Nature of Intelligence Final
- 1. Keith Miller, Lisa Uselton, Chris Suhler, Chris Bryant,Theresa Davis AET/500 May 19, 2014 Mary Joseph-Martin
- 2. There are many theories concerning the human intelligence as it relates to adult cognitive development and adult learning styles. Howard Gardner states that we have multiple intelligences that includes nine levels while Robert Sternberg uses a three stage model. Daniel Goleman describes adult Emotional Intelligence in a four step model than details the difference of emotional abilities and innate traits. There are cultural impacts on each of these theories at Helms describes in two phases, the abandonment of racism and the redefining a racist free identity. Cognitive development in adulthood is believed to change over time based on maturity and your environment.
- 3. Multiple Intelligences (Gardner) The multiple intelligences (MI) theory was first conceptualized by American developmental psychologist Howard Gardner in 1983. His theory parallels cognitive style thinking and is based on the suggestion that human intellectual and mental development can be placed into seven distinct categories that are labeled as “intelligences” (Morgan 1996). The seven intelligences that Gardner identified are Logical/Mathematical, Linguistic, Musical, Body/Kinesthetic, Spatial, Interpersonal, and Intrapersonal. These intelligences have been deemed observable, measureable, and can be assessed. Culture plays a significant role in the development of the various intelligences. Each culture places a different value on each intelligence, thus some cultures may be highly skilled or advanced in one type of intelligence but yet another culture may not be as evolved in that area (Brualdi 1998). The theory of multiple intelligences dismisses the traditional “one size fits all” methods of teaching and learning in the academic/educational environment, and is conducive to increasing the ways in which one can value performance among learners (Morgan 1996). Learners succeed in environments that are open to a variety of learning styles led by instructors who view intellectual abilities in a broader sense (Leckron 2013). If educators can better understand how students demonstrate their intellectual capacity, they can implement lessons and vary instruction methods that will better meet the needs of their students and facilitate a deeper understanding of the material. Instructors involved in adult learning tend to teach in a more traditional sense using traditional lecture based instruction, such is the case in many universities. Since adults are more likely to remember and apply what they learn in the classroom, there has recently been a push to help educate the instructors at the university level on how to use the MI theory to enhance their instruction to better meet the needs of the wide variety of students they educate.
- 4. Practical Intelligence Practical Intelligence is a specific topic in which Sternberg has addressed within the adult development and learning model. Sternberg’s dynamic on how practical intelligence affects the adult learning environment has been a continuous study within the adulthood environment. As Sternberg (2000) studied adults and their academic intelligence he explained the theoretical framework design that pertains to practical intelligence. The triarchic theory in which Sternberg concluded is a combination of three theories. Each theory discussed academic development, experience and originality and environmental behaviors. Sternberg addressed that the cultural environment impacts the individual when it comes towards educating and prospering one’s goals and ambitions. Individuals tend to evolve around their culture and find boundaries in which individuals are hesitant to familiarize themselves with due to the unknown and their firm beliefs. The componential sub theory and experimental theory and the contextual theory Sternberg (1985, 1986, and 1988) were all designated methods that examine the adult learner and their behavior. Sternberg discussed that even though each adult learner is different internally and externally, their intelligence was created by each theory, which includes the adult learner’s environment, culture, and experience. Sternberg also discussed two other methods underlining practical intelligence. The two other methods introduced discuss how the adult learner adapts to changes in their personal and professional environment. As the environment changes, the adults focus and regulate their behavior among the new universal characteristic. Sternberg has not finalized his readings and finding within the practical intelligence method, however Sternberg and his team are researching all domains and methods that pertain to practical intelligence. Sternberg (2000) did examine though, certain individuals that are advanced in their academics, mental strength and confidence are more effective in realization and expertise due to their specified province. As Sternberg (1997) identified this specific individual category, he stated that the factors that create this individual are profitable due to their analytical, creativity and practical thought process. Even though Sternberg has created these categories for the adult individual success, Sternberg has evaluated that these characteristics are not what makes or calculates the practical intelligence method, but how the individual chooses to utilize each skill.
