This document discusses three main research paradigms: positivism, anti-positivism (interpretivism), and critical theory. Positivism takes a naturalistic and objective approach to knowledge through observation and quantification. Anti-positivism sees knowledge as subjective and socially constructed. Critical theory examines how historical forces restrict freedom and uncover ideological justifications. The document outlines key characteristics of each paradigm such as their views on ontology, epistemology, methodology, and strengths/weaknesses.
The document discusses research paradigms in social sciences. It explains that research should not be viewed solely as a process of data collection, analysis, and findings, but rather should begin with reflecting on the "why" of social phenomena. This reflection shapes our worldview or paradigm, including our views of reality and knowledge. The main paradigms are described as positivism, which sees reality as objective fact, interpretivism, which sees reality as subjective perception, and pragmatism, which sees elements of both objectivity and subjectivity in reality. Our paradigm influences our methodological choices in research.
Mill's Canons of Induction outlines five methods for drawing valid inductive inferences from observations:
1. The method of agreement finds that a factor is the cause if it is the only common element in different situations where an effect occurs.
2. The method of difference finds that a factor is the cause if its presence or absence is the only difference between situations where the effect is present or absent.
3. The joint method strengthens inferences by combining the methods of agreement and difference.
4. The method of residue attributes an effect to the factor left over after accounting for other known relevant factors.
5. The method of concomitant variation finds a causal relationship if two factors consistently vary together or inversely
Metacognition involves monitoring and controlling one's thinking processes and is important for learning. It has two parts: metacognitive knowledge about cognition and metacognitive regulation of cognition. Metacognitive knowledge involves awareness of one's own knowledge, thinking, and strategies. Metacognitive regulation occurs when people adapt their thinking based on monitoring their cognition. Expert learners demonstrate strong metacognition through their use of effective strategies and ability to retrieve and apply knowledge with ease.
Qualitative methods in Psychology ResearchDr. Chinchu C
An introduction to Qualitative Methods in Psychology. Intended mostly for UG/PG students. Conveys the essentials of Ontology and Epistemology and moves on to the popular methods in Qualitative Psychological Research
This document provides an overview of phenomenological research methods. Phenomenology aims to understand the lived experiences of participants and discover the essence of phenomena. It involves in-depth interviews to understand participants' perceptions of their lived space, body, time, and relationships. The researcher acts as the primary data collection instrument and analyzes transcripts for themes without leading participants. The goal is a rich description of the meaning and essence of participants' experiences.
This document discusses strategies for combating forgetting and improving long-term memory retention of learned information. It recommends regularly reinforcing training to reduce the forgetting curve decline rate, improving clarity of information presentation, making content more relevant, and adding interactivity to maintain engagement. Spaced repetition and testing recall can strengthen memories over time.
This document discusses three main research paradigms: positivism, anti-positivism (interpretivism), and critical theory. Positivism takes a naturalistic and objective approach to knowledge through observation and quantification. Anti-positivism sees knowledge as subjective and socially constructed. Critical theory examines how historical forces restrict freedom and uncover ideological justifications. The document outlines key characteristics of each paradigm such as their views on ontology, epistemology, methodology, and strengths/weaknesses.
The document discusses research paradigms in social sciences. It explains that research should not be viewed solely as a process of data collection, analysis, and findings, but rather should begin with reflecting on the "why" of social phenomena. This reflection shapes our worldview or paradigm, including our views of reality and knowledge. The main paradigms are described as positivism, which sees reality as objective fact, interpretivism, which sees reality as subjective perception, and pragmatism, which sees elements of both objectivity and subjectivity in reality. Our paradigm influences our methodological choices in research.
Mill's Canons of Induction outlines five methods for drawing valid inductive inferences from observations:
1. The method of agreement finds that a factor is the cause if it is the only common element in different situations where an effect occurs.
2. The method of difference finds that a factor is the cause if its presence or absence is the only difference between situations where the effect is present or absent.
