Intelligence: Theories

1. Intelligence: Theories EDU 330: Educational Psychology Daniel Moos

2. Intelligence: Introduction (I) What comes to mind when you hear “diversity”?

3. Intelligence: Introduction (II) How is intelligence studied? • Factor Analysis: • Statistical analysis used to measure a latentvariable (i.e. can’t directly measure the variable) • Results identify underlying manifest variables (i.e. variables that can be directly measured)

4. Intelligence: Introduction (III) Example of Factor Analysis: How is athletic ability measured at NHL tryouts? Athletic Ability Strength Speed Agility

5. Intelligence: Factor Models (I) • Charles Spearman (1927) • Two factors • g factor domain-general and homogeneous (i.e. intellectual functioning relatively homogenous across a number of different tasks) • Specific factor Specific factors that are pertinent to specific task (but…g factor is what most interested Spearman) g factor

6. GARDNER’S THEORY OF INTELLIGENCE Dimension Description Example Linguistic Ability to use language Logical Reasoning, numbers, symbols Musical Sensitivity to pitch, tone perceive the visual-spatial world accurately Spatial Kinesthetic Ability to use body coordinated movements Interpersonal Understanding of social interactions Intrapersonal Understanding of self Naturalistic Recognize similarities/diff in physical world

7. GARDNER’S THEORY OF INTELLIGENCE, APPLICATION TO REAL-LIFE CONTEXT Linguistic Ability to use language Identify THREE specific examples of how you might address different “intelligences” within your class? In other words, how might you design activities/lessons, etc to meet the needs of students with diverse set of intelligences? Logical Reasoning, numbers, symbols Musical Sensitivity to pitch, tone Spatial Perceive words accurately Kinesthetic Ability to use body coordinated movements Interpersonal Understanding of social interactions Intrapersonal Understanding of self Naturalistic Recognize similarities/diff in physical world

8. STERNBERG’S TRIARCHIC THEORY OF INTELLIGENCE Intelligence Analytical (componential) Creative (experiential) Practical (contextual) *Prior knowledge For: solving problems, learn new information, making judgments, evaluating, problem solving *Novelty problems Unique situations *Automation Apply learned material to novel situation *Adaptation Adapt to environment *Shaping Change environment *Selection Select new environment

9. Intelligence: Thought Question • Parents at an elementary school back-to-school night want to know why their child is not ability grouped in every content area. They feel that their child is being held back. How would you answer their question? • On separate (but possibly related to note), to what extent do you believe intelligence is “nature” or “nurture”? (1: Nature… 10: Nurture)

10. Intelligence: Nature or Nurture? • Foster parent-child .20  The relationship between intelligence scores for a child and foster parent is mildly positive • Parent-child .50 • Siblings reared together .49 • Fraternal twins (two eggs) .53 • Identical twins (one egg splitting) reared apart: .75 • Identical twins reared together .87 Note: Data from 1963

11. Intelligence: IQ Tests (I) • Mental Age: Represents number passed by average child of same age • Example: If a child passed a number of items equal to the number passed by the average 15-year old, that child would have a mental age of 15 (regardless of the child’s chronological age) • Intelligence Quotient: (mental age ÷ chronological age) x 100 • Example: A 10 year-old with a mental age of 10 = (10/10) x 100 = 100 • Example: A 21 year-old with a mental age of 21 = (21/21) x 100 = 100 • Example: A 10 year-old with a mental age of 9 = (9/10) x 100 = 90 • Example: A 10 year-old with a mental age of 11 = (11/10) x 100 = 110

12. Intelligence: IQ Tests (II) • Issues with IQ Tests • Does mental age = intelligence? • Example: 7-year old and 10-year old have same mental age; comparable intelligence? • Example: Two children with IQ of 120 • 5 year-old (mental age of 6) • 10 year-old (mental age of 12) • IQ tests are standardized • May not accurately measure intelligence among minority children, ELL (test administration may bias results)

13. Intelligence: Ability grouping (I) • Ability grouping: Placing students of similar abilities into groups, and attempting to match instruction to needs of the groups (Lou, Abrami, & Spence, 2000) • Elementary: • Between-class grouping: Divides students at a certain grade into levels (e.g., high, average, low) • Within-class grouping: Divides students in a class into subgroups based on reading or math scores • Joplin plan: Regroups across grade levels • MS, HS: • Tracking: Places students in different classes or curricula on basis of achievement

14. Intelligence: Ability grouping (II) • What are some pros and cons of ability grouping/tracking? • Pros: Teachers can adjust methods, instructional pace and materials to better meet needs of learner • Cons: Logistical problems, improper placement, stigmatization, negative effects of homogeneous groups (as opposed to heterogeneous groups)

15. Intelligence: Socioeconomic status (I) • Socioeconomic status (SES): Combination of parents’ income, occupation, and level of education that describes relative standing in society • Powerful predictor in student achievement, particularly test scores, grades, suspension rate, and dropout rates (Macionis, 2006) • Why do think that SES is such a powerful predictor?

16. Intelligence: Socioeconomic status (II) SES influences learning in at 3 ways Note: The below describes group differences; individuals within a group vary widely