CH 3. Theories of Human Development Cont.

Piaget’s Stages of Development

process of adaptation, or how the human mind constructs knowledge

• humans encounter new things (by experiencing them, hearing them, etc.) they
  assimilate this new information

• accommodation, more sophisticated cognitive structures formed

1. sensorimotor (birth-2)

2. pre-operational (2-7)

3. concrete operational (7-11)

4. formal operational (12+)

assimilate

fitting it into the already existing cognitive structures, so that it can be learned and understood in context along with everything else the person already knows

accommodation

new information does affect a person, and the addition of this information may
require that more sophisticated cognitive structures be formed and organized

adaptation

Together, assimilation and accommodation

Arthur R. Jensen - Intelligence, Genetics, and Environment

theorized that differences in intelligence can largely be attributed to a person’s genetics

• lighter skin had higher intelligence than those with darker skin

• due to inherited genetics and not environment

• CONTROVERSIAL

The Bell Curve (Herrnstein & Murray)

argues that a person’s intelligence is determined by both genetic and environmental factors

• likely to us that both genes and the environment have something to
  do with racial differences

John L. Horn - Intelligence and Age

• fluid intelligence

• crystallized intelligence

Crystallized Theory of Intelligence - Raymond B. Cattell

• the things learned from facts and experiences

• less likely to decrease with age, increases into old age

Fluid Theory of Intelligence - Raymond B. Cattell

• draw upon to complete tasks and solve puzzles and other problems

• decline in adulthood

• decline in speed of completing tasks

intelligence Quotient (IQ) - Binet & Simon

find a way to predict which children would struggle with and even fail in traditional school, due to impaired or delayed intelligence

1. There is direction in our mental processes; they are directed toward the
   achievement of a particular goal and the discovery of adequate means of attaining the goal.

2. We possess the ability to adapt using tentative solutions—that is, we select and
   utilize some stimuli and test their relevance as we proceed toward our goal.

3. We also possess the ability to make judgments and criticize solutions. Frequently called autocriticism, this implies an objective evaluation of solutions

Information Processing: David Wechsler (1896-1981)

adult exam generally measures intelligence in four main areas:

• verbal comprehension, perceptual reasoning, working memory, and processing speed

• created two popular intelligence tests for children

• ratio quotient scores used in IQ tests at the time but instead used deviation quotient (DQ) scoring or deviation IQ scores

Multiple Intelligences: Gardner (b. 1943) and Goleman (b. 1946)

Gardner, the ability to solve problems or to fashion products, that are valued in one or more cultural or community settings

• eight types of intelligence: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist

Goleman, emotional intelligence refers to the ability “to recognize and regulate emotions in ourselves and in others.”

• emphasizes the importance of increasing emotional competencies for success in the workplace

William G. Perry Jr.: Forms of Intellectual and Ethical Development in College Years

three phases of development: dualism modified (sometimes referred to as dualism and multiplicity), relativism discovered, and commitment in relativism developed

• dualism modified

• relativism discovered

• commitment in relativism developed

Dualism modified

• college-age student transitions from thinking that facts are facts, and professors must impart these facts to students

• even these teachers admit they do not know all the answers and that there are differences in opinion and uncertainties among these authority figures

relativism discovered

• student begins to value opinions that can be strongly supported by facts; most knowledge is contextual

• the world is complex

• Truth is not always clearly available

commitment in relativism developed

• the student learns that everyone, including oneself, commits to a set of chosen values and beliefs without knowing

• if they are right or true, and will have to do so throughout life

Robert Kegan (b. 1946): The Constructive-Developmental Approach

the study of the development of our constructing or meaning-making activity