wk4 Flashcards
limitations of ‘g’
- multiple definitions of intelligence vary worldwide
- different types of intelligence explain behaviour better
- narrow, only considers limited cognitive abilities
hot intelligences
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.
alt models
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
Thorndike intelligence
mechanical - ability to work with and manage objects
abstract - manage ideas
social - ability to manage others
social intelligence
ignored until 1980
multiple intelligences
triarchix theories
emotional intelligence
gardner multiple intelligences
worked with children
doesnt believe in G
found neurological evidence
logical mathematical
logic, test taking, critical thinking, reading graphs, organisation
Verbal linguistic
Poems, rhyming words, reading and writing, learning other languages, storytelling
Interpersonal
Understanding other peoples emotions, social norms, other peoples moods and motivating other people, leadership skills
bodily kinaesthetic
Moving body, dancers, actors, soldiers, athletes
Musical
Rhyming and harmonic music, interpreting sounds. can compose are playing instrument
visual spatial
Visualising things in your mind, manoeuvering in a maze, mapreading
intrapersonal
How are you understand yourself, understanding your thoughts, feelings and actions
Naturalistic
Recognising things in the real world, anything that’s living, animals or plants
Existentialist
Understanding one surroundings and place in the world, linked to spiritual thinking
Evidence of multiple intelligences
Neuropsychological (phineas Gage)
prodigies
developmental evidence
accommodates non-western views of intelligence
Schools developing curriculum around multiple intelligences
Visser et al on MI
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
Sternberg triarchic theory
3 ways to compensate for or correct your weakness
adapting
shaping
selecting
componential subtheory
analytical
meta components
performance components
knowledge acquisition components
meta components
mental mechanisms used to: recognise a problem determine nature of a problem developing strategies to solve problem allocate resources monitor success evaluate success
performance components
process used to solve problems
knowledge acquisition components
process involved with acquiring and learning new material
selective: encoding, combination and comparison
contextual sub theory ( practical )
adaption
shaping
selection
Tacit knowledge - action - orientated knowledge
experiential subtheory (creative)
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
analytical skills
used to analyse, evaluate, judge, compare and contrast
practical skills
used to implement, apply, put into practice ideas in real world contexts
creative skills
used to create, discover, imagine, suppose our hypothesise
evidence for Sternberg
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
emotional intelligence
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
mixed model of emotional intelligence
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
four branch model
accurately perceive emotions in oneself and others
use emotions to facilitate thinking
understand emotional meanings
manage emotions
evidence for Four branch model
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
