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Lecture 8

PSYC 2290 Lecture Notes - Lecture 8: Divergent Thinking, Mental Rotation, Frontal Lobe

5 pages13 viewsWinter 2017

Department
Psychology
Course Code
PSYC 2290
Professor
Jocelyn B.Proulx
Lecture
8

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Chapter 8 intelligence and individual differences
Theories of Intelligence
o Information processing theory
Speed of information processing
Generally, the faster children process information the higher their IQ
Flexibility of strategies
Ability to change strategies if one does’t ok is liked to IQ
Children who transfer strategies to new situations do well academically
o Spearman
General intelligence
How children do intellectually in a broad range of situations
Specific intelligence
Looking at performance in one area
o Cattell
Fluid intelligence
Speed of information processing and flexibility of strategies
The ability to perceive relations among stimuli
Crystalized intelligence
Accumulated knowledge, know information and remember it
Comprises a peso’s ultuall iflueed auulated koledge ad
skills, including understanding printed language, comprehending
language, and knowing vocabulary
o Gade’s theo of ultiple itelligee
Linguistic
Meaning of words, communication, effectively using language
Logical-mathematical
Problem solving, understanding relations that exist among objects,
actions and ideas
Spatial
Understand space that objects take up and the 3D view of things
Perceiving objects accurately
Musical
Understand and produce sounds in a musical way
Bodily-kinesthetic
Sense of own body in space and moving effectively
Interpersonal
Understanding emotions, motivations, and actions of others
Intrapersonal
Understanding your own emotions and motivations
Do’t eall talk aout these 2:
Naturalistic (understanding the nature of objects and how they move and
grow and exist and how they are all interrelated)
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Existential (understanding the purpose of things, the purpose of life,
philosophical)
Gardner and Sternberg believed that all types of intelligence should be
addressed in school to play to the strengths of each student; some
children are better in certain areas than others
Emotional intelligence the ailit to use oe’s o ad othes’ eotios
effectively for solving problems and living happily
o Steeg’s theo of suessful itelligee
Analytic ability
Planning, organizing, problem solving, judgement mostly test this on IQ
tests
Creative ability
Being able to see things in your world in different ways, show insight)
Practical ability
Monitor situation and see what behaviour would work better
Creative intelligence
Divergent thinking: thinking about something in as many ways as you can
Fluency: the totally number of ideas generated
Flexibility: number of difference concepts
Originality: how unusual things are, statistically speaking
Elaboration: the amount of detail in the idea
o these things are NOT highly correlated with IQ
Measuring Intelligence
Simon-Binet scale
o Was developed to compare kids in the same class, Terman took it to American
and made it the IQ test, a’t use it o adults
Terman and the development of IQ
Wechsler Preschool and Primary Scale of Intelligence
Wechsler Intelligence Scale for Children (for kids 6-16)
Flynn Effect
o IQ scores have steadily increased over the past 50 years, about 3 points over the
past 3 years things children are solving today only gifted children could solve in
the 95, thik it’s due to oth pe-and post-natal nutrition, better technology,
and environmental stimulation
Bayley scales for infant development
o Cognitive
o Language
o Motor
o Social-emotional
o Adaptive behaviour
do’t usuall oelated ith IQ late o
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