Intelligence Uma

8/13/2019 Intelligence Uma

1/35

Intelligence

Citation: Huitt, W. (2002). Intelligence. EducationalPsychology Interactive. Valdosta, GA: Valdosta State

University. Retrieved [date], fromhttp://chiron.valdosta.edu/whuitt/col/cogsys/intell.html


2/35

I. Overview

E. G. Boring, a well-known Harvard

psychologist in the 1920's defined

intelligence as whatever intelligence tests

measure. Wechsler, one of the most

influential researchers in the area of

intelligence defined it as the global

capacity of a person to act purposefully, tothink rationally, and to deal effectively with

his/her environment.


3/35

Notice that there is a conativeaspect tothis definition. Many modern psychologytextbooks would accept a working

definition of intelligence as the generalability to perform cognitive tasks.

Others might favor a more behaviorally-oriented definition such as the capacity tolearn from experienceor the capacity toadapt to one's environment.
http://chiron.valdosta.edu/whuitt/col/regsys/conation.htmlhttp://chiron.valdosta.edu/whuitt/col/regsys/conation.html


4/35

Sternberg has combined these two

viewpoints into the following: Intelligence

is the cognitive ability of an individual to

learn from experience, to reason well, to

remember important information, and to

cope with the demands of daily living.


5/35

B. Approaches to study

1. Concept (broad vs. narrow)

2. Operational (verbal vs. non-verbal,

ability to learn, etc.)


6/35

C. Developmental influences

1. Nature (biology) -- nervous system

functioning, gender, genetics

2. Nurture (environmental) -- parents

education and social class, rural vs

urban/suburban, ethnic,

education/schooling; the Flynn effect
http://pespmc1.vub.ac.be/FLYNNEFF.htmlhttp://pespmc1.vub.ac.be/FLYNNEFF.html


7/35

II. Alternate perspectives

A. Overview

B. Psychometric (see Gardner, 1999 foroverview)

1. Galton, Binet, Spearman (early 1900s),Wechsler, Guilford

2. Focus on structure

3. Based on an assumption of the normaldistribution of the construct of intelligence(see graphic below)


8/35


9/35

C. Learning

a. Thorndike, Watson

b. focus on malleability (function)

D. Cognitive

1. Information Processing (interested in how people mentally representand process information)

a. Spearman (1920s)

b. Modern

(1) Newell, Shaw & Simon (1958)

(2) Miller, Galanter & Pribam (1960) (3) Feurerstein(1978) -- Instrumental Enrichment

2. Piaget(described as process of adaptation; focus on development)
http://www.newhorizons.org/trm_fuller.htmhttp://chiron.valdosta.edu/whuitt/col/cogsys/piaget.htmlhttp://chiron.valdosta.edu/whuitt/col/cogsys/piaget.htmlhttp://www.newhorizons.org/trm_fuller.htm


10/35

E. Systems Theories

1. Sternberg's Triarchic Theory (Sternberg,

1994)

Sternberg believes that intelligence is

comprised of three separate, though

interrelated abilities: analytical, creative,

and practical.


11/35

Abilities of Intelligence

Analytical: try to solve familiar problems byusing strategies that manipulate the elements ofa problem or the relationship among the

elements (e.g., comparing, analyzing) Creative: try to solve new kinds of problems that

require us to think about the problem and itselements in a new way (e.g., inventing,

designing) Practical: try to solve problems that apply what

we know to everyday contexts (e.g., applying,using)


12/35

Sternberg hypothesizes that intelligence relatesto, and is demonstrated in, three differentaspects: (1) the internal world of informationprocessing, (2) experience and past learning,and (3) the external world of adapting to,shaping and selecting real-world environments.

The components of intelligence describes thestructure of cognitive processes that are used toadapt to, shape, or select real-worldenvironments.


13/35

Components of Intelligence

(Internal World)

Metacomponents: higher-order mentalprocesses used in planning, monitoring, andevaluating performance of a task; these are"executive" functions guide the use of othercomponents.

Performance components: mental processesused in the performance of a task; probably bestmeasured by current intelligence tests

Knowledge-Acquisition components: mentalprocesses used in learning


14/35

Intelligence is demonstrated in two

complimentary ways: a person's ability to

deal with novelty or new aspects on one's

environment and how quickly one makenew information processing automatic.


15/35

Intelligence and Prior Knowledge

(Experience and Past Learning)

Dealing with Novelty: intelligence is the ability

to learn and think within new conceptual

systems, which can then be brought to bear

upon already existing knowledge. Automatizing Information Processing:

complex verbal, mathematical, and other tasks

can feasibly be executed only because many of

the operations involved in their performancehave been automatized


16/35

Intelligence is not only one's ability to

adapt to one's environment; it also

includes changing that environment or

selecting a new one.


