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Intelligence
Citation: Huitt, W. (2002). Intelligence. EducationalPsychology Interactive. Valdosta, GA: Valdosta State
University. Retrieved [date], fromhttp://chiron.valdosta.edu/whuitt/col/cogsys/intell.html
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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.
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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.
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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.
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B. Approaches to study
1. Concept (broad vs. narrow)
2. Operational (verbal vs. non-verbal,
ability to learn, etc.)
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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
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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)
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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.htm8/13/2019 Intelligence Uma
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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.
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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)
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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.
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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
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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.
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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
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Intelligence is not only one's ability to
adapt to one's environment; it also
includes changing that environment or
selecting a new one.
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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.
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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.
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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?
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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
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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
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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
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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
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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?
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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
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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
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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
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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
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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
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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
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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.
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Possible Additional Intelligence:
Existential/Transpersonal Coreelement: search for and connection
with unknowns.
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