Study Guides (253,919)
CA (123,578)
UTSC (8,059)
Psychology (1,884)
PSYB32H3 (195)

ch. 10 - intelligence

23 Pages
115 Views

Department
Psychology
Course Code
PSYB32H3
Professor
Chandan Narayan

This preview shows pages 1-4. Sign up to view the full 23 pages of the document.

Loved by over 2.2 million students

Over 90% improved by at least one letter grade.

Leah — University of Toronto

OneClass has been such a huge help in my studies at UofT especially since I am a transfer student. OneClass is the study buddy I never had before and definitely gives me the extra push to get from a B to an A!

Leah — University of Toronto
Saarim — University of Michigan

Balancing social life With academics can be difficult, that is why I'm so glad that OneClass is out there where I can find the top notes for all of my classes. Now I can be the all-star student I want to be.

Saarim — University of Michigan
Jenna — University of Wisconsin

As a college student living on a college budget, I love how easy it is to earn gift cards just by submitting my notes.

Jenna — University of Wisconsin
Anne — University of California

OneClass has allowed me to catch up with my most difficult course! #lifesaver

Anne — University of California
Description
Chapter 10: intelligence and achievement Theories of Intelligence To form useful theories of intelligence, scientists focused on 3 issues: Whether intelligence is unitary or multi-faceted Whether it is determined by genetic or environmental factors Whether is predicts academic success and success outside school The factor analytic approach In the earlier days it was believed that intelligence is a unitary or single ability that affects everything a person does so to test this idea, researchers did a factor analysis on intelligence test performances of large samples of ppl Factor analysis: a statistical procedure used to determine which of a number of factors or scores are both closely related to each other and relatively independent of other groups of factors or scores Charles spearman said that intelligence is made up of 2 factors: A General factor (g): general mental energy or ability thats involved in all cognitive tasks A person with a high (g) would be expected to do generally well on all tasks a number of Specific factors (s): factors that are unique to particular cognitive tasks Variations in performance on different tasks could be because of the different amounts of (s) factors Lewis thurstone said that theres 7 skills that make up intelligence: Verbal meaning, perceptual speed, reasoning, number, rote memory, word fluency, and spatial visualization www.notesolution.com So kids differ in overall level of intellectual ability and in how skilled they are in specific aspects of cognitive functioning The information-processing approach: Sternbergs triarchic theory Triarchic theory of intelligence: a theory that proposes 3 major components of intelligent behaviour: information-processing skills, experience with a particular situation, and the ability to adapt to the demands of a context. The 3 components work together to organize and guide intelligent behaviour. Information-processing skills needed to encode, store and retrieve different kinds of information Experience considers how much exposure and practice an individual has had with a particular intellectual task Context recognizes that intelligence cant be separated from the situation in which its used. Because ppl must function effectively in many different environment, they must be able to adapt to the requirements of a situation and to select and arrange situations to meet their own abilities and needs Successful intelligence: Sternberg expanded his triarchic theory into this one. The ability to fit into, mould, and choose environments that best fulfill the demands of ones society and culture and ones own needs and desires (includes analytical, creative, and practical abilities Analytic abilities includes those taught and tested in most schools and universities such as reasoning about the best answer to a test question Creative abilities involved in devising new ways of addressing issues and concerns Practical abilities used in everyday activities such as work, family life. Practical knowledge we use is tacit Tacit knowledge (aka common sense): implicit knowledge thats shared by many ppl and that guides behaviour Its not explicitly formulated and its rarely taught directly to kids instead its learned by observing others When triarchic theory is applied to class setting, it may benefit kids learning and www.notesolution.com
More Less
Unlock Document
Subscribers Only

Only pages 1-4 are available for preview. Some parts have been intentionally blurred.

Unlock Document
Subscribers Only
You're Reading a Preview

Unlock to view full version

Unlock Document
Subscribers Only

Log In


OR

Don't have an account?

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit