Learning, Memory, and Intelligence

Lewis Terman

He defined intelligence as the ability to think abstractly.

David Weschler

He defined intelligence as the ability to act purposefully to think rationally, and to deal effectively with the environment.

Jean Piaget

He defined intelligence as one's ability to adapt to one's surroundings.

G-factor

General intelligence; Inherited intellectual capacity that influence all around performance.

S-factor

Specific abilities, Task specific intelligence

Word Fluency

The ability of an individual to think of words rapidly.

Verbal Comprehension

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 previously learned items; the storage of learned items and information that are retrieved for future use.

Perceptual Speed

The ability to detect similarities and differences between design 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.

Thurstone's Primary Mental Abilities

Word fluency, Verbal comprehension, Reasoning, Memory, Perceptual speed, Space, and Number

Fluid Intelligence

It is employed when you figure out the relationships between two varying concepts, TO ABSTRACT and REASON OUT.

Crystallized Intelligence

It refers to the ability to use an accumulated body of general information in solving problems and making judgements.

Encoding

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

Inferring

Drawing relationship between the pieces of facts and information.

Mapping

Finding the relationship between the past situation a present one.

Application

Applies the relationship between one situation with others.

Justification

Justify or providing some supporting evidences to your answer.

Response

Identifying the best solution or answer which depends on accurate thinking at each stage.

Horward Gardner

He defined intelligence as the capacity to solve the problems or to fashion products that are valued in one or more cultural setting.

Linguistic Intelligence

The ability to use language effectively either poetically or rhetorically. (E.g. writers, lawyers, and poets)

Logical

The ability to detect patterns, reason deductively, and think logically. (E.g. mathematicians and scientists)

Musical Intelligence

Refers to the skills performance, in composition and appreciation of patterns in the music. (E.g. singers and composers)

Bodily

Kinesthetic intelligence entails the potential to use mental abilities to coordinate bodily movements.

Spatial Intelligence

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

The capacity to raise and reflect on philosophical questions about life, death, and ultimate realities.

Moral

Capacities were excluded because they are normative rather than descriptive.

Triarchic Theory of Intelligence

Componential Intelligence, Experiential Intelligence, and Contextual Intelligence

Componential Intelligence

refers to one's academic problem-solving skills measured by intelligence tests.

Experiential Intelligence

The practical intelligence needed for routine/ daily tasks.

Contextual Intelligence

Practical and social intelligence; one's creative intelligence like reacting to new situations.

Francis Galton

Father of Mental Test and Individual Differences

James M. Cattell

He coined the term MENTAL TEST

Alfred Binet

He invented the first IQ test; Binet's Test

Morons

Mild intellectual disability; mental capacity is between 8-12 years old.

Imbeciles

Moderate intellectual disability; mental capacity is between 3-8 years old.

Idiots

Severe/profound intellectual disability; mental capacity is between 0-3 years old.

Individual Test

A test that is usually given to one person at a time by experts; the result is highly reliable in terms of procedure.

Group Test

A test to several persons at a time by anybody who can follow directions; the result is less reliable if not given under close supervision.

Verbal Test

A test that uses oral communication or language.

Non-Verbal Test or Performance Test

A test that measures the intelligence of a person without the use of language; a tool-manipulated type of test.

Power Test

A test that measures the amount of work done regardless of time spent' items are usually increasing difficulty.

Speed Test

A test that measures the amount of work done within the time limit.

Emotional Intelligence

The ability to understand one's own feelings and to have empathy for the feelings of others.

Artificial Intelligence

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

Learning

It is a non stop process; a complex process

Habituation

Simplest kind of learning; a phenomenon whereby WE GET USED to something, meaning that we know and we get used to what it is.

Associative Learning

Next level of learning is wherein we form new associations between a stimulus and a response

Classical Conditioning

Involves the transfer of response from one stimulus to another stimulus through repeated pairings; discovered by Ivan Pavlov.

Acquisition

The phase of classical conditioning whereby the stimulus association is learned.

Trial

The constant pairing of a conditioned stimulus and unconditioned stimulus.

Reinforcement

Refers to an event that may ENHANCE or MAINTAIN the strength of a response.

Extinction

Refers to a decrease in the strength of a conditioned response resulting from repeatedly eliciting the response in the absence of the reinforcement.

Spontaneous Recovery

An extinguished conditioned response is possible to recur; A partial recovery in the strength of an extinguished conditioned response after a rest interval.