3. The joint method strengthens inferences by combining the methods of agreement and difference.
4. The method of residue attributes an effect to the factor left over after accounting for other known relevant factors.
5. The method of concomitant variation finds a causal relationship if two factors consistently vary together or inversely
Metacognition involves monitoring and controlling one's thinking processes and is important for learning. It has two parts: metacognitive knowledge about cognition and metacognitive regulation of cognition. Metacognitive knowledge involves awareness of one's own knowledge, thinking, and strategies. Metacognitive regulation occurs when people adapt their thinking based on monitoring their cognition. Expert learners demonstrate strong metacognition through their use of effective strategies and ability to retrieve and apply knowledge with ease.
Qualitative methods in Psychology ResearchDr. Chinchu C
An introduction to Qualitative Methods in Psychology. Intended mostly for UG/PG students. Conveys the essentials of Ontology and Epistemology and moves on to the popular methods in Qualitative Psychological Research
This document provides an overview of phenomenological research methods. Phenomenology aims to understand the lived experiences of participants and discover the essence of phenomena. It involves in-depth interviews to understand participants' perceptions of their lived space, body, time, and relationships. The researcher acts as the primary data collection instrument and analyzes transcripts for themes without leading participants. The goal is a rich description of the meaning and essence of participants' experiences.
This document discusses strategies for combating forgetting and improving long-term memory retention of learned information. It recommends regularly reinforcing training to reduce the forgetting curve decline rate, improving clarity of information presentation, making content more relevant, and adding interactivity to maintain engagement. Spaced repetition and testing recall can strengthen memories over time.
Brainstorming is a group technique to generate ideas for solving problems. It involves spontaneously contributing ideas without criticism. Alex Osborn popularized brainstorming in 1953 as being most effective in groups compared to individuals. The steps of brainstorming are to state the problem, generate ideas, select a solution, build the item, evaluate, and present results. There are individual and group types, with groups developing ideas more in-depth. The teacher acts as a facilitator by promoting, probing with questions, recording ideas, and encouraging critical thinking. Brainstorming encourages creative thinking, accepts all ideas, includes everyone as a team, and is exciting and easy.
این پاورپوینت توسط دکتر محمدی در کارگاه آگاهی، توجه، عصب شناسی و توانبخشی ارائه شده است.
برای دریافت مطالب بیشتر در این زمینه به وب سایت فروردین مراجعه نمایید.
www.farvardin-group.com
Learning theories, intellectual skills, cognitive skills, psychomotor skillsIjaz Ahmad
Learning theories provide frameworks to understand how people learn. The document discusses several major learning theories including behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior through conditioning. Cognitivism sees learning as information processing and knowledge acquisition. Constructivism proposes that learners actively construct knowledge based on their experiences. The document also examines intellectual skills like knowledge, critical thinking, problem solving, and creativity that are developed through learning. Understanding learning theories helps educators design effective instruction aligned with how people learn.
The biological model assumes that psychological illnesses have a physical cause in the brain due to biological dysfunctions, genetics, toxins, infections, or stress. Possible biological causes of abnormal behavior include imbalances of neurotransmitters or hormones, structural damage or abnormalities in the brain, and genetic factors associated with schizophrenia. While studies have found associations between psychological disturbances and biological changes, it is difficult to determine whether biological changes cause or result from psychological symptoms. The biological model also faces issues regarding evidence, patient roles, and social stigma.
This document provides an overview of Gestaltism and its key concepts. It begins by listing different schools and perspectives in psychology, including Gestaltism. It then defines Gestaltism and notes it was founded by Max Wertheimer, Kurt Koffka, and Wolfgang Kohler. The document discusses their key contributions, including books and experiments. It also outlines seven Gestalt laws of perceptual organization, such as figure-ground relationship, similarity, proximity, common fate, continuity, closure, and focal point.
Grounded theory is a qualitative research method that aims to develop theories inductively from data. It begins with data collection and analysis to allow concepts and theories to emerge from the data rather than testing a predetermined hypothesis. Grounded theory was developed in the 1960s by sociologists Glaser and Strauss and has since split into different paradigms including Straussian, Glaserian, and Constructivist approaches. The key aspects of grounded theory include coding data through open, axial, and selective coding to develop categories and concepts into a theoretical framework or model.
