BSPY 50 LESSON 6 - 11

Lewis Terman (1921)

who developed the Stanford-Binet Intelligence Scale had defined intelligence simply as the "ability to think abstractly."

David Weschler (1944)

who had developed widely-used intelligence tests for varying ages, gave a practical definition: "The ability to act purposefully, to think rationally, and to deal effectively with the environment.

Jean Piaget (1952)

a Swiss psychologist who developed the theory of cognitive development defined intelligence as "one's ability to adapt to one's surroundings.

psychometric approach

emphasized on individual differences in intelligence

Identifies the processes by which an individual uses information to solve problems instead of looking for the particular factors that define intelligence

Charles Spearman, 1904

proposed the "G" factor (general intelligence) - an inherited intellectual capacity that influences all- around performance

"S" factors

(specific abilities) - which were thought to account for the differences between scores on different tasks, like verbal and number abilities. Task specific intelligence.

L.L. Thurstone (1938)

\- used factor analysis in the intelligence test scores of children.

Word Fluency

\- the ability of an individual to think of words rapidly.

Verbal Comprehension

which is the ability to understand and define words.

Reasoning

\- the ability to find rules and conventions to justify and solve issues (logical thought).

Memory

\- the ability to recall and associate previous learned items

Perceptual Speed

\- the ability to detect similarities and differences between designs and objects.

Space

\- the ability to draw a design from memory to recognize a figure whose position in the space has been distorted.

Number

\- the ability to deal with numbers speedily and accurately either theoretically or practically

Guilford (1959, 1982)

\- made factor analysis several stages further into a three dimensional, cube-shaped model of intelligence which is composed of about 120 separate factors, without overall general intelligence factor.

● Recently, he has expanded his model into 150 factors.

operations

\- the ways one think

contents

- what one thinks about

products

\- results of the application of an operation to a certain content, or our kind of thinking towards a certain subject

Cattell-Horn-Carroll Theory

Proposed by R.B. Cattell and J.L. Horn, and J.B Carroll.

● a distinction between the kinds of intelligence, which are termed by them as "fluid" and "crystallized."

Fluid Intelligence

\- employed when you figure out the relationships between two varying concepts, to abstract and reason out. Ability to reason quickly and to think abstractly

When you group numbers and letters based on a certain criterion, also to recall a series of digits and to associate paired words

This kind of intelligence depends on the neurological development and it is also free from the influences of the culture and education

Crystallized Intelligence

the ability to use an accumulated body of general information in solving problems and making judgments. Knowledge and skills that are accumulated over a lifetime.

This kind of intelligence depends on culture and education because general information has to learn.

Examples of this are knowledge about the word meaning, customs and tradition, and social graces. There is no definite answer or "right" solution but range of possible answers is present in this kind of knowledge.

Sternberg's Information Processing Approach

Formulated by Robert Sternberg (1979)

● Sternberg proposed what he refers to as 'successful intelligence' also known as Sternberg Triarchic Theory which is comprised of three different factors

ask how individuals approach their problems and see problem solving as an aspect of intelligence, rather than ask how well the individual solve different kinds of problems.

● This theory has identified a series of steps on what to do from time to time.

Encoding

\- trying to identify some important facts and to retrieve from one long term memory (LTM) whatever available information are important.

Inferring information

\- drawing relationships between the pieces of facts.

Mapping

\- finding the relationship between the past situation and a present

Application

\- applies the relationship between one situation with the others

Justification

- justify or providing some supporting evidence to your answer.

Response

\- identifying the best solution or answer which depends on accurate thinking at each stage.

Howard Gardner (1989)

\- viewed intelligence as "the capacity to solve the problems or to fashion products that are valued in one or more cultural settings.”

Linguistic Intelligence or Verbal

\- is the ability to use language effectively either poetically or rhetorically

Example: writers, lawyers, and poet

Logical

mathematical intelligence involves sensitivity in analyzing problems and solve mathematical operations as well as investigating issues in a scientific manner. This entails the ability to detect patterns, reason deductively, and think logically.

Example: mathematicians and scientists

Musical Intelligence

\- refers to the skills performance, in composition and appreciation of patterns in the music.

Example: singers and composers

Naturalistic Intelligence

\- the ability to identify, classify and manipulate elements of the environment, objects, animals or plants.

Bodily

\- Kinesthetic intelligence entails the potential to use mental abilities to coordinate bodily movements. Gardner perceives the relationship between mental and physical activity.