Generalization

The tendency of the stimulus that is similar to the conditioned stimulus to elicit the conditioned response.

Discrimination

Opposite of generalization; it is the process of responding to the variation or differences between stimuli.

Higher-Order Conditioning

A phenomenon which aids the individual to become flexible with his responses to the environment.

Operant or Instrumental Conditioning

The learner is allowed to discover how his behavioral response affects the environment and vice-versa; this learning is was experimented by B.F. Skinner.

Shaping

Refers to a series of responses wherein each response leads to the next response.

Extinction

A progressive weakening of an instrumental learning due to the withdrawal of reinforcement.

Stimulus Generalizaztion

Refers to the tendency of a stimulus, which is similar to the one used in training to elicit the same person.

E.g. a girl's liking for her tutor may be transferred to her teachers

Discrimination Learning

The Response made in one stimulus is not made possible for others.

E.g. A young boy may learn to draw on paper, but not on the walls, clothing, or books.

Partial Reinforcement

A possibility of maintaining operant response in a schedule of intermittent or partial reinforcement wherein the responses made by an individual are reinforced only part of the time.

E.g. In life, we do not receive a reward for giving charity. But, we still continue to do so even if we are not given any reward.

Secondary Reinforcement

These reinforcers are learned, they refer to a stimulus that has gained a reinforcing property by having been paired with a primary reinforcer like money, grades, and praises.

Attention

Sensing and perceiving the important aspects of the behavior to be imitated.

Retention

Remembering the behavior either through mental images or language.

Motoric Reproduction

Converting the recalled observation into action.

Reinforcement

Being encouraged and motivated to adopt the behavior.

3 Stages in learning a skill

Cognition, Fixation, and Automation

Serial-Anticipation Learning

Where the first item in a list serves as a stimulus to the second, the second serves as stimulus to the next. Thus, the first and last items in the list are better remembered than the middle item. This is called as the serial position effect.

Free Recall Learning

Involves the organization of the verbal materials like groupings of vegetables and fruits. Items when grouped according to categories are easier learned and in free recall, the leaned items can be a reproduced in any order.

Paired-Associate Learning

This kind of learning involves establishing a relationship between two elements, where one element serves as a stimulus to the other which is the response.

Recall

The process of reproducing past learning/experience without any clue.

Recognition

Denotes the ability to identify learned items that are familiar.

Redintegration

Involves the recollection of past learning/experience with the presence of cues.

Relearning

Refers to reviewing previous learning, the easiest method.

4 Basic Steps in Memory

Perception, Encoding/Acquisition, Storage, Retrieval

Perception

May be involuntary; for instance, when we hear a sound or we see something which makes an impression to us.

Encoding/Acquisition

The process of classifying information. In order for information to be ready for storage, we have to organize it first into a meaningful manner.

Storage

The process of holding the memory of an encoded material or information for future use.

Retrieval

A crucial step, getting the remembered information out of storage; bring back to the conscious level a stored memory of information.

Short-Term Memory (STM)

Working memory and our active memory containing the information that we are presently using; can be converted into a long term memory through elaborative rehearsal.

Long-Term Memory (LTM)

This kind of memory remains for the rest of our lives; could be retrieved when we need them without any rehearsal.

Episodic Memory

Refers to records of personal experiences which are of great significance; memorable events in your life.

(E.g. first love, debut party, first dance)

Semantic Memory

A type of memories for rules and concepts. Involves mental modes for our environment.

Procedural Memory

The most simple and basic form of long term memory.

Memorists

Refer to individuals with exceptional memory; they never forget.

Eidetikers

Individuals who posses EIDETIC IMAGERY POWER.

Memory Disorder

Like in the case of amnesia where the memory breaks down.

Anterograde Amnesia

Refers to the inability of the individual to form new permanent memories like remembering the name of their physicians.

Retrograde Amnesia

Refers to the inability to reproduce and recall pieces of information learned prior to the amnesia, like inability to recall experiences during adolescence or earlier stage of life.

Psychogenetic Amnesia

A rare form of amnesia; a memory disorder brought about by emotionally disturbing events.

Forgetting

Means failure to retain what was previously learned. It is the extent with which learned information is lost.

Interference Theory

Holds that the cause of forgetting is because of conflict among information learned earlier or later.

Proactive Interference (P.I.)

Occurs when old learned items impair the retention of new materials to be learned.

Retroactive Interference (R.I.)

Takes place when the new materials learned obliterate old materials learned even if we learned it well.