17/35

Dealing With Real-world Contexts

(External World

Adapting to: Sometimes one displays one'sintelligence by demonstrating an ability to adaptto the situation or context one finds oneself in.This is the primary aspect of intelligence that isconsidered by psychometricians, learningtheorists, and other cognitivists such as Piaget.

Shaping: Sometimes it is necessary todemonstrate one's intelligence by shaping orchanging the environment so that it better meetsone's needs. Vygotsky and dynamical systemstheorists focus on this aspect of intelligence.


18/35

Selecting: There are times when it is

necessary to demonstrate one's

intelligence by selecting an alternate

environment or context within which to liveand work. Not all environments should be

adapted to and some are not worth trying

to change.


19/35

In my opinion, one of the most important parts of

Sternberg's work on intelligence is his Adaptive

Behavior Checklist. Because he considers

intelligence as a set of skills, each of thebehaviors on the checklist is considered

modifiable.

Which of these have we been working on in this

class? Which of these have you worked on inother college-level courses? Which of these do

you work on in classes you teach?


20/35

Sternberg's

Adaptive Behavior Checklist

Practical Problem-Solving Ability

Reasons logically and well

Identifies connections among ideas Sees all aspects of a problem

Keeps an open mind and responds

thoughtfully to others' ideas Sizes up situations well


21/35

Gets to the heart of problems

Interprets information accurately

Makes good decisions

Goes to original sources for basic information

Poses problems in an optimal way

Is a good source of ideas

Perceives implied assumptions and conclusions

Deals with problems resourcefully


22/35

Verbal Ability Speaks clearly and articulately and is verbally fluent

Converses well

Is knowledgeable about a particular area of subjectmatter

Studies hard

Reads widely with high comprehension

Writes without difficulty Sets aside time for reading

Displays good vocabulary


23/35

Social Competence Accepts others for what they are

Admits mistakes

Displays interest in the world at large

Is on time for appointments Has social conscience

Thinks before speaking and doing

Makes fair judgments

Assesses well the relevance of information to a problemat hand

Is sensitive to other people's needs and desires

Displays interest in the immediate environment


24/35

Sternberg recognizes that intelligence isonly one explanation of why some peoplesucceed and why others do not. These

reasons have been arranged in terms ofHuitt's Systems Model of HumanBehavior? What are some benefits of thisarrangement with respect to helping you

learn and remember these reasons? Doyou agree with the classification scheme?How would you modify it?
http://chiron.valdosta.edu/whuitt/materials/sysmdlo.htmlhttp://chiron.valdosta.edu/whuitt/materials/sysmdlo.htmlhttp://chiron.valdosta.edu/whuitt/materials/sysmdlo.htmlhttp://chiron.valdosta.edu/whuitt/materials/sysmdlo.html


25/35


26/35

Affective/Socially-Oriented Reasons

Misattribution of blame

Fear of failure Excessive self-pity

Excessive dependency

Wallowing in personal difficulties Too little or too much self-confidence


27/35

Conative/Volitionally-Oriented Reasons Failure to initiate

Lack of motivation

Lack of perservance and perseveration Inability to complete tasks and to follow through

Lack of impulse control

Inability to translate thought into action

Procrastination

Lack of product orientation

Inability to delay gratification


28/35


29/35

Criteria for Establishing Distinct

Intelligences

Isolation by brain damage

The existence of individuals withexceptional talent

A distinct developmental history An evolutionary history

A set of core operations

Experimental evidence

Encoding in a symbol system


30/35

Gardner's Multiple Intelligences

(Seven Original Plus 1 1/2 Additional)

SymbolAnalyst Intelligences

Linguistic Core element: ability to make a rapidconversion from a physical representation ofstimuli (i.e., letters and/or other verbal symbols)to higher- level codes; ability to manipulateinformation in activated memory

Logical-mathematical: Core element: ability to

generalize from specific experiences and formnew, more abstract concepts and rules; ability toreason quickly and well; ability to reasonquantitatively


31/35

Non-canonical (normally described)

Intelligences:

Musical Core elements: translatewritten symbols into pitch, rhythm,

timbre.

Spatial Core element: ability to

visualize and mentally rotate a stimulus

or stimulus array


32/35

Bodily-Kinesthetic Core element:control of one's bodily motions and

capacity to handle objects skillfully.

Naturalist Core element: ability todiscern differences in the living

environment


33/35

PersonalIntelligences

Interpersonal Core element: ability to noticeand make distinctions among other individuals

and, in particular, among their moods,temperaments, motivations, and intentions.

Intrapersonal Core element: ability todistinguish and identify various thoughts and

feelings and to use them to understand one's

own behavior.


34/35

Possible Additional Intelligence:

Existential/Transpersonal Coreelement: search for and connection

with unknowns.


35/35

Documents

Intelligence Uma