WEEK 7 ULOa

1. WEEK 7 ULOa
Let’s check
1. What is meant by learning and thinking styles?
Learning and thinking styles are not abilities but, reasonably, desired means
of exhausting one’s abilities (Zhang & Sternberg, 2009). In fact, teachers will tell
you that children approach learning and thinking in diversity ways. Teachers
themselves also vary in their styles of learning and thinking. None of us has just a
single learning and thinking style; each of us has a profile of many styles. A
learning style is how you receive information best while a thinking style is how you
process information best.
2. Describe impulsive/reflective styles.
Impulsive/reflective styles, also denoted to as conceptual tempo, encompass a
student’s tendency either to act quickly and impulsively or to take more moment to
respond and reflect on the precision of an answer (Kagan, 1965). Impulsive
students often make more slip-ups than reflective students. Research on
impulsivity/reflection shows that reflective students are more likely than impulsive
students to do competently at these tasks (Jonassen & Grabowski, 1993):
remembering structured information; reading comprehension and text
interpretation; and problem solving and decision making. Reflective students also
are more probably than impulsive students to set their personal learning objectives
and focus on relevant information. Reflective students usually have higher criteria
for performance. The evidence is well built, that reflective students learn more
efficiently and do better in school than impulsive students
3. How can deep/surface styles be characterized?
Deep/surface styles encompasses how students approach learning
materials. Students who approach learning with a surface style fall short to tie what
they are learning into a larger conceptual framework. They incline to learn in an
inert way, often rotely memorizing information. Deep learners are more likely to
keenly construct what they learn and give meaning to what they need to remember.
Hence, deep learners take a constructivist approach to learning.
4. What does the concept of intelligence mean?
Intelligence has been defined in many ways: higher level abilities (such as
abstract reasoning, mental representation, problem solving, and decision making),

2. the ability to learn, emotional knowledge, creativity, and adaptation to meet the
demands of the environment effectively.
5. What did Binet and Wechsler contribute to the field of intelligence?
Binet was tasked with finding a way to distinguish children with cognitive
impairments to ensure they received the educational services they needed. He
worked with Simon to devise intelligence tests, the first of which was introduced in
1905, known as the Binet - Simon Scale. Wechsler develope the Wechsler-
Bellevue Intelligence Scale, which quickly became the most widely used adult
intelligence test in the United States.
6. What are some pros and cons of individual versus group tests of intelligence?
Identifies Gifted Students. One benefit to IQ testing in elementary school is that
tests like the Stanford Binet and Weschler IV can identify gifted students as early
as pre-school or kindergarten, Identifies Students at Risk, Stifles Potential, Lack of
Diversity, Validity of Testing.
7. What is Sternberg’s triarchic theory of intelligence?
According to Sternberg's Triarchic Theory of Intelligence, intelligence
results from information processing components being applied to experience for
the purposes of adaptation to, shaping of, and selection of environments.
8. What is Gardner’s multiple intelligences?
The theory claims that human beings have different ways in which they
process data, each being independent. The eight types of intelligence described
by Gardner include: musical-rhythmic, visual-spatial, verbal-linguistic, logical-
mathematical, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic.
9. What is Mayer, Salovey, and Goleman’s concept of emotional intelligence?
They conceptualize emotional intelligence as the skill to perceive and
express emotion accurately and adaptively (such as taking the perspective of
others), to understand emotion and emotional knowledge (such as understanding
the roles that emotions play in friendship and other relationships), to use feelings
to facilitate thought (such as being in a positive mood, which is linked to creative
thinking), and to manage emotions in oneself and others (such as being able to
control one’s anger). Salovey and Mayer defined emotional intelligence as a
“subset of social intelligence that involves the ability to monitor one's own emotions

3. and others' emotions, to discriminate among them, and to use this information to
guide one's own thinking and actions” (Bechtoldt, 2008).
Let’s Analyze: YES OR NO
Student’s intelligence test score should be a basis for admission for a tertiary degree.
Yes, because Intelligence involves the ability to think, solve problems, analyze
situations, and understand social values, customs, and norms. Intelligence is a general
mental capability that involves the ability to reason, plan, think abstractly, comprehend
ideas and language, and learn. Intellectual ability involves comprehension;
understanding, and learning from experience. According to Jean Piaget (1952)
intelligence is the ability to adapt to one's surroundings (Bracken and Mecallum1998).
Stern (1914) defines intelligence as a general capacity of an individual consciously to
adjust his thinking to new requirements. It is the general mental adaptability to new
problems and conditions of life. According to Thorndike (1914) intelligence may be
defined as the “power of good responses from the point of view of truth or fact (Bhatia
1973). Terman (1921) states that an individual is intelligent in the proportion that he is
able to carry on abstract thinking. David Wechsler (1944) defined intelligence as the
aggregate or global capacity of an individual to act purposefully, to think rationally, and to
deal effectively with his environment. So there is no other reason why we should not be
able to use as a basis for admission for a tertiary degree the student’s intelligence test
score.
Nutshell
General
Intelligence
Primary Mental
Abilities
Multiple
Intelligences
The Triarchic
Approach to
Intelligence
Emotional Intelligence
British
psychologist
Charles
Spearman
(1863–1945)
described the
concept of
general
intelligence,
or the "g
factor." After
Psychologist Louis L.
Thurstone (1887–
1955) focused on
seven primary mental
abilities rather than a
single, general ability.
These include:
 Associative
memory: The
ability to
Among more recent
ideas about
intelligence is
Howard Gardner's
theory of multiple
intelligences. He
proposed that
traditional IQ testing
does not fully and
accurately depict a
person's abilities.
Psychologist
Robert Sternberg
defined intelligence
as "mental activity
directed toward
purposive
adaptation to,
selection, and
shaping of real-
world
environments
Emotional intelligence
(sometimes called
EQ) refers to a
person's ability to
regulate emotions,
and use their emotions
to relate to others.
Signs of emotional
intelligence include
strong self-
awareness, empathy,