Spatial Intelligence or Visual

\- encompasses the potential to visualize and use patterns of wide space and also confined areas.

Interpersonal Intelligence

\- the ability to understand other's motives, desires, and goals.

intrapersonal Intelligence

\- concerned with the ability to understand oneself, to appreciate one's motives, desires, feelings, and effective working model of oneself

Existential Intelligence

is the capacity to raise and reflect on philosophical questions about life, death, and ultimate realities. It meets most of the criteria with the exception of identifiable areas of the brain that specialize for this faculty.

Moral

capacities were excluded because they are normative rather than descriptive.

Triarchic Theory of Intelligence

\- which points out to the three aspects of intelligence

componential intelligence, experiential intelligence, contextual intelligence,

componential intelligence

which pertains to the meta components, performance components and the knowledge acquisition components or simply one's academic problem-solving skills measured by intelligence tests.

experiential intelligence

which pertains to the ability to deal with novelty and to automate processing or the practical intelligence needed for routine/daily tasks.

contextual intelligence

which pertains to practical and social intelligence or one's creative intelligence like reacting to new situations.

French physicians Sequin (1866) and Esquirol (1938)

devised the first intelligence tests, one of whom stressed verbal ability while the other emphasized such performance task like inserting blocks of different shapes into a form-board

Sir Francis Galton (1883)

an English biologist, later in the century, translated his strong belief that intelligence was hereditary into the keen sensory- discrimination. This led to the key to various measurements of intelligence. Galton is regarded as the "Father of Mental Test and Individual Differences."

James M. Cattell (1990)

\-An American psychologist

coined the term (mental test). Cattell developed an easy-to-give test, but since the test scores did not predict college grades as he hoped, the tests apparently failed to prosper because the tasks in them were not complex enough to measure intelligence.

Alfred Binet 1905

French psychologist

devised a test for educational purposes of classifying normal from abnormal learners and for placement direction. Binet and his associate,

Theophile Simon

devised a variation of the test of Binet which is still widely used.

Lewis Terman

an American psychologist,

devised Binet test for use with the American population to serve as an objective test of one's intelligence.

The test results were interpreted in terms of mental age and intelligence quotient of the individual.

This measures how a person is rated as to performance compared to others of his age group.

C.A

refers to the chronological age or actual age from birth multiplied by 100 to do away with decimal points

I.Q. or Intelligence Quotient

s an index of the rate of an individual's mental progress

Relative Constancy of I.Q.

implies that the I.Q. level of an individual remains more or less the same under normal physical and environmental conditions.

Morons are mild mentally retarded individuals

They are educable and they can be trained to do some simple routine work.

Mental capacity - 8-12 years old, poor ability to control their emotions.

Morons have normal physical development

Imbeciles are moderate mentally retarded persons

They are trainable

the mental capacity - 3-8 years old.

They are not capable to learn the value of money and they have retarded physical development.

Idiots are severe/profound mentally retarded individuals

mental capacity - 0-3 years old.

They do not know about the dangers of life, thus, most of them die early if not in total custody of adults.

They are life-time dependents and are also physically retarded.

Mentally retarded individuals

have child-like mental capacity and thinking.

They need close supervision and guidance, attention, love, and care because of their condition.

The extremes of intelligence or exceptional children (mentally gifted and feebleminded or mentally retarded) are usually given special education and training.

Individual Test

this is usually given to one person at a time by experts. Though time consuming and more effort is used, the result is highly reliable in terms of procedure.

Group Test

\- oftentimes administered to several persons at a time by anybody who can follow direction. It is effort and time saving but the result is less reliable if not given under close supervision.

Verbal Test

\- in this type of test, there is a predominance of oral communication or language. It is given to literate who understands the language used in which the test is written.

Non-Verbal Test or Performance Test

\- measures the intelligence of a person without the use of language and usually given to illiterates, pre- schoolers, and foreigners who do not have a command of the language used in the verbal test. This is a tool-manipulated type of test.

Power Test

\- measures the amount of work done regardless of time spent. The items are usually of increasing difficulty.

Speed Test

\- measures the amount of work done within the time limit.

Emotional Intelligence or Emotional Quotient (EQ)

\- This phrase was first introduced by Peter Salovey, a Yale psychologist, and John Myer of the University of New Hampshire, to describe that certain qualities lie on the ability to understand one's own feelings and to have empathy for the feeling of others.

