Objectives:
● Define "intelligence" and explain how your definition might impact your teaching
● Describe multiple theories of intelligence
● Analyze the impact of sex, race, culture, and socioeconomic status on intelligence
● Define "intelligence" and explain how your definition might impact your teaching
● Describe multiple theories of intelligence
● Analyze the impact of sex, race, culture, and socioeconomic status on intelligence
Key Terms: Pages 137-152
IQ – How well you score on a specific test compared to others. The average IQ is 100.
Flynn Effect – The steady rise of IQ scores.
Cognitive Ability – High or low spatial ability. High = good abilities to create, remember, and manipulate images and spatial information. Poor = poor abilities...
Cognitive Style – Visualizer or verbalizer. Visualizer = Thinks using images. Verbalizer = Thinks using words.
Learning Preference – Visual or Verbal learner. Visual – Prefers instruction using pictures. Verbal – prefers instruction using words.
Flynn Effect – The steady rise of IQ scores.
Cognitive Ability – High or low spatial ability. High = good abilities to create, remember, and manipulate images and spatial information. Poor = poor abilities...
Cognitive Style – Visualizer or verbalizer. Visualizer = Thinks using images. Verbalizer = Thinks using words.
Learning Preference – Visual or Verbal learner. Visual – Prefers instruction using pictures. Verbal – prefers instruction using words.
Intellectual Styles – Type I, II, III. Described on pg. 150. Type I has more freedom, Type II is highly structured, and Type III is in between the first two extremes.
Spearman’s g – general intelligence.
Catell’s Fluid and Crystallized Intelligence – Fluid – mental efficiency and reasoning ability. Crystallized – ability to apply problem-solving methods appropriate to context.
Sternberg's Theory of Successful Intelligence – Thinking processes (Analytic), coping with new experiences (Creative), and adapting to context (Practical), which lead to more or less intelligent behavior.
Gardner's Multiple Intelligences – 8 abilities: logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist.
Distributed Intelligence – emphasizes our ability to use things/people/resources beyond ourselves to act more intelligently.
Emotional Intelligence – Focuses specifically on our understanding and regulation of emotion.
1. Recognizing one’s own emotions.
2. Regulating one’s own emotions
3. Recognizing others’ emotions
4. Handling interpersonal relationships
5. Motivating oneself
High emotional intelligence is connected with high self-reported success and happiness in life.
Mindset – The brain is a muscle and can grow and make new connections. Tell students that their brain is changeable. (Ex. Babies aren't considered dumb).
Summarize the information about sex and intelligence:
Girls are better at verbal tests. Boys are better at tasks that use mental rotation of objects. Boys have a widespread of highs and low scores. Research is inconclusive.
Summarize the information about race and intelligence:
It is almost impossible to separate intelligence in the genes from intelligence due to experiences.
Summarize the information about culture and intelligence:
Different cultures are better as specific aspects, but as a whole they are generally similar to other cultures.
Spearman’s g – general intelligence.
Catell’s Fluid and Crystallized Intelligence – Fluid – mental efficiency and reasoning ability. Crystallized – ability to apply problem-solving methods appropriate to context.
Sternberg's Theory of Successful Intelligence – Thinking processes (Analytic), coping with new experiences (Creative), and adapting to context (Practical), which lead to more or less intelligent behavior.
Gardner's Multiple Intelligences – 8 abilities: logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist.
Distributed Intelligence – emphasizes our ability to use things/people/resources beyond ourselves to act more intelligently.
Emotional Intelligence – Focuses specifically on our understanding and regulation of emotion.
1. Recognizing one’s own emotions.
2. Regulating one’s own emotions
3. Recognizing others’ emotions
4. Handling interpersonal relationships
5. Motivating oneself
High emotional intelligence is connected with high self-reported success and happiness in life.
Mindset – The brain is a muscle and can grow and make new connections. Tell students that their brain is changeable. (Ex. Babies aren't considered dumb).
Summarize the information about sex and intelligence:
Girls are better at verbal tests. Boys are better at tasks that use mental rotation of objects. Boys have a widespread of highs and low scores. Research is inconclusive.
Summarize the information about race and intelligence:
It is almost impossible to separate intelligence in the genes from intelligence due to experiences.
Summarize the information about culture and intelligence:
Different cultures are better as specific aspects, but as a whole they are generally similar to other cultures.
Summary:
Intelligence has more meanings than I thought. There are all sorts of ways to look at intelligence like emotional, IQ, logical, musical, spatial, etc… It’s difficult to measure because there are so many factors that can be included. Typically it’s measured with IQ, but it doesn't seem like one test would be effective at measuring intelligence. There are different learning styles, but the book mentioned most studies don’t show that studying in their learning style actually benefits. They suggested it might be better to develop new ways to learn.
Intelligence has more meanings than I thought. There are all sorts of ways to look at intelligence like emotional, IQ, logical, musical, spatial, etc… It’s difficult to measure because there are so many factors that can be included. Typically it’s measured with IQ, but it doesn't seem like one test would be effective at measuring intelligence. There are different learning styles, but the book mentioned most studies don’t show that studying in their learning style actually benefits. They suggested it might be better to develop new ways to learn.
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