Exploring the Different Ways People Process Information

Exploring the Different Ways

People Process Information

What is Intelligence?

Theories of Intelligence

Is intelligence one ability or many?

Two classical theories of intelligence:

Spearman’s “g” or two-factor theory

Thurstone’s 9 Primary Mental Abilities

Spearman’s “g” or two-factor theory

Intelligence consists of one unitary construct “g” and several underlying cognitive abilities as measured on various tests of mental measurements

Thurstone’s Primary Mental Abilities

Thurstone (1938) maintained that intelligence is comprised of 8 primary abilities, each more or less independent of the other.

Thurstone’s Primary Mental Abilities

Spatial Ability

Perceptual speed (visual perception)

Numerical (speed & accuracy of computation)

Verbal Comprehension

Word fluency

Inductive reasoning (finding a rule)

Rote memory

Deductive reasoning (application of rule)

Sternberg’s Triarchic Theory

Sternberg (1997) defines intelligence as a group of mental abilities necessary for people to adapt to any environmental context, as well as to select and shape the contexts in which they live.

Sternberg’s Triarchic Theory

Sternberg’s theory focuses on aspects of intelligence that may be increasingly valuable in adult life, e.g., practical intelligence – “street smarts” and tacit knowledge, that are not measured by conventional intelligence tests.

Sternberg’s Triarchic Theory

Analytic intelligence: How efficiently people process information (i.e.., to acquire, store, and retrieve) and solve abstract problems. Creative intelligence: How people approach novel tasks; thinking originally by thinking of new ways to put information together.Practical intelligence: How people deal with their environment; the practical aspect of intelligence (“street smarts”). The ability to size up a situation, adapt to it or change it.

Horn & Cattel

Proposed two types of intelligence:Fluid intelligence- capacity to process novel information

(problems requiring little or no previous knowledge); largely uninfluenced by prior learning; e.g., verbal and nonverbal abstract reasoning

Crystallized intelligence- ability to apply learned information and experience; knowledge acquired over a lifetime; depends on education, culture, and memory. E.g., vocabulary, general information

Theories of Intelligence

Is intelligence one ability or many?Answer determines how we measure cognitive

abilities.

A multidimensional view of intelligence allows for the possibility of simultaneous advances and declines commonly seen in aging.

This debate continues, but theorists are siding toward a multidimensional conceptualization.

The Binet Tests

Mental age (MA)—measure of an individual’s level of mental development

Intelligence quotient (IQ)—person’s mental age divided by chronological age, multiplied by 100 Normal distribution

How Can Children’s Intelligence Be Described?

The Normal Curve and Stanford-Binet IQ Scores

The Wechsler Scales

Overall IQ

Verbal IQ Six verbal subscales

Performance IQ Five performance subscales.

How Can Children’s Intelligence Be Described?

Measuring Intelligence

The Wechsler Intelligence Scales for Children includes items that assess both verbal and performance skills.

Differences by Sex

Differences minimal on total scores

Males outperform females on tests of spatial ability

Females outperform males on verbal tests during childhood and much of adolescence

Greater variability in intelligence for males

Differences by Racial/Ethnic Group

Compared to whites:

African Americans are about 1SD below

Hispanics and native Americans are .5-1 SD below on verbal and at the mean on performance tests

Asians have a similar verbal mean and are about 1 SD above on non-verbal tests

The Bell Curve Controversy

Hernstein and Murray, in the book The Bell Curve (1994), argued that IQ is primarily inherited & that ethnic differences in intelligence exist. Most developmentalists disagree with The Bell Curve. Environmental factors rather than inherited factors. Discriminatory/biased test questions. Less important to know the degree of intelligence

related to genetic and environmental factors and more important to improve conditions and experiences so that all children can reach their full potential.

Heredity and Environment

Intelligence results from an interaction of heredity and environment

Estimates of heritability range from .4 to .8 (median of about .5 or .6)

“g” has a higher heritability index than specific abilities

Correlation of IQ scores From Bouchard & McGue (1981)

Identical twins reared together :.86

Identical twins reared apart: .72

Same sex fraternal twins reared together: .62

Opposite sex fraternal twins reared together: .57

Non-twin siblings reared together: .47

Unrelated (adopted) siblings reared together .30

Gardner’s View of Intelligence

Gardener developed the "Theory of Multiple Intelligences" which says, in effect, that IQ should not be measured as an absolute figure in the way that height, weight or blood pressure are. It's a crucial blunder, he maintains, to assume that IQ is a single fixed entity which can be measured by a pencil and paper test.

