Intelligence Chapter 22 Powerpoint

2. All About Intelligence

3. 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).

4. 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)

5. Charles Spearman
• English Psychologist
• Born in 1963
• Pioneer of Factor Analysis
• Started the theory of
intelligence discussions
we still have today

6. 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

7. 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

8. 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.

9. Theory of Multiple
Intelligences

10. • 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

11. Howard Gardner
• 1983
• Frames of Mind: The Theory of
Multiple Intelligences
-Multiple
intelligences exist
in the context of a
persons
interactions in the
environment

12. Theory of Multiple
Intelligences
1. Linguistic
2. Logic-Mathematical
3. Spatial
4. Bodily-Kinesthetic
5. Musical
6. Interpersonal
7. Intrapersonal
8. Naturalistic

13. http://sitemaker.umich.edu/356.martin/home

14. Service projects
Teach someone else Diary entry
Assess your own work
Values Opinions
Build or Construct
Hands-on
Sing a song
Rhythmical patterns
Play an instrument
Write a poem
Conduct a debate
Describe the patterns
Make analogies to explain
Design and conduct an experiment
Observation Notebooks
Changes in Environment
Use Observational tools to explore
Illustrate, Draw, Sketch
Slide Show Presentations
Chart, Map, or Graph
http://sitemaker.umich.edu/356.martin/home

15. Theory of Multiple
Intelligences
•It’s all about the context of a
persons’ interactions with
objects and people in the
environment.

16. Teachers can use this to their
advantage if they follow
general guidelines
In the Classroom:
1. Recognize and identify students strengths
and weaknesses
2. Introduce subject matter in more than one
way
• Narrative
• Hands-On Experience
• Logical-Quantitative Techniques
• An Existential Inquiry (Relevance)

17. Teachers can use this to their
advantage if they follow
general guidelines
In the School:
1. Develop curriculum based on MI
theory
2. Variety of experiences

18. Common Misapplications
1. Attempting to teach every lesson eight ways
2. Using it as just a mnemonic aid
3. Playing music during learning activities
4. Intrapersonal = rationale for self-esteem programs
5. Using interpersonal = rationale for cooperative
learning

19. 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

20. 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.

21. 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

22. Intelligence Quotient

23. 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

24. 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

25. 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

26. 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

27. 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

29. Factors contributing to lower
scores may be:
• fewer resources
• poorer nutrition
• poorer health care
• strained parent-child relationships due
to high levels of stress

30. 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.

31. 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

32. 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.

33. 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.

34. Time for a Quiz!
Take out your phones
and Google
Kahoot
https://kahoot.it/#/