Approaches and assessment of intelligence ppt
- 1. APPROACHES AND ASSESSMENT OF INTELLIGENCE 1
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- 5. APPROACHES AND ASSESSMENT OF INTELLIGENCE Dr. R. Indra Mary Ezhilselvi M. Sc (Chem), M. Sc (Psy), M.A (Socio), M.B.A (H.R), M.Ed, M. Phil, UGC-NET, Ph.D Assistant Professor of Psychology, St. Ignatius College of Education (Autonomous) Tirunelveli- 627002 5
- 6. • Approaches to Intelligence from Unitary to Multiple • Concepts of Social intelligence, multiple intelligence, emotional intelligence • Theories of Intelligence by Sternberg, Gardner, • Assessment of Intelligence, • Concepts of Problem Solving, Critical thinking, Meta-cognition and Creativity 6
- 7. Intelligence: • mental capability • the ability to reason, plan, solve problems, think abstractly, comprehend ideas and language, and learn 7
- 8. Definitions…… • David Wechsler: capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. • Cyril Burt: innate general cognitive ability. • Howard Gardner: intellectual competence must entail a set of skills of problem solving 8
- 9. Correlates of intelligence • Intelligence is a thing - False • Intelligence can be captured in a single number- False • Intelligence is measurable- False • Intelligence is innate- False • Intelligence is heritable- False 9
- 10. 10 Birth Order Brain Size Creativity Family Size Glucose metabolic rate in the brain Grades in School Race Gender
- 11. Theories Of Intelligence • Monarchic Theory – Dr. Johnson • Oligarchic Theory – Prof. Thomson • Anarchic Theory – Thorndike • Two factor Theory – Spearman • Triarchic Theory – Sternberg • Group Factor Theory – Thurstone • Structure of Intellect – Guilford • Multiple Intelligence – Howard Gardner 11
- 13. Triarchic Theory of Intelligence • Psychologist Robert Sternberg defined intelligence as "mental activity directed toward purposive adaptation to, selection, and shaping of real-world environments relevant to one's life." 13
- 14. Triarchic Theory of Intelligence 14
- 15. Triarchic Theory of Intelligence • Triarchic Theory • • • Componential Experiential Contextual • Subtheory Subtheory Subtheory • • • • Metacomponents Novelty Adaptation Performance Automation Selection Knowledge Acquisition Shaping 15
- 16. Primary Mental Ability Theory - (group factor theory or multifactor theory) • Verbal Comprehension (V). • Word Fluency(W) • Spatial Relations(S) • Number Ability(N) • Memory(M) • Reasoning(R) – Inductive and Deductive • Perceptual Ability(P) 16
- 17. Guilford’s Structure of Intellect SI theory 17
- 18. Guilford’s Structure of Intellect SI theory • Reasoning and problem-solving skills (convergent and divergent operations) can be subdivided into 30 distinct abilities (6 products x 5 contents). • Memory operations can be subdivided into 30 different skills (6 products x 5 contents). • Decision-making skills (evaluation operations) can be subdivided into 30 distinct abilities (6 products x 5 contents). • Language-related skills (cognitive operations) can be subdivided into 30 distinct abilities (6 products x 5 contents). 18
- 19. Theory of Multiple Intelligence: (Gardner’s Theory) • Verbal-linguistic intelligence • Logical-mathematical intelligence • Bodily-kinesthetic intelligence • Musical intelligence • Visual-spatial intelligence • Interpersonal intelligence • Intrapersonal intelligence • Naturalistic intelligence 19
- 20. Social Intelligence • Capacity to know oneself and to know others • Key elements of social intelligence: • Verbal Fluency and Conversational Skills. • Knowledge of Social Roles, Rules, and Scripts. • Effective Listening Skills. • Understanding What Makes Other People Tick. • Role Playing and Social Self-Efficacy. • Impression Management Skills. 20
- 21. Emotional Intelligence • ability to understand and manage your own emotions, and those of the people around you. • Peter Salovey and John Mayer • perceiving, using, understanding, and managing emotions 21
- 22. EI - Ability Model • Ability Model: views emotions as useful sources of information that help one to make sense of and navigate the social environment • four types of abilities: Perceiving, using, understanding and controlling emotions 22
- 23. EI - Mixed Model EI comprises of four domains: • self-awareness, • self-management, • social awareness, and • relationship management. (Goleman) 23
- 24. EI - Trait Model • Trait EI is a constellation of emotional self-perceptions located at the lower levels of personality. • Trait EI refers to an individual's self- perceptions of their emotional abilities. (Konstantinos V. Petrides ) 24
- 25. Significance of Emotional Intelligence • Giving and receiving feedback • Meeting tight deadlines • Dealing with challenging relationships • Not having enough resources • Dealing with change • Dealing with setbacks and failure 25
- 27. 27 • Wechsler Adult Intelligence Scale (WAIS) • Wechsler Intelligence Scale for Children (WISC) • original and updated version of Stanford-Binet • Woodcock-Johnson Tests of Cognitive Abilities • Kaufman Assessment Battery for Children • Differential Ability Scale • Culture-Fair Tests
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- 31. Problem Solving • Identifying the Problem • Defining the Problem • Forming a Strategy • Organizing Information • Allocating Resources • Monitoring Progress • Evaluating the Results 31
- 32. Problem-solving Strategies Trial and error - Continue trying different solutions until problem is solved Algorithm – Step-by-step problem-solving formula Heuristic - General problem-solving framework 32
- 33. Critical Thinking • Making reasoned judgments that are logical and well-thought out. • Core skills : –Curiosity –Skeptism –Humility 33
- 34. Other Skills needed for CT • Observation • Analysis • Interpretation • Reflection • Evaluation • Inference • Explanation • Problem Solving • Decision Making 34
- 35. METACOGNITION • Awareness and understanding of one's own thought processes • Thinking about thinking • John H. Flavell (1976) • Metacognition includes a critical awareness of a) one's thinking and learning and b) oneself as a thinker and learner 35
- 36. 36 Some types of metacognitive knowledge would include: •Content knowledge (declarative knowledge) •Task knowledge (procedural knowledge) •Strategic knowledge (conditional knowledge)
- 37. Strategies to promote Metacognition •Teach students how their brains are wired for growth. •Give students practice recognizing what they don't understand. •Provide opportunities to reflect on coursework. •Encourage students to maintain personal learning journals. •Use methods to improve metacognitive monitoring skills. •Consider essay vs. multiple-choice exams for classroom assessing learning. •Facilitate reflexive thinking. 37
- 38. Creativity 38 Creativity is a mental and social process involving the generation of new ideas or concepts, or new associations of the creative mind between existing ideas or concepts
- 39. Process of Creativity (i) Preparation (ii) Incubation (iii) Intimation (iv) Illumination or insight (v) Verification (Graham Wallas and Richard Smith) 39
- 40. Techniques to foster Creativity Alex Osborn's ‘brainstorming’ Genrikh Altshuller's ‘Theory of Inventive Problem Solving’ (TRIZ) Edward de Bono's ‘lateral thinking’ 40
- 41. Difference between Intelligence and Creativity Ability To acquire knowledge and to use it accordingly To perceive things in a novel manner and create new ideas and concepts Kind of Thinking Convergent Divergent Existence of Answer Often only one single correct answer Often more than one good answers Originality Mostly low Always High Ease of teaching and testing Easy to moderate Difficult Term of Rewards Short term or Long term rewards Long term rewards Structure Generally well-structured Mostly, no definite structure Ability To acquire knowledge and to use it accordingly To perceive things in a novel manner and create new ideas and concepts 41
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