1. Intelligence (Cognition)

2.  Intelligence = ability to gather and use info in productive ways  Fluid – ability to solve abstract problems and gain new knowledge  Crystallized – Using knowledge gathered over time.  Fluid decreases w/age.  Crystallized hold steady or increases.

3.  Should (Spearman)  Thurstone  Go (Guilford)  Get (Gardner)  Green (Goleman)  Shoes (Sternberg)

4.  Spearman – Intelligence can be expressed by a single factor.  Uses statistics to correlate s and g.  Single factor = g

5.  Spearman – Intelligence can be expressed by a single factor.  Uses statistics to correlate s and g.  Single factor = g

6.  Thurstone –Intelligence is made up of SEVEN main abilities –These include reasoning, memory and verbal comprehension  Guilford –Intelligence is made up of OVER 100 abilities

7.  Gardner –Theory of multiple intelligences  Linguistic  Logical- mathematical  Spatial  Musical  Bodily-kinesthetic  Interpersonal  Intrapersonal  Naturalist

8.  Goleman –EQ: Emotional Intelligence –Correlates to Gardner’s inter and intra personal –People need both IQ and EQ to be successful

9.  Sternberg’s Triarchic theory Componential – Compare, contrast and analyze Contextual or Practical aka Street smarts - Experiential or creative – use knowledge in new and innovative ways

10.  Stanford –Binet  Weschler –WPPSI ( under 4) –WISC (ages 6 – 16) –WAIS (adults)

11.  Piaget’s Theory: Adolescent was in formal operational stage of cognition where thought is more abstract & adolescents are no longer limited to actual, concrete experiences as anchors for thought  They can now conjure up make-believe situations & events that are hypothetical possibilities & then try to reason logically about them  In this stage: adolescent has ability to develop hypotheses, or best guesses to solve problems as in algebraic equation  They systematically deduce, or conclude best path to follow in solving equation

13. Adolescent Egocentrism  Heightened self-consciousness of adolescents which is reflected in their belief that others are as interested in them as they are & in their sense of personal uniqueness David Elkind proposes two types of social thinking:  imaginary audience: a belief that they are ‘on stage’ and that their every act is being viewed by an imaginary audience  personal fable: sense of uniqueness making them feel that no one can understand them

14. Information Processing in Adolescents  Ability to process information improves in areas of memory, decision making critical thinking & self-regulatory learning  Robert Sternberg found that solving problems, such as analogies, requires individuals to make continued comparisons between newly encoded information & previously encoded information  Adolescents probably have more storage space in short-term memory

15. Adolescent Cognitive Capacities Adolescents have:  Increased speed, automaticity & capacity of information processing  More breadth of content knowledge,  Increased ability to construct new combinations of knowledge  Greater range for applying or obtaining knowledge  Capacity to set goals for extending knowledge  Awareness of their emotional makeup to: periodically monitor their progress, fine-tune their strategies, evaluate obstacles & make adaptations