AREA OF STUDY 2: INTELLIGENCE & PERSONALITY UNIT 2: SELF AND OTHERS AREA OF STUDY 2: INTELLIGENCE & PERSONALITY PAGE 406-423

INTELLIGENCE TESTS Go to the following websites to find out how intelligent you are!!! http://intelligence-test.net/part1/ www.intelligencetest.com/ www.begent.org/intelquiz.htm DO YOU AGREE WITH YOU RESULTS? WHY OR WHY NOT? KK 1 - PAGE 406

INTELLIGENCE How would you describe intelligence? Are there different kinds of intelligence? Does intelligence change over time? To what extent is intelligence inherited? KK 1 - PAGE 406

So how do we know it exists? INTELLIGENCE INTELLIGENCE IS A HYPOTHETICAL CONSTRUCT (We can’t see or touch intelligence, it’s intangible) So how do we know it exists? KK 1 - PAGE 406

INTELLIGENCE Because we can’t see it or touch it, this makes it really hard for psychologists to come up with a commonly accepted definition of intelligence A widely accepted definition of psychology is; Intelligence involves the ability to learn from experience, to acquire knowledge, to reason and solve problems, to deal with people and objects, and to adapt effectively to the environment KK 1 - PAGE 406

HOMEWORK LEARNING ACTIVITY 11.1 (pg.407) KK 1 - LEARNING ACTIVITY 11.1 (PAGE 407)

WAYS OF DESCRIBING INTELLIGENCE PSYCHOLOGIST DESCRIPTION ALFRED BINET INTELLIGENCE AS AN AGE-RELATED SET OF ABILITIES DAVID WECHSLER INTELLIGENCE AS VERBAL AND PERFORMANCE ABILITIES HOWARD GARDNER THEORY OF MULTIPLE INTELLIGENCES ROBERT STERNBERG TRIARCHIC THEORY OF INTELLIGENCE RAYMOND CATTELL JOHN HORN JOHN CARROLL MODEL OF PSYCHOMETRIC ABILITIES PETER SALOVEY JOHN MAYER ABILITY BASED MODEL OF EMOTIONAL INTELLIGENCE KK 2 - PAGE 407-423

WAYS OF DESCRIBING INTELLIGENCE ALFRED BINET Intelligence As An Age-Related Set of Abilities Was employed by the French government to identify children in schools with learning difficulties 3 YEAR OLDS LEAST INTELLIGENT 5 YEAR OLDS 7 YEAR OLDS MOST INTELLIGENT KK 2 - PAGE 407

HOMEWORK LEARNING ACTIVITY 11.2 (pg.407) KK 2 - LEARNING ACTIVITY (PAGE 407)

WAYS OF DESCRIBING INTELLIGENCE DAVID WECHSLER Intelligence As Verbal & Performance Abilities Believed that other psychologists focused too much on those skills that allow people to do well at school Viewed intelligence as: ‘The global and aggregate capacity to act purposefully, to think rationally, and to deal effectively with the environment’ KK 2 - PAGE 408-409

WAYS OF DESCRIBING INTELLIGENCE DAVID WECHSLER Intelligence As Verbal & Performance Abilities VERBAL ABILITY PERFORMANCE ABILITY KK 2 - PAGE 408

WAYS OF DESCRIBING INTELLIGENCE DAVID WECHSLER Intelligence As Verbal & Performance Abilities Wechsler suggested 4 conditions that need to be present for any behaviour to be described as intelligent Awareness Goal Directed Rational Worthwhile KK 2 - PAGE 408

HOMEWORK LEARNING ACTIVITY 11.3 (pg.409) KK 2 - LEARNING ACTIVITY 11.3 (PAGE 409)

WAYS OF DESCRIBING INTELLIGENCE HOWARD GARDNER Theory Of Multiple Intelligences KK 2A - PAGE 409-413

WAYS OF DESCRIBING INTELLIGENCE HOWARD GARDNER Theory Of Multiple Intelligences Linguistic Musical Logical/Mathematical Naturalistic Spatial Existential Bodily-Kinesthetic Intrapersonal Interpersonal KK 2A - PAGE 409-413

WAYS OF DESCRIBING INTELLIGENCE HOWARD GARDNER Theory Of Multiple Intelligences Believes that each intelligence is different and independent A person can be strong in one or two intelligences, weak in others Is body control (kinesthetic) an intelligence? Refers to ‘Savant Syndrome’ = low overall intelligence high intelligence in one area KK 2A - PAGE 409-413

HOMEWORK LEARNING ACTIVITY 11.4 (pg.414) KK 2A - LEARNING ACTIVITY 11.4 (PAGE 414)

WAYS OF DESCRIBING INTELLIGENCE ROBERT STERNBERG Triarchic Theory Of Intelligence KK 2B - PAGE 414-416

WAYS OF DESCRIBING INTELLIGENCE ROBERT STERNBERG Triarchic Theory Of Intelligence ANALYTICAL = the ability to complete academic problem-solving tasks CREATIVE = the ability to successfully deal with new and unusual situations by drawing on existing knowledge and skills PRACTICAL = the ability to adapt to everyday life by drawing on existing knowledge and skills KK 2B - PAGE 414-416

WAYS OF DESCRIBING INTELLIGENCE ROBERT STERNBERG Triarchic Theory Of Intelligence Sternberg proposes that these three parts involve abilities that are different, separate and not ‘fixed’ A person may be stronger in one and not the others When a person is equal in all 3, Sternberg describes that person as having ‘successful intelligence’ KK 2B - PAGE 414-416

HOMEWORK LEARNING ACTIVITY 11.8 (pg.416) KK 2B - LEARNING ACTIVITY 11.8 (PAGE 416)

WAYS OF DESCRIBING INTELLIGENCE CATTELL/HORN/CARROLL Model Of Psychometric Abilities Metric = measurement Psycho = psychological abilities Cattel & Horn first developed a theory called the Gf-Gc theory Gf = Fluid Intelligence = reasoning for problem solving Gc = Crystallised Intelligence = the use of knowledge and skills we acquire through experience KK 2C - PAGE 416-420

WAYS OF DESCRIBING INTELLIGENCE CATTELL/HORN/CARROLL Model Of Psychometric Abilities Horn-Cattell Gf-Gc theory + Carroll 3-stratum theory = CHC model (developed by Kevin McGrew & Dawn Flanagan) KK 2C - PAGE 416-420

WAYS OF DESCRIBING INTELLIGENCE KK 2C - PAGE 419

HOMEWORK LEARNING ACTIVITY 11.10 (pg.420) KK 2C - LEARNING ACTIVITY 11.10 (PAGE 420)

WAYS OF DESCRIBING INTELLIGENCE SALOVEY & MAYER Ability Based Model of Emotional Intelligence Emotional Intelligence = the ability to recognise the meanings of emotions and their relationships, and to reason and problem solve on the basis of emotions 4 BRANCHES OF ABILITIES INVOLVED IN ‘EMOTIONAL INTELLIGENCE’ KK 2D - PAGE 421-423

WAYS OF DESCRIBING INTELLIGENCE SALOVEY & MAYER Ability Based Model of Emotional Intelligence 4 BRANCHES of ABILITIES in Emotional Intelligence PERCEIVING EMOTIONS FACILITATING THOUGHT UNDERSTANDING EMOTIONS MANAGING EMOTIONS KK 2D - PAGE 421-423

HOMEWORK LEARNING ACTIVITY 11.13 (pg.424) KK 2D - LEARNING ACTIVITY (PAGE 424)