Pandacan, Jerwin A.
BSIT-31
there are many definitions of intelligence
the broadest definition of intelligence--the
ability to profit from experience.
to determine intelligence, intelligence tests are
administered.
intelligence tests can be group tests or
individual, written tests or oral.
the field of psychological testing is called
psychometrics
aptitude tests--measure potential or ability
achievement tests--measures what has been
learned or accomplished
speed tests--consist of a large number of
questions in a short amount of time
power tests--consist of a large number of
questions of increasing difficulty
Charles Spearman believed that intelligence
was like a well that flowed through every
action.
our special intellectual abilities "flowed like
streams
Raymond Cattell believed that there were
two clusters of mental abilities:
crystallized intelligence
fluid intelligence
not quite so general as Spearman, L.L. and
Thelma Thurstone believed that there were
seven distinct factors to general intelligence:
spatial ability
perceptual speed
numerical ability
verbal meaning
memory
word fluency
reasoning
Robert Sternberg--proposed the triarchic theory
of intelligence
intelligence is comprised of three kinds of
intelligence
componential intelligence
experiential intelligence
contextual intelligence
perhaps the most influential modern theorist is
Howard Gardner. Gardner believes in eight,
distinct multiple intelligences:
logical-mathematical intelligence (math and
science-oriented)
linguistic intelligence (language skills-oriented)
spatial intelligence (artists)
musical intelligence (musicians)
bodily- kinesthetic intelligence (athletes and
dancers)
interpersonal intelligence (between two people)
intrapersonal intelligence (understanding
ourselves)
naturalist (understanding nature)
VALIDITY in examining intelligence tests, it is
important that they are both valid and reliable.
is the ability of a test to measure
what it intends to measure.
RELIABILITY is the ability of a test to provide
consistent and stable scores over time.
STANDARDIZATION intelligence tests are
Standardized, that is they have been piloted and
achievement norms have been established
There are four levels of retardation:
mild retardation involves IQ scores of 55-70;
moderate retardation involves IQ scores of 40-55;
severe retardation involves IQ scores of 25-40;
profound retardation involves IQ scores below
25;
Giftedness involves IQ scores of 130 or above
Gifted students account for 2% of the
population and display:
a high achievement motive
strong initiative
excellence in academic work
-creativity
motion
Physical arousal
Behavior that reveals emotion
Inner awareness of feelings
Emotions facilitate survival by
motivating us to:
Avoid what is harmful
Approach what is beneficial
Foster communication with others
Primary emotions are:
anger, contempt, disgust, fear,
happiness, sadness, & surprise
also shame & guilt
A stimulus leads to bodily arousal first,
which is then interpreted as an emotion.
William James 1884
Carl Lange 1885
A stimulus leads to activity in the brain,
which then sends signals to arouse the body and interpret the
emotion at the same time
A stimulus leads to both bodily arousal and the labeling of that
arousal (based on the surrounding context), which leads to the
experience and labeling of the emotional reaction
A stimulus such as this snarling dog causes
arousal and a facial expression. The facial expression
then provides feedback to the brain about the emotion. The brain
then interprets the emotion and may also intensify it.
Amygdala: Fear and facial expressions
Hemispheres of the brain:
Positive emotions:
left frontal lobe
Negative feelings:
right frontal lobe
Interpreting facial expressions:
right hemisphere
Limbic system esp. amygdala
Amygdala destroyed unable to judge emotional
states by facial expressions
Extrapyramidal motor system - involuntary
Remain straight-faced when feeling joy or
profound sadness
Cerebral hemispheres
Right damaged understand jokes logic, but do
not laugh
Emotions elicit bodily responses via the
autonomic nervous system, which can be
divided into two parts:
These two systems work in opposition to maintain homeostasis.
Circulation of blood
Change in breathing
Pupil of the eye
Salivation
Sweat glands galvanic skin response
Stomach and intestines
Start of activity to meet physical or
psychological need
otivation
Dynamics of behavior that initiate, sustain, direct, and
terminate actions
Model of how motivated activities work
Need: Internal deficiency; causes
Drive: Energized motivational state (e.g., hunger,
thirst); activates a
Response: Action or series of actions designed to
attain a
Goal: Target of motivated behavior
Incentive Value: Goals appeal beyond its ability to fill a
need
Primary Motive: Innate (inborn) motives based on
biological needs we must meet to survive
Stimulus Motive: Innate needs for stimulation and
information
Secondary Motive: Based on learned needs, drives, and
goals
Physiological
Psychological
Energize to engage in some activity
Direct toward a specific goal
Behavior
Intrinsic motivation :
Act itself is motivating or internally
rewarding
Extrinsic motivation :
Outcome is separate from person