It's not how smart you are but how you are smart, says Gardner. As human beings, we all have a repertoire of skills, he says, for solving different kinds of problems.

Exploring the Different Ways

That People Process Information

Founder of Multiple Intelligence Theory

Gardner’s View of Intelligence

The ability to solve problems or create products that are valued within one or more cultural settings. Howard Gardner

Gardner’s View of Intelligence

“An intelligence is a biological and psychological potential; that potential is capable of being realized to a greater or lesser extent as a consequence of the experiential, cultural, and motivational factors that affect a person.” Howard Gardner

Testing Multiple Intelligences

The Eight Multiple Intelligences

Verbal LinguisticLogical MathematicalMusicalBodily KinestheticSpatialInterpersonalIntrapersonalNaturistic

Verbal-Linguistic Intelligence

Verbal-Linguistic Characteristics

The capacity to use words effectively, whether orally or in writing; and to manipulate syntax or structure of language, the semantics or meanings of language, and the pragmatic dimensions or practical uses of language

Verbal-Linguistic Occupations

Poet, Journalist,

Public Speaker,Translator

Logical-Mathematical Intelligence

Logical-Mathematical Characteristics

The capacity to use numbers effectively; the capacity for nonverbal reasoning; Includes sensitivity to logical patterns and relationships

Logical-Mathematical Occupations

Accountant,Financial

Analyst,Math Teacher,

Bank Teller

Musical Intelligence

Musical Characteristics

The capacity to perceive, discriminate, transform, and express musical forms. Includes sensitivity to rhythm, pitch or melody, and timbre or tone color of music.

MusicalOccupations

Band Director,Disc Jockey,Composer,Musician

Bodily-KinestheticIntelligence

Bodily-KinestheticCharacteristics

Expertise in using one’s whole body to express ideas and feelings. Involves specific physical skills such as coordination, balance, dexterity, strength, flexibility, and speed, as well as proprioceptive and tactile capacities.

Bodily-KinestheticOccupations

Aerobics Instructor,Athlete,

Dancer, Actor

Spatial Intelligence

Spatial Characteristics

The ability to perceive the visual-spatial world accurately and to perform transformations on those perceptions. Involves sensitivity to color, line, shape, form, space and relationships that exist between these elements.

Spatial Occupations

Scientist,Sculptor,

Artist,Astronomer,

Architect

Interpersonal Intelligence

Interpersonal Characteristics

The ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people. Includes sensitivity to facial expressions, voice, and gestures; capacity for discriminating among many different kinds of interpersonal cues; and the ability to respond effectively to those cues in some pragmatic way.

Interpersonal Occupations

Parent,Teacher,

Therapist,Politician

Intrapersonal Intelligence

Intrapersonal Characteristics

Self-knowledge and the ability to act adaptively on the basis of that knowledge. Includes having an accurate picture of oneself (strengths and limitations) awareness of inner moods, intentions, motivations, temperaments and desires, and the capacity for self-discipline, self-understanding, and self esteem.

Intrapersonal Occupations

Novelist,Judge,

Theorist,Philosopher

Naturistic Intelligence

Naturistic Characteristics

Includes sensitivity to natural phenomena (e.g., cloud formations, flowers, mountains) and the capacity to discriminate or classify things in the environment.

Naturistic Occupations

Botanist,Farmer,Gardner,

Archeologist

Existentialist Intelligence

Existentialist Characteristics

Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die and how did we get here.

Multiple Intelligences in the Classroom

Allow students to discover and explore the domains in which they have natural curiosity and talent

Give attention to understanding oneself and others

How Can Children’s Intelligence Be Described?

Emotional Intelligence

Perceive and express emotions accurately and adaptively

Understand emotion and emotional knowledge

Use feelings to facilitate thought

Manage emotions in oneself and others

Traditionally, academic subjects have been taught in ways that largely involve two intelligences–linguistic and logical-mathematical. Now consider what an IQ test basically measures–ability with words and numbers. So students who are naturally strong in linguistic and mathematical intelligences do well on the standard Stanford-Binet IQ test. Therefore, it's a fairly good predictor of success at school because the way we teach (lectures) and the material with which we deal (logically constructed books) depend heavily on these two intelligences