Thinking and Problem Solving • Left-brain vs. Right Brain… • Appropriate limits of the problem • Develop strategies • Evaluate outcomes • Restructure outcomes in the future
Expertise • Age vs. Life experiences • A combination of both is highly necessary!! • Subjective vs. Objective… • Is deciding of something is a “good” or “bad” life experience entirely up to US?
Measuring Intelligence • Reliability – consistency of results over time • Validity – does the assessment/study accurately focus or reflect on your purpose? • Construct Validity – TOOLS used • Predictive Validity – compare to REAL life • Internal Validity – compare variables within • External Validity – compare to results outside of the study; to another study. • How does this affect intelligence testing for children or adolescents?
Limitations to Intelligence Testing: Validity and Reliability • Sample population • Demographic • Size • Familiarity of the acceptable language within that community • Parents and other influences • Test setting
Limitations to Intelligence Testing: Validity and Reliability • Individual test performance vs. overall (population) performance • Item Analysis (Test Questions) • Formatting • Time • Difficulty • Errors and questions of little value • Using examples that test taker can relate to
Standardization • Scoring is the same for every application of that assessment. • Administration is the same of the exam for every application of that assessment.
Mental age – your ability in comparison to others; performance age • Chronological age – actual age in number of years
A Three Level Theory of Intelligence • Analytical intelligence • academic problem-solving; having a single correct answer • Creative intelligence • adapting to new situations and creating new ideas • Practical intelligence • required for everyday tasks; multiple solutions
Emotional Intelligence • The ability to identify, assess, and control the emotions of oneself, others or groups.
HOWARD GARDNERA developmental psychologist who focused on intelligence types that assist in career performance and development. • Verbal • Mathematical • Visual-Spatial • Bodily-kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalistic
First Response to a problem; direct relation to your level of intelligence • Problem-focused coping • Ex: you have an argument with your boss and your immediate reaction is to reflect and then approach he/she to see how you both can solve the issue. • Emotion-focused coping • Ex: you have an argument with your boss and your immediate reaction is to say “I quit,” leave work without telling anyone, and indulge in a negative behavior(s). EMOTIONAL INTELLIGENCE