Artificial Intelligence (AI)

This refers to the science and engineering of creating intelligent machine like an intelligent computer program.

It is related to the similar task of using computers to understand about human intelligence.

\[blank\] however, is not confined to methods that are biologically observable only;

\[blank\] researchers are usually free to use other methods that cannot be observed among people or not that which involves a lot of computing than what people can do.

Distribution of Intelligence Quotient

I.Q. scores in the general population are distributed in the form of a bell- shape curve, where majority of scores cluster in the middle with scores gradually becoming fewer and fewer at either end.

Measuring intelligence

is useful as a method of predicting academic performance. Scores in an intelligence test can alert parents as well as teachers if the child needs special help, the extent of such help, and also the kind of help that is most beneficial.

Intelligence testing

can provide criteria for selective admission and classification of potential applicants to improve especially the performance quality.

Motivation

can be defined as an internal state, as a need, desire, or want that serves to activate or energize behavior and give it direction (Kleinginna and Kleinginna, 1981).

Everybody is motivated.

everyone is motivated but we are not all motivated by the same things

Reasons of behaving

People could be hiding their intentions and may project motivations unto others.

Conscious Motivations

are motivations that are willful and we are aware of, thus, we can provide rationale and an explanation.

Unconscious Motivations

are motivations that we are not aware of. These behaviors may be the result of repressed fears, anxieties, and latent hostilities. Freud and Jung would say these actions are from the unconscious level of awareness.

Internal or External Locus of Control.

Attribute of events and actions depends on how individuals view things. It would be possible that the reason for such actions of humans is determined by the present environment.

Internal Locus of Control

a person may manifest negative behavior caused by himself

External Locus Control

meanwhile relates the negative behavior to the poor living environment or due to alcoholism, abuse or drug addiction of the parent.

Instinct Theory

There is an innate biological force causing an organism to act in a certain way.

These "forces" are perceived to be automatic, involuntary, and unlearned behavior patterns or reflexive behavior that are elicited when certain stimuli are present.

Ex: Pregnant mother cat builds a nest with cloths and cardboards.

Homeostatic Theories

The assumptions of the homeostatic theory are that organisms attempt to maintain homeostasis, the balance of physiological state or equilibrium, by constantly adjusting themselves to the demands of the environment.

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Process of Homeostasis

starts when an individual activates a need, a biological requirement for survival.

drive

This imbalance then causes a psychological state of arousal which is uncomfortable and is called a \[blank\]

Primary drives

One resulting from biological needs, known as the innate drive.

Secondary drives

Drives that result from operant conditioning and the association with primary reinforcements

Arousal Theory

The Arousal Theory states that rather than all organisms being motivated to seek to reduce arousal, they seek to maintain an optimal level of arousal and this optimal level varies from organism to organism.

Incentive Theory

According to this theory, people and animals are likely to be activated because they have the tendency to be pulled toward a specific goal.

Maslow's Hierarchy of Needs

Maslow made a hypothesis that our needs are prioritized from physiological, to biological, to social, and up to the spiritual.

He believed that the needs at the lower levels had to be satisfied before one could focus on satisfying needs at the higher levels.

Biological Needs

need for food, water, oxygen, and rest; also sexual expression and release from tension.

Safety Needs

need for security, comfort, and tranquility; freedom from fear.

Attachment

\- need to belong, affiliate; to love and be loved

Esteem

need for confidence in one's abilities, sense of worth, competence, self-esteem; respect of others

Cognitive

\- need for knowledge and understanding, for novelty.

Aesthetic

\- need for order and beauty

Self-Actualization

\- need to develop and fulfill one's potential; to have meaningful goals.

Transcendence

need for spirituality; identification with the cosmos.

Freudian Concept of Motivation

According to the theory of Sigmund Freud, sexual or libidinal and aggressive wishes are the primary motivating forces in human life.

Magda B. Arnold

An American psychologist \[blank\] stated that there are three (3) components of motivation

direction, effort, persistence

direction

\- what a person is trying to do

effort

\- how hard a person is trying

persistence

\- how long a person keeps on trying

Intrinsic

these are self-generated factors such as responsibility, freedom to act, scope to use and develop skills and abilities etc.

Extrinsic

these are motivations coming from the people around the individual. It may be in the form of rewards, promotion, or punishment.

Needs Theory

This is based on the belief that all behaviors are motivated by unsatisfied needs. So when an individual has an unsatisfied need, he tends to create tension and would enter a state of disequilibrium