Intelligence

Language and Labeling

Exceptional Students- students who have abilities or problems that they require special
education or other services to reach their full potential.
Labeling a student is a controversial issue
Label does not tell which methods to use
Labels can become self-fulfilling prophecies
Label as a stigma that cannot be changed
Labels are mistaken for explanations
For younger student may lead to a protective response
from society

Person-first Language
Students with learning
disabilities
NOT Learning disabled students
Students receiving special
education
NOT Special education students
A person with epilepsy NOT An epileptic
A child with a physical
disability
NOT A crippled child
Children diagnosed with
autism
NOT Autistic children or
autistics
Intelligence
General definition: ability/abilities to acquire and use knowledge
for solving problems and adapting to the world.
Early theories about intelligence
The capacity to learn
Total knowledge a person has acquired
Ability to adapt to new situations and to the environment in
general.
Recent definition states that intelligence involves abstract
reasoning, problem-solving and decision making


Varying Theories about Intelligence

Charles Spearman
described a concept he referred to as general intelligence,
or the g factor.
a general factor in cognitive ability that is related in varying
degrees to performance on all mental tests.
Cattell and Horn
Fluid Intelligence- mental efficiency, nonverbal abilities grounded in
brain development
Crystallized Intelligence- ability to apply culturally approved problem
solving methods
Carroll
-identifies one general ability, a few broad abilities and at
least 70 specific abilities.


Howard Gardner
Multiple Intelligence
- According to his theory, we are all able to know the world
through language, logical-mathematical analysis, spatial
representation, musical thinking, the use of the body to solve
problems or to make things, an understanding of other
individuals, and an understanding of ourselves. He concluded
that there are several separate mental abilities, and
developed his now famous Theory of Multiple Intelligences
that describes at least eight separate intelligences.
- He believes that intelligence has a biological base. It is a
biopsychological potential to process information in certain
ways in order solve problems or create products that are
valued in at least one culture or community

Six Entry Points
A better way to use Gardners Multiple Intelligence Theory is focusing on the six entry points.
Narrative
Logical-quantitative
Aesthetic
Experiential
Interpersonal
Existential/Foundational
Nine Intelligences
Intelligence End States Core Components
Logical-mathematical Scientist, mathematician Sensitivity to, and capacity to
discern, logical or numerical
patterns; ability to handle
Linguistic Poet, Journalist Sensitivity to the sounds, rhythms,
and meanings of words; sensitivity
to the different functions of
language
Musical Composer, Violinist Abilities to produce and appreciate
rhythm, pitch, and timbre;
appreciation of the forms of
musical expressiveness
Spatial Navigator, Sculptor Capacities to perceive the visual-
spatial world accurately and to
perform transformations on ones
initial perceptions
Bodily-kinesthetic Dancer, Athlete Abilities to control ones body
movements and to handle objects
skillfully
Intelligence

End States

Core Components

Interpersonal Therapist, Salesman Capacities to discern and respond
appropriately to the moods,
temperaments, motivations, and
desires of other people
Intrapersonal Person with detailed, accurate self-
knowledge
Access to ones own feelings and
the ability to discriminate among
them and draw on them to guide
behavior; knowledge of ones own
strengths, weaknesses, desires,
and intelligence
Naturalist Botanist, Farmer, Hunter Abilities to recognize plants and
animals, to make distinctions in the
natural world, to understand
systems and define categories
(perhaps even categories of
intelligence
Existentialist Religious moralist, agnostic
relativist, an amoral atheist
Sensitivity and capacity to tackle
deep questions about human
existence, such as the meaning of
life, why do we die, and how did
we get here.
Robert Sternberg
- he formulated the triarchic theory of successful intelligence, a three-part
description of the mental abilities that lead to more or less intelligent behavior
- Sternbergs theory comprises three parts: componential, experiential, and
practical.
Componential he associated the componential sub theory with
analytical giftedness
Experiential- This stage deals mainly with how well a task is performed
with regard to how familiar it is. Sternberg splits the role of experience
into two parts: insight and automaticity.
Insight- the ability to deal effectively with novel situations.
Automaticity- the result of learning to perform a behavior or
thinking process so thoroughly that the performance is
automatic and does not require effort.
Practical- highlights the importance of choosing an environment in which
you can succeed, adapting to the environment and reshaping it if
necessary.
Analytic Intelligence Creative Intelligence Practical Intelligence
Basic problem solving
processes
-analyze
-judge
-evaluate
-compare and contrast
Involves the component
mental processes that
lead to a more or less
intelligent behavior

Coping with new
experiences
-create
-design
-Invent
-originate
-imagine

Common sense, survival
skills
-use
-apply
-put into practice

Three Kinds of Successful Intelligence