PSYC 2290 Lecture Notes - Lecture 8: Mental Rotation, Convergent Thinking, Long-Term Memory
26 Jun 2018
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PSYC 2290 Child Development
Chapter 8 Intelligence and Individual Differences
8.1 What is Intelligence?
Theories of Intelligence
Information processing theory
Speed of information processing
- Processes fast higher IQ
- Children are able to get more concepts
- Neurons; also represent brain development
Flexibility of strategies: switch strategies
Spearmen
General intelligence, factor g
- Maths test
Specific intelligence
- Emphasize by Thurstone and Thurstone, find more useful in assessing and
understanding intellectual ability
- Area specific, domain specific; See how well children form one area
- E.g. testing social intelligence/ math intelligence
Cattell
Hierarchical theories of intelligence with general intelligence on top, middle level are
eight broad categories of intelligence skills
Fluid intelligence
- Ability to proceed how quickly process and asses and make sense information
How quickly you take what you know/ modify; sequential reasoning
Crystalized intelligence
- Comprises a person’s cultural influenced accumulated knowledge and skills,
including understanding printed language, comprehending language, and
knowing vocabulary
Gardener’s Theory of Multiple Intelligence
Expand whole idea of Spearmen; Cover more
9 distinct intelligences:
Linguistic
- Know meaning of words (vocab)
- Using language communicate with other
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PSYC 2290 Child Development
- Develop first
Logical-mathematical
- Relationship of object, solution problems, numbers…
Spatial
- Understand nature, things exist in space (3D)
- Knowing how object can be transform
Musical
- Understand and produces sounds
- Pleasing pattern
Bodily-kinesthetic
- Sense one body of space; position of body
Interpersonal
- Understand other people emotion and motivation, action
Intrapersonal
- Understand one’s own emotion and motivations, behavior, strengths, and
weakness
Naturalistic
- Recognizing, distinguishing grouping
- See pattern in nature; why group together; relationship between group
Existential
- Considering large abstract issue; e.g. nature of death
- Formulate theory in world
Linguistic, logical, and spatial can be measure by test (intelligence test) and that’s
why they are exist
Musical and bodily-kinesthetic do more with physical
Last three more about social intelligence, and emotional intelligence
Each governs by different region of brain
All types should be attend to school involves as possible
- Teachers should aware all types of intelligence; don’t just look at first 3
Sternberg’s theory of successful intelligence
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Emphasize by thurstone and thurstone, find more useful in assessing and understanding intellectual ability. Area specific, domain specific; see how well children form one area. Hierarchical theories of intelligence with general intelligence on top, middle level are eight broad categories of intelligence skills. Ability to proceed how quickly process and asses and make sense information. How quickly you take what you know/ modify; sequential reasoning. Comprises a person"s cultural influenced accumulated knowledge and skills, including understanding printed language, comprehending language, and knowing vocabulary. Sense one body of space; position of body. Understand one"s own emotion and motivations, behavior, strengths, and weakness. See pattern in nature; why group together; relationship between group. Considering large abstract issue; e. g. nature of death. Linguistic, logical, and spatial can be measure by test (intelligence test) and that"s why they are exist. Musical and bodily-kinesthetic do more with physical. Last three more about social intelligence, and emotional intelligence.
