Intelligence
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The document discusses various theories of intelligence proposed by different psychologists. It describes Charles Spearman's theory of general intelligence (g factor) and Louis Thurstone's theory of primary mental abilities. It also summarizes Howard Gardner's theory of multiple intelligences consisting of nine distinct intelligences. Robert Sternberg proposed successful intelligence involving analytical, practical and creative abilities. The document also discusses theories by David Perkins involving neural, experiential and reflective intelligence. It covers early research on quantifying mental ability by Galton and Binet's development of intelligence tests. It defines concepts like mental age, chronological age and intelligence quotient. The four branches of emotional intelligence - perceiving, using, understanding and managing emotions - are outlined. Gender
Intelligence
- 1. Intelligence
- 2. Intelligence "The true sign of intelligence is not knowledge but imagination." - Einstein "I know that I am intelligent, because I know that I know nothing.“ - Socrates
- 3. Intelligence - Is the ability to acquire knowledge, to think and reason effectively, and to deal adaptively with the environment. • Learn. The acquisition, retention, and use of knowledge is an important component of intelligence. • Recognize problems. To put knowledge to use, people must first be able to identify possible problems in the environment that need to be addressed. • Solve problems. People must then be able to take what they have learned to come up with a useful solution to a problem they have noticed in the world around them.
- 4. Theories of Intelligence • Charles Spearman - General Intelligence - British psychologist Charles Spearman (1863-1945) described a concept he referred to as general intelligence or the g factor. After using a technique known as factor analysis to examine some mental aptitude tests, Spearman concluded that scores on these tests were remarkably similar. People who performed well on one cognitive test tended to perform well on other tests while those who scored badly on one test tended to score badly on others. He concluded that intelligence is general cognitive ability that could be measured and numerically expressed.
- 5. Louis L. Thurstone - Primary Mental Abilities ~ Psychologist Louis L. Thurstone (1887-1955) offered a differing theory of intelligence. Instead of viewing intelligence as a single, general ability, Thurstone's theory focused on seven different "primary mental abilities." The abilities that he described were: 1. Verbal comprehension 2. Reasoning 3. Perceptual speed 4. Numerical ability 5. Word fluency 6. Associative memory 7. Spatial visualization
- 6. Howard Gardner - Multiple Intelligences • One of the more recent ideas to emerge is Howard Gardner's theory of multiple intelligences. Instead of focusing on the analysis of test scores, Gardner proposed that numerical expressions of human intelligence are not a full and accurate depiction of people's abilities. His theory describes eight distinct intelligences based on skills and abilities that are valued in different cultures.
- 7. 9 distinct variety intelligence Gardner’s described are: 1. Linguistic intelligence – the ability to use language well, as writers do. 2. Logical-mathematical intelligence – the ability to reason mathematically and logically. 3. Visuospatial intelligence – the ability to solve spatial problems or to succeed in a field such as architecture. 4. Musical intelligence – the ability to perceive pitch and rhythm and to understand and produce music. 5. Bodily-kinesthetic intelligence – the ability to control body movements and skillfully manipulate objects, as demonstrated by a highly skilled dancer, athlete or surgeon.
- 8. 6. Interpersonal intelligence – the ability to understand and relate well to others. 7. Intrapersonal intelligence – the ability to understand oneself. 8. Naturalistic intelligence – the ability to detect and understand phenomena in the natural world, as a zoologist or meteorologist might. 9. Existential intelligence – ability to ponder questions about the meaning of one’s existence’s, life, and death.
- 9. Robert Sternberg - 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." While he agreed with Gardner that intelligence is much broader than a single, general ability, he instead suggested some of Gardner's intelligences are better viewed as individual talents.
- 10. Sternberg proposed what he referred to as 'successful intelligence' comprised of three different factors: Analytical intelligence – involves the kinds of academically oriented problem-solving skills measured by traditional intelligence tests. Practical intelligence – refers to the skill needed to cope with everyday demands and to manage oneself and other people effectively. Creative intelligence – comprises the mental skills needed to deal adaptively with novel problems.
- 11. David Perkins - David Perkins analyzes a number of different educational theories and approaches to education. His analysis is strongly supportive of Gardner's theory of multiple intelligences. Perkins' book contains extensive research-based evidence that education can be considerably improved by more explicit and appropriate teaching for transfer, focusing on higher-order cognitive skills, and the use of project-based learning. Perkins (1995) examines a large number of research studies both on the measurement of IQ and of programs of study designed to increase IQ. He presents detailed arguments that IQ has three major components or dimensions.