4. using factor
analysis to
examine
mental
aptitude
tests,
Spearman
concluded
that scores
on these
tests were
remarkably
similar.
People who
performed
well on one
cognitive test
tended to
perform well
on other
tests, while
those who
scored badly
on one test
tended to
score badly
on others. He
concluded
that
intelligence is
a general
cognitive
ability that
researchers
can measure
and express
numerically.
memorize and
recall
 Numerical
ability: The
ability to solve
mathematical
problems
 Perceptual
speed: The
ability to see
differences and
similarities
among objects
 Reasoning: The
ability to find
rules
 Spatial
visualization:
The ability to
visualize
relationships
 Verbal
comprehension:
The ability to
define and
understand
words
 Word fluency:
The ability to
produce words
rapidly.
He proposed eight
different
intelligences based
on skills and abilities
that are valued in
various cultures:
 Bodily-
kinesthetic
intelligence:
The ability to
control body
movements
and handle
objects
skillfully
 Interpersonal
intelligence:
The capacity
to detect and
respond
appropriately
to the moods,
motivations,
and desires
of others
 Intrapersonal
intelligence:
The capacity
to be self-
aware and in
tune with
inner
feelings,
values,
beliefs, and
thinking
processes
 Logical-
mathematical
intelligence:
The ability to
think
conceptually
and
abstractly,
relevant to one's
life."
Although he
agreed with
Gardner that
intelligence is
much broader than
a single, general
ability, he
suggested that
some of Gardner's
types of
intelligence are
better viewed as
individual talents.
Sternberg
proposed the
concept of
"successful
intelligence," which
involves three
factors:
 Analytical
intelligence:
The ability
to evaluate
information
and solve
problems
 Creative
intelligence:
The ability
to come up
with new
ideas
 Practical
intelligence:
The ability
to adapt to a
changing
environment
embracing change,
and managing
emotions in difficult
situations.

5. and to
discern
logical or
numerical
patterns
 Musical
intelligence:
The ability to
produce and
appreciate
rhythm, pitch,
and timbre
 Naturalistic
intelligence:
The ability to
recognize
and
categorize
animals,
plants, and
other objects
in nature
 Verbal-
linguistic
intelligence:
Well-
developed
verbal skills
and
sensitivity to
the sounds,
meanings,
and rhythms
of words
 Visual-spatial
intelligence:
The capacity
to think in
images and
visualize
accurately
and
abstractly.

6. CHAPTER REPORT
In this week 7 ULOa contains different intelligence, what is intelligence? It might
seem useless to define such a simple word. After all, we have all heard this word
hundreds of times and probably have a general understanding of its meaning. However,
the concept of intelligence has been a widely debated topic among members of the
psychology community for decades. It is the ability to derive information, learn from
experience, adapt to the environment, understand, and correctly utilize thought and
reason. See also IQ; measures of intelligence. Intelligence has been defined in many
ways: higher level abilities (such as abstract reasoning, mental representation, problem
solving, and decision making), the ability to learn, emotional knowledge, creativity, and
adaptation to meet the demands of the environment effectively.
I learned that Learning and thinking processes aren't skills; rather, they're ideally
wanted ways to use all of one's skills (Zhang & Sternberg, 2009). Teachers will actually
attest to the reality that youngster’s approach learning and thinking in a variety of ways.
The learning and thinking styles of teachers themselves also vary. Each of us has a profile
that includes a variety of learning and thinking styles. A learning style is the best way to
take in knowledge, but a thinking style is the best way to process it.
Furthermore, my overall viewpoint of this topic is intelligence gives humans the
cognitive abilities to learn, form concepts, understand, and reason, including the
capacities to recognize patterns, innovate, plan, solve problems, and employ language to
communicate. Intelligence enables humans to experience and think. It has an impact on
many human behaviours. Psychologists believe that there is a construct, known as
general intelligence. That accounts for the overall differences in intelligence among
people.