- 5. Emotional Intelligence (Goleman) Emotional Intelligence was introduced in 1995 by Psychologist Daniel Goleman. He thought emotional intelligence has a place in today’s society and being able to deal with people effectively, he and others said, is central to the social success of anyone Kunnannatt (2008). Goleman’s Emotional Intelligence begins to develop in the earliest years (Anonymous 1999) and that studies prove emotional intelligence is the single most important predictor of success Noelle (1999). Goleman’s outline of Self-Awareness, Self-Management, Empathy and Social Skills are defined. If introduced at a young age emotional intelligence has benefits like improving exam scores to managing emotions and paying better attention Goleman (2010).
- 6. Goleman defines this as knowing what we are feeling and why. This step helps with good intuition and decision making. Also considered simply as self/other agreement (Ashley 2012). Self- Awareness
- 7. Self- Management • Handling your Distressing Emotions so they do not get in your way. Every emotion has a function and this step creates positive emotions. Another is used in management and defines self-management as the application of key functions of management into managing oneself Lucky (2011). Empathy • Understanding what we feel about others (Video). He also says to be able to recognize emotions in others which he refers as the “People Skill” Anonymous (1999). Social Skills (Skilled Relationships) • Having the ability to use all steps to effectively complete emotional intelligence process.
- 8. Cultural Impact The cultural impacts on these theories are tremendous. Each one can have an effect to our culture to include Gardner’s Multiple Intelligence. Gardner says in an interview (1998) that when we consider bilingual language in the classroom that it is bilingual. Our intelligence allows for us to use both languages in unison to create cognitive understanding. Gardner goes on to say this can even happen when teaching children music because it’s like another language by working through songs or body kinesthetic. Sternberg’s Practical Intelligence and it’s effect on culture can be viewed by Then there is the Emotional Intelligence effect on culture. Daniel Goleman says in an interview (2010) that following a meta-analysis emotional intelligence can improve test scores with children. He also says all antisocial behavior is reduced by ten percent with an increase in prosocial behavior, liking school and well behaved is increased by ten percent and last emotional intelligence increased academic achievement scores by eleven percent. Goleman says it helps children manage their emotions and helps pay attention. Overall these are just a few areas were Multiple, Practical and Emotional Intelligence can affect our culture.
- 9. In conclusion, it’s apparent that the adult learner is drastically affected by the impact of human intelligence. This topic helps educators prepare an engaging climate designed to relate to adults with unique learning styles. Although there are several teaching styles, clearly not every method of teaching is beneficial. In summary, adults will need mental strength and confidence and well as self-awareness and social skills to be successful. It takes keen interpersonal skills to identify if your motivation is strong enough and the time is right, for an adult to seek formal education. They must consider their environment, cultural influences and cognitive concerns before making that commitment. In addition to the adult learners adjusting to all kinds of human intelligence, educators must be knowledgably as well. Most of the educational experience is about creating an atmosphere for the optimal learning experience. Adult educators must strongly rely on this knowledge regarding human intelligence to make it an enjoyable experience. Overall they must develop more of a cognitive approach to interacting with adults student because by nature adults are more inwardly driven. Once that is established, learning can take place and there can be great satisfaction in the process.
- 10. References: Daniel goleman talks about emotional intelligence. (1999). Scholastic Early Childhood Today, 13(4), 29-30. Retrieved from http://search.proquest.com/docview/217909436?accountid=458 Goleman, D. (2010). Learn about emotional intelligence. University of Phoenix, Media Library. Kunnannatt, J.T. (2008) "Emotional intelligence: theory and description", Career Development International, Vol.13 No.7 pp614-29 Options: Order form | Crossref | Infotrieve Lucky, E., & Sobri, M. S., PhD. (2011). Entrepreneur and self management. Paper presented at the 194-199. Retrieved from http://search.proquest.com/docview/1016217724?accountid=458 Noelle, J. (1999). Emotional intelligence. Voices from the Middle, 7(1), 1. Retrieved from http://search.proquest.com/docview/213933594?accountid=458 Learning in Adulthood: A Comprehensive Guide, 3e Intelligence and Aging ISBN: 0787975885 Authors: Sharan B. Merriam, Rosemary S. Caffarella, Lisa Baumgartner Copyright © John Wiley & Sons, Inc. (2006) An Analysis of Gardner’s Theory on Multiple Intelligences Roeper Review Jun 96, Vol 18 Issue 4 ISSN # 0278-3193 Gardner’s Theory Brualdi, Amy. Teacher Librarian 26-2 (Nov/Dec 1998) 26-28 Implementing Gardner’s Theory of Multiple Intelligences at the College Level Leckron, Lyn. Capella University, Proquest UMI Dissertations Publi