Transcript AutoCAD Architecture 2008: Part I: Getting Started

Intelligence
Chapter 8
Child Development and Education, Fourth Edition
© 2010 Pearson Education, Inc.
All rights reserved.
Chapter Outline
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Defining intelligence
Theoretical perspectives of intelligence
Measuring intelligence
Effects of heredity and environment on
intelligence
Developmental trends in IQ scores
Group differences in intelligence
Critique of current perspectives on intelligence
Implications of theories & research on intelligence
Exceptionalities in intelligence
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
2
Defining Intelligence
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Researchers agree:
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intelligence is adaptive
it involves learning ability and prior knowledge
it involves many mental processes
it is culture-specific
Text definition: “ability to apply past
knowledge and experiences flexibly to
accomplish challenging new tasks.”
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
3
Theoretical Perspectives
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Spearman’s g
Cattell-Horn-Carroll theory of cognitive
abilities
Gardner’s multiple intelligences
Sternberg’s triarchic theory
Distributed intelligence
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
4
Spearman’s g
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Original theory
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general and specific factors of intelligence
Contemporary view
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general (g) — ability to process information
quickly
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
5
Cattell-Horn-Carroll
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Cattell: fluid vs. crystallized intelligence
CHC: three strata
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Stratum III — general intelligence
Stratum II — 10 broad abilities (including
fluid and crystallized)
Stratum I — 70 to 100 very specific abilities
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
6
Gardner’s Multiple Intelligences
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Linguistic
Logical-Mathematical
Spatial
Musical
Interpersonal
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
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Intrapersonal
Naturalist
Bodily-Kinesthetic
Existential
Others?
© 2010 Pearson Education, Inc.
All Rights Reserved.
7
Sternberg’s Triarchic Theory
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Three domains
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analytical
creative
practical
Three factors
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environmental context
prior experience
cognitive processes
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
8
Distributed Intelligence
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Intelligent behavior depends on
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physical mechanisms
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social mechanisms
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using tools & technology
working with others
cultural support mechanisms
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language, artifacts
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
9
Measuring Intelligence
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Tests of general intelligence
Specific ability tests
Dynamic assessments
Developmental assessments
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
10
Tests of General Intelligence
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Binet’s test
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general knowledge
vocabulary
perception
memory
abstract thought
Wechsler Intelligence Scale for Children
Stanford-Binet Intelligence Scales
Universal Nonverbal Intelligence Test
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
11
IQ Scores
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Originally: Mental age/chronological age x
100
Contemporary: Comparison of person’s
performance on test with performance of
same-age people
Average = 100
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IQ tests must be valid and reliable.
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Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
12
Specific Ability Tests
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Aptitude tests
Memory for auditory information
Ability to think and reason about spatial
relations
Consistent with multidimensional view of
intelligence
High reliability, reasonable degree of
validity
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
13
Dynamic Assessment
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Focused on children’s ability to learn
in new situations
Assess benefits of adult guidance
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
14
Developmental Assessments
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Identify significant developmental delays
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tests for infants and toddlers
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Apgar Scale, Neonatal Behavioral Assessment
Scale, Bayley Scales of Infant Development
tests for preschoolers
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Wechsler Preschool and Primary Scale of
Intelligence (WPPSI-III), Stanford-Binet
Intelligence Scales, school readiness tests
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
15
Heredity and Environment
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Twin studies
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Adoption studies
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adoptive vs. biological parents and sibs
Other environmental factors
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monozygotic vs. dizygotic
nutrition
toxic substances
home environment & early intervention programs
formal schooling
Flynn effect
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steady increase in average IQ score throughout industrialized
world
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
16
Nature and Nurture Interact
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Heredity establishes a range
Genetic expression is influenced by
environmental conditions
Children choose environments and
experiences
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
17
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
18
Developmental Trends
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IQ scores become increasingly stable
IQ scores become increasingly accurate
predictors of future academic achievement
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
19
Group Differences
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Gender differences
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males = females on tests of general intelligence
small differences in some specific cognitive abilities
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Socioeconomic differences
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verbal, visuo-spatial, mathematical
children from lower income families have somewhat
lower measured intelligence
poverty is greatest risk
Ethnic and racial differences
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appear in preschool years, persist through
adolescence
possible reasons: cultural bias, socioeconomic status,
discriminatory practices, motivation
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
20
Critique of Current Perspectives
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Research has relied too heavily on traditional
intelligence tests.
IQ scores are too often interpreted out of context.
Assessment of intelligence focuses almost
exclusively on skills valued in mainstream Western
cultures.
Intelligence tests overlook dispositions &
metacognitive strategies that are important
contributors to intellectual functioning.
Many theorists have placed higher priority on
assessing current intelligence than on developing
future intelligence.
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
21
Implications
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Maintain a healthy skepticism about IQ scores.
Support early intervention programs in the community.
Cultivate intellectual abilities throughout the school
years.
Be open-minded about how children demonstrate
intelligence.
Capitalize on children’s individual strengths & abilities.
Consider specific cognitive abilities required in classroom
lessons.
Promote “intelligent” cognitive strategies.
Give children support to think more intelligently.
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
22
Exceptionalities in Intelligence
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Giftedness
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unusually high ability in one or more areas
children require special educational services to help them meet
their full potential
Typical characteristics of children who are gifted
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process information quickly
remember it easily
more advanced reasoning and metacognitive skills
use more effective learning and problem-solving strategies
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
23
Fostering Development
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Individualize instruction in accordance with
students’ specific talents.
Form study groups of gifted students who have
similar abilities and interests.
Teach complex cognitive skills within the context
of specific school topics.
Provide opportunities for independent study.
Encourage students to set high goals, not
perfection.
Seek outside resources.
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
24
Intellectual Disabilities
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Below-average general intelligence
Deficits in adaptive behavior
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practical intelligence
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daily living skills
social intelligence
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conduct in social situations
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
25
Exceptionalities in Intelligence
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Maximizing the development of children and
adolescents with mental retardation
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Encourage infants to use strengths; offer opportunities
and support for acquiring new knowledge & skills.
Introduce new material at slow pace; provide many
opportunities for practice.
Explain tasks concretely & in very specific language.
Give explicit guidance about how to study.
Give feedback about specific behaviors rather than
general areas of performance.
Encourage independence.
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
26
Take-Home Messages
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Theorists do not agree on the definition or components of
intelligence. Most agree that intelligence involves effective
learning processes and adaptive behaviors.
Most intelligence tests are designed to identify individuals with
special needs (e.g., are gifted, have an intellectual disability).
Contemporary tests include tasks to assess what people have
learned and deduced from everyday experiences. Performance
is usually summarized by IQ scores.
Twin and adoption studies suggest that intelligence may be
partly an inherited characteristic, but environmental conditions
also have a significant impact on IQ scores.
IQ scores may vary based on socioeconomic status or
ethnicity; few gender differences are found.
Educators should be wary of test bias and should remain
optimistic about every child’s potential for intellectual growth.
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
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