thinking
understand emotional meanings
manage emotions

Question 32

evidence for Four branch model

Answer 32

Mayer-Salovey-Caruso Emotional Intelligence Rest
Relationship with academic performance
understanding and management stronger predictor than perception and facilitation
regulate negative emotions
relationships with lecturers, peers and friends
EI competencies may overlap with some academic competencies
does not predict academic performance
application in real world settings
expert knowledge required to score. issues over reliability issues