FRHD 2270 Lecture Notes - Lecture 13: Intelligence Quotient, Theory Of Multiple Intelligences, Egocentrism
1 Jun 2018
School
Department
Course
Professor
NOV 7
Concrete Operational: Piaget
• Concrete: hard, real, absolute, tangible
• Operational: logic
• Mental operations: thinking systematically
• Thinking is rule-oriented, logical
• Coersatio: reerse, udo thikig
• Some flexibility, egocentrism slowly waning
Memory
• Use more effective memory strategies
• Working memory: temporary, right now
• Need to transfer working to long-term
• Memory strategies increase memory
• Rehearsal: repetitive
• Re-organize info, write things down
• Prior knowledge of information, easier to remember new info
Gardner: Theory of Multiple Intelligences
• 7 distinct intelligences
• Each intelligence has unique region of the brain
• Each ability, special case of exceptionally talented individual
• Savant: cognitively delayed but highly talented in X (piano)
• Social-cognitive flexibility
o Solving social problems with social knowledge
Sternberg: Triarchic Theory of Successful Intelligence
• Tri: 3 sub theories
o Componential: basic cognitive processes
▪ Monitoring is one part of solving problem
o Experimental
▪ Novel task: apply to existing knowledge
▪ Familiar: automatic processing, use few mental resources
o Contextual
▪ Adapting to environment
Assessing Intelligence
• Standard IQ test
• Dynamic tests
o Dynamic: moving, flowing
o Assessor teaches child something new, then test
o Based o Vygotsky’s ZDP
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Concrete operational: piaget: concrete: hard, real, absolute, tangible, operational: logic, mental operations: thinking systematically, thinking is rule-oriented, logical, co(cid:374)(cid:448)ersatio(cid:374): re(cid:448)erse, (cid:862)u(cid:374)do(cid:863) thi(cid:374)ki(cid:374)g, some flexibility, egocentrism slowly waning. Memory: use more effective memory strategies, working memory: temporary, right now, need to transfer working to long-term, memory strategies increase memory, rehearsal: repetitive, re-organize info, write things down, prior knowledge of information, easier to remember new info. Assessing intelligence: standard iq test, dynamic tests, dynamic: moving, flowing, assessor teaches child something new, then test, based o(cid:374) vygotsky"s zdp, testing new learning, not past achievements. Nature and nurture: test with biological vs. adoptive parents, environment, parents need to be stimulating, responsive, involved, home well structured, predictable, appropriate play activities. Culture and ses: need to test on universal, familiar experiences common to all groups, mi(cid:374)ority groups, (cid:448)ul(cid:374)erable groups, (cid:373)ore likely to respo(cid:374)d (cid:449)ith (cid:862)i do(cid:374)"t k(cid:374)o(cid:449)(cid:863)
