Transcript
What do you define as intelligence?
• Well according to our book in African cultures an intelligent person has skills for creating and maintaining relationships both inside and outside of their immediate group (Greenfield, 1997; Sternberg & Kaufman, 1998)
• In some Asian cultures motivation, social skills, and practical skills are important in defining intelligence (Okagaki & Sternberg, 1993; Sternberg, 2004)
• Cultural groups in the U.S. have different views of intelligence (Sternberg, 2007).
The truth is there isn't a right answer though theorists have been working towards trying
to find one.
(We'll be discussing some of them today)
Charles Spearman
• English Psychologist• Born in 1963 • Pioneer of Factor Analysis• Started the theory of intelligence discussions we still have today
Two-Factor Theory of Intelligence
• In 1904 came up with the Two-Factor Theory of Intelligence•This theory relies on two things
General (G) and Specific (S)•The "G Factor" in this theory stands
for General Mental Ability
This is to say my innate intelligence is just General Mental Ability that I have
• This means that if I am good at one subject, I'm more than likely good at multiple others as well, and the opposite is similarly true. If I'm awful at one subject I'm probably pretty poor at a lot of others too
Specific Skills or Abilities
•Vocabulary•Quantitative Skills•Abstract Reasoning
All of these are skills that are in a more specific quadrant and more specialized than general intelligence.
• Write your name on your survey• Fold on thick black line• Rate each of the statements from 1-5• Open the survey• Carry the numbers across to their corresponding boxes in each row• Add up each column to find your potential strengths and weaknesses
Multiple Intelligence Survey
Howard Gardner• 1983• Frames of Mind: The Theory of
Multiple Intelligences
-Multiple intelligences exist in the context of a persons interactions in the environment
Theory of Multiple Intelligences
1. Linguistic2. Logic-Mathematical3. Spatial4. Bodily-Kinesthetic5. Musical6. Interpersonal7. Intrapersonal8. Naturalistic
Service projectsTeach someone else Diary entry
Assess your own workValues Opinions
Build or ConstructHands-on
Sing a songRhythmical patternsPlay an instrument
Write a poemConduct a debate
Describe the patternsMake analogies to explainDesign and conduct an experiment
Observation NotebooksChanges in EnvironmentUse Observational tools to explore
Illustrate, Draw, SketchSlide Show PresentationsChart, Map, or Graph
http://sitemaker.umich.edu/356.martin/home
Theory of Multiple Intelligences
•It’s all about the context of a persons’ interactions with objects and people in the environment.
Teachers can use this to their advantage if they follow
general guidelinesIn the Classroom:1. Recognize and identify students strengths
and weaknesses2. Introduce subject matter in more than one
way• Narrative• Hands-On Experience• Logical-Quantitative Techniques• An Existential Inquiry (Relevance)
Teachers can use this to their advantage if they follow
general guidelines
In the School:1. Develop curriculum based on MI
theory2. Variety of experiences
Common Misapplications
1. Attempting to teach every lesson eight ways2. Using it as just a mnemonic aid3. Playing music during learning activities4. Intrapersonal = rationale for self-esteem programs5. Using interpersonal = rationale for cooperative
learning
Sternberg’s Theory of Successful Intelligence• Intelligence is a person’s ability to succeed in life• An individual defines success according to personal
goals• Sociocultural context can define success• We all possess:• Analytical abilities• Creative abilities• Practical abilities
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Intelligence: Heredity or Environment?
• Both interact to determine intelligence• Environmental effects:• Emotional and verbal responsiveness of parents• Parents involvement • Availability of appropriate materials.
• Flynn Effect: a phenomenon in which IQ scores have increased over successive generations throughout the world• Possible reasons: better nutrition, increased schooling,
greater educational level of parents, fewer childhood diseases, and improved parent-child interactions.
Teaching for Successful Intelligence
• 1. Balance Instruction• 2. Be sensitive to individual differences• 3. Provide students opportunity to shape their
environment• 4. Teach in “zone of relative novelty”• 5. Encourage automaticity of information processing
skills
Intelligence Measured as IQ
2 types of of IQ test• Stanford-Binet intelligence scales-V (2003)• Wechsler Intelligence scale for children, 4th edition
(2003)
2 ways to take the IQ test• Individual administered IQ test• Group administered IQ test
https://lh5.ggpht.com/5_lLL_FgffiwMXjPEy3-kAZHXEJqSedngrSLRp812NX3rgJmyfnUPBCojgPq2TIFEAU=w300
Interpreting IQ Scores• Normed-Reference: the test takers relative standing
IQ compared with the scores of the other test takers.• Norm Group: all other test takers with similar
characteristics.• Deviation IQ: indicates how far above or how far
below the test takers scored on the IQ test compared to individuals their same age.
• Standard Deviation: measures how much a score strays from the average.
http://blogs.scientificamerican.com/beautiful-minds/files/2013/07/Cartoon-Test-taker.jpg
IQ scores…. Where do most people land?
• Most scores are between 85-115.• Only 13.5% of individuals fall between 115-130.• About 2.5% of the scores fall more than 2 standard
deviations.• Only 3% of test takers may be eligible for gifted
programs . http://img.usatests.com/iqchildren/iqchildren-graph-home.gif
Caveats for interpreting IQ tests
• IQ’s test represent a finite sample of a persons cognitive skills.
• IQ scores are not stable for early childhood students.• IQ changes over time.
http://lyiq.psicollective.com/wp-content/uploads/2013/07/IQ-Test-Scale.png
Socioeconomic Status (SES) & IQ
• What is SES? • Defined by a parents income, occupation, and educational
level
• Children from higher SES tend to have higher IQs in comparison to children from lower SES
• When parents talk about education and value education, children are more likely to be successful, no matter what their SES level is
Factors contributing to lower scores may be: • fewer resources• poorer nutrition• poorer health care• strained parent-child relationships due
to high levels of stress
What Does This Mean for Teachers?
• Often times, teachers form expectations of students before they enter the classroom.
• Self-Fulfilling Prophecy: a groundless expectation that leads the teacher to act in ways that make the expectation come true (Merton, 1948.)
• Avoid making expectations and assumptions about students based on factors out of their control.
Race and IQ • Although there are noticeable differences between IQs and race,
it is important to not stereotype• Stereotype Threat: an unconscious activation of prior knowledge
about a stereotype that hinders development• Differences among ethnic groups and races are more about SES
level and environments rather than race itself
Gender and IQ• males and females differ minimally on performance
tests. • Gender differences are small at the elementary level and gradually
increase through out school
• differences in scores in mathematics between males and females may be biological and can be influenced by the amount of Testosterone in the body.
• Once again, be sure not to use stereotypes in the classroom that may hinder a child’s view of themselves and their ability.
Gender and IQ Continued…
• differences in scores in mathematics between males and females may be biological and can be influenced by the amount of Testosterone in the body.
• Once again, be sure not to use stereotypes in the classroom that may hinder a child’s view of themselves and their ability.
Time for a Quiz!
Take out your phones and Google
Kahoot
https://kahoot.it/#/
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