Describes the main theories regarding the nature of human intelligence.
Research done by Deangelo Montgomery, Kimberly Gautreaux, Antony Stampp, Lynn Elias and Ana Maria Villar
This PowerPoint helps students to consider the concept of infinity.
Week 3 team d nature of intelligence
1. The Nature of Intelligence
UNIVERSITY OF PHOENIX
AET/500
JANUARY 12, 2015
2. What is ‘Intelligence?’
Ability to learn
Ability to understand
Ability to deal with new things
Ability to deal with difficult things
Through out our daily lives we put our intelligence to
work to adapt to the environment and people
around us in a positive manner.
6. Cultural Impact
on Intelligence
Intellectual Growth
Stimulation
Culture
Environment
The environment and culture people
are surrounded heavily influence
their intelligence.
Some cultures favor stimulating
emotional or interpersonal
relationships.
Different cultures vary in their
appreciation for nature, sports, arts,
the human body, and nature.
Culture also influences the way
children are taught and what they
are taught from an early age
7. Conclusions
A person’s intelligence extends far beyond what they can read, write or add. It
shapes a person’s ability to do most anything, including self reflection and dealing
with other people.
People have multiple types of intelligence, some that are naturally strong and others
that need to be reinforced, all of which can be stimulated to help a person be
successful.
The environment and culture a person grows up un and is exposed to on a day to
day basis has a lot of weight on the type of intelligence that person will be most
stimulated for.
Intelligence is something that can be strengthened, and everyone has some sort of
intelligence they can flourish in.
8. References
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic
Books.
Hatch, T. (1997b). Getting specific about multiple intelligences. Expanded Academic
ASAP [on-line database]. Original Publication: Educational Leadership, 54 (6).
Torff, B. (1996). How are you smart? Multiple intelligences and classroom practices. The
NAMTA Journal, 21 (2), 31-43.
Meunier, J. (2013). Human Intelligence. Retrieved January 11, 2015, from In Tell Theory:
www.intelltheory.com/practicalintelligence.shtml
Armstrong, Thomas. Multiple Intelligences in the Classroom 3rd ed. Alexandria, VA:
Association for Supervision and Curriculum Development, 2009.
Armstrong, Thomas. You're Smarter Than You Think: A Kid's Guide to Multiple
Intelligences. Minneapolis, MN: Free Spirit, 2002.
Notas del editor
Because intelligence is used in so many different ways, since we are constantly forced into new situations or made to understand and learn things, many theories have been developed to define not only the types but the nature of peoples’ intelligence. In this presentation, we will illustrate the main theories that pertain to adult education and learning.
According to Gardner (1991) "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains." The intelligences are divided up as followed.
The theory of multiple intelligences also has strong implications for adult learning and development. this theory helps adults to
examine certain traits and modalities that may have been left unexplored during childhood. For example an adult that has high interpersonal intelligence may have chosen a position in mathematics and may not be able to flourish in such a position because it does not highlight his/her area of intelligence.
Practical Intelligence-Sternberg
Robert J. Sternberg proposed three intelligences: analytical, creative, and practical. The three intelligences together comprise what Sternberg refers to as “Successful Intelligence.” Practical intelligence has been criticized and challenged more than Sternberg’s other concepts. Practical intelligence is the ability that individuals use to find the best fit between themselves and the demands of the environment (Meunier, 2013).
In the educational setting, students are often tested to determine the knowledge and success in a particular subject. A poor mark on exams typically leads to feelings of failure. Sternberg was a victim of test anxiety; he was saddled with a low IQ score early in school (Meunier, 2013). His struggle motivated him to develop a concept of intelligence that covered more individuals. Intelligences are developing abilities rather than fixed characteristics of an individual (Sternberg, 1998).
Practical intelligence can be measured by a concept called tactic knowledge. As the name implies, tactic knowledge is knowledge that is hard to express in words (Meunier, 2013). Sternberg defined three characteristics of tactic knowledge: it is procedural rather than factual, it is usually learned without help, it is knowledge about things that are important to the learner. Sternberg developed tactic knowledge test that are domain specific. An individual who answer like experts in their fields are considered to have more tactic knowledge in that domain. People who are more skilled at acquiring tactic knowledge, he asserts, do better in a variety of fields including sales, business management, academic psychology, and military leadership.
The concept of practical intelligence opens many new opportunities. Individuals who typically do not succeed in the standardized testing environment could likely succeed under tactic knowledge exams. Sternberg had a excellent understanding of the many different ways in which individuals learn and acquire knowledge.
Emotional intelligence can be defined as the ability to identify and manage your own emotions and the emotions of others. It involves being aware of others emotions as well as your own, being able to manage your own emotions and aid in the alteration of others emotions, and the ability to use emotion to direct learning by applying them to tasks such as thinking and problem solving.
Goleman divided emotional Intelligence into 5 aspects:
1.) Self awareness- being aware of your own emotions and being able to recognize their affect on others
2.) Self regulation- being able to rein in or adjust your emotions and display of emotions based on your current situation or circumstance. THINK BEFORE YOU ACT
3.) Internal motivation- possessing a drive to accomplish something for reasons other than money and status. Doing things for enjoyment and self fulfillment rather than simply to brag
4.) empathy- being able to adjust you emotions and display of emotions with others in mind. Distinguishing between what is appropriate to say and/or do in situations that may be emotionally harder for one person than another
5.)social skills- the ability to build and maintain both social and professional relationships. Finding common ground, creating rapport, and respecting others at an emotional and intellectual level.
Reference:
http://www.learning-theories.com/emotional-intelligence-goleman.html
http://www.sonoma.edu/users/s/swijtink/teaching/philosophy_101/paper1/eidiagram.gif ( this is a link to a chart that may be useful in the presentation when referencing emotional intellwgence, I attempted to copy the image but it wasn't cooperating on my mobile device)
Culture determines what parents and schools will teach their children based on the needs of the community. According to Gardner "It is the culture that defines the stages and fixes the limits of individual achievement." For example, educators have found that the Mexican American culture places a strong emphasis on community and on family; therefore, many members of this community have well-developed interpersonal intelligences.
The impact culture has on the development of the intelligences is one of the most significant features of the theory – experience and maturity influence changes in levels of intelligences over time. Hatch (1997) "Just because young children display particular capacities does not necessarily mean that they will grow up to excel in activities involving those capacities. Children's intelligences, the manner in which they display them, and how successful they are, shift, grow, and vary over time."
According to Torff (1996) "The intelligences develop - they grow and change over time, which allows strengths to be exploited and weaker areas remedied. ...If you provide the right kinds of support for students, they build the kinds of intellectual structures that enable them to do things."