- 12. Perkins 3 major components of I.Q. 1. Neural intelligence - This refers to the efficiency and precision of one's neurological system. 2. Experiential intelligence - This refers to one's accumulated knowledge and experience in different areas. It can be thought of as the accumulation of all of one's expertises. 3. Reflective intelligence - This refers to one's broad-based strategies for attacking problems, for learning, and for approaching intellectually challenging tasks. It includes attitudes that support persistence, systemization, and imagination. It includes self-monitoring and self- management.
- 13. Sir Francis Galton: Quantifying Mental Ability - Galton’s research convinced him that eminent people had “inherited mental constitutions” that made them more fit for thinking than their less successful counterparts. - Galton pioneered the study of intelligence with his studies of hereditary genius.
- 14. Alfred Binet’s mental tests - Develop the first intelligence test to assess the mental skills of French school children. - His test launched the modern intelligence-testing movement. - Believe test could identify “slow” children who could benefit special help. - Discovered intelligence was too complex to describe with a single number.
- 15. - Focused on elementary mental abilities, such as memory, ability to understand similarities and differences. - Mental age: Different from chronological age, “Mental Level”, expressed in terms of the individuals abilities in correspondence to a given age group.
- 16. Raymond Cattell - First proposed the concept of fluid and crystallized intelligence and further developed the theory with John Horn. The Cattell-Horn theory of fluid and crystallized intelligence suggests that intelligence is composed of a number of different abilities that interact and work together to produce overall individual intelligence.
- 17. 2 distinct general factor Crystallized intelligence – is the ability to apply previously acquired knowledge to current problems. Fluid intelligence – define as the ability to deal with novel problem-solving situations for which personal experience does not provide a solution.
- 18. Concept of Mental Age and Intelligence Quotient Mental Age (MA) • It refers to the degree of mental development of an individual as compared with the average person of a particular chronological age. Chronological Age (CA) • It refers to the actual age of a person. The average ability of children at each age is taken as the standard. For instance, an individual whose mental age is 16 can perform what the average 16 yr. old can. It expresses the mental maturity of the person at the time the intelligence test is given. Intelligence Quotient (IQ) • When the mental age is determined, it will be an easy matter to compute the IQ of a child through the use of the formula: IQ = MA/CA x 100 Hence, if a child has a mental age of 8 and a chronological age of 10, his IQ is computed thus: IQ = 8/10 x 100 IQ = 80 or Below Average
- 19. Emotional Intelligence - Involves the abilities to read others emotions’ accurately, to respond to them appropriately, to motivate oneself, to be aware of one’s own emotions, and to regulate and control one’s own emotional responses. According to Mayer and Salovey, emotional intelligence includes four components, or branches.
- 20. Four specific classes/branches of Emotional Intelligence Perceiving emotions - is measured by people’s accuracy in judging emotional expressions in facial photographs, as well as the emotional tones conveyed by different landscapes and designs.
- 21. Using emotions to facilitate thought - is measured by asking people to identify the emotions that would best enhance a particular type of thinking, such as how to deal with a distressed co-worker or plan a birthday party.
- 22. Understanding emotions - People are asked to specify the conditions under which their emotions change in intensity or type: another task measures people’s understanding of which basic emotions, such as envy or jealousy. Managing emotions - Measured by asking respondents to indicate how they can change their own or others’ emotions to facilitate success or increase interpersonal harmony.
- 23. Compare IQ and EQ of individuals IQ A number that shows the rating of a person’s intelligence. EQ The ability to sense, understand, and effectively apply the power and acumen of emotions as a source of human energy, information, trust, creativity and influence.
- 24. People with high IQ, of more than 130, are found to be experiencing critical problems with peers and subordinates. People with high EQ tend to understand what people expect and give it to them. Which is more better? Afeyafra nubeehen’ya
- 25. Intelligence quotient is the measurement of one’s intelligence. EQ is the outcome of the combination of inborn temperament, childhood experience and later learning. IQ EQ Characteristics
- 26. the analytical, mathematical and logical reasoning capabilities of a person personal skills and power to use to emotions IQ EQ Characteristics
- 27. something you are born with improved upon and learned IQ EQ whether you have the innate abilities for it relevant to success and happiness in life Characteristics
- 28. decides your individual capacities and intelligence decides whether you are a team player or how well you will respond to a crisis IQ EQ Characteristics
- 30. Gender Differences Women tend to be more aware of their emotions, show more empathy and are adept interpersonally. Men tend to be more self-confident and optimistic, adapt more easily, and handle stress better. on the whole, men and women are generally equal in total emotional intelligence.