A History Of Personality Psychology (Part 2)MotiveMetrics
In Part 1 of A History of Personality Psychology, we chronicled the development of the biological and theoretical basis for the existence of human personality. Shifting away from establishing the existence of personality, Part 2 of the history of personality psychology will be focused on the structure of personality.
►Read the blog post here: http://hub.am/15U3hFb
Memory involves three key processes - encoding, storing, and retrieving information. Encoding involves processing new information and converting it into a form that can be stored by the brain. Storage refers to how memories are held in the brain over time in sensory, short-term, and long-term memory. Retrieval is the process of accessing stored memories and bringing them into conscious thought. There are various factors that influence these memory processes such as attention, motivation, memory techniques, and the type and structure of the information being remembered.
The document discusses reasoning, defining it as purposeful, controlled thinking involving cause-and-effect relationships. Reasoning is described as typical thinking that finds new relationships among recalled facts and involves symbolic mental exploration rather than physical exploration. Reasoning is distinguished from trial-and-error behavior and seen as a conative tendency driven by curiosity. Types of reasoning discussed include inductive, deductive, conditioned, and categorical reasoning. The process of reasoning is outlined as gathering data, combining and relating data, seeing implications, and testing conclusions. Strategies are provided for improving students' reasoning skills.
Thinking involves mental processes such as forming concepts, problem solving, reasoning, and decision making. There are different types of thinking such as autistic thinking and realistic thinking. Cognitive psychology studies mental processes like thinking, perceiving, remembering, and learning. Computer programming draws on skills also used in writing like creativity, logic, and sequencing, and can benefit from understanding cognitive psychology which studies how people think. Problem solving is considered one of the most complex intellectual functions and involves identifying problems, exploring solutions, choosing an action, and evaluating outcomes. Reasoning allows transforming information to reach conclusions through deductive or inductive logic.
Cognitivism theory examines how people think and gain knowledge through learning, memory, problem solving, and intelligence. It views the mind as a "black box" where learning occurs through recalling and making sense of stored information. Key factors that influence learning according to cognitivism include a person's existing schemas and previous experiences. Memory plays an important role through encoding, storing, and retrieving information. Learning theories best explained by cognitivism include reasoning, problem solving, and learning with clear objectives. Major theorists in cognitivism include Piaget with his cognitive development theory and Ausubel with his meaningful learning theory.
Here are a few ways we could use content analysis to test that belief:
1. Select a random sample of news articles, TV shows, movies, etc. that portray poor people. Develop a coding scheme to categorize how the poor are portrayed - e.g. as lazy, criminal, dependent on welfare, hard-working but struggling, etc. Two researchers would code the same materials to check reliability.
2. Count the frequency of different portrayals to see which are most common. We could test if negative portrayals outnumber positive or neutral ones in a statistically significant way.
3. Code for socioeconomic or racial demographics of characters portrayed as poor. We could test if certain groups are disproportionately represented in
problem solving, educational psychology, daily life problems, education problem, theories of problem, advantages and disadvantages, purpose of problem solving, uses, process, examples, novice and expert problem solver, teacher role in problem solving, strategies of problem solving
Raymond Cattell and John Horn proposed the theory of fluid and crystallized intelligence in the 1960s. They argued that intelligence consists of two types: fluid intelligence (gf), which is innate problem-solving ability independent of knowledge, and crystallized intelligence (gc), which comes from experience and learning. Fluid intelligence involves abstract reasoning and declines with age, while crystallized intelligence involves acquired knowledge and can increase indefinitely through learning.
The document discusses several theories of forgetting, including trace decay theory, displacement, interference, and cue-dependent forgetting. Trace decay theory proposes that memories fade over time due to lack of rehearsal. Displacement refers to limited slots in short-term memory being overwritten when new information is introduced. Interference occurs when new information conflicts with or inhibits recall of old memories. Cue-dependent forgetting suggests that context and retrieval cues affect memory recall. Various factors like attention, consolidation, brain damage, and emotional states also influence forgetting. The document then reviews techniques for improving memory through organization, repetition, mnemonics, and mind mapping.
This document discusses concepts and concept formation. It defines concepts as general mental representations that capture common properties of objects, events, or people. Concept formation involves 3 steps: perception of examples, abstraction of common features, and generalization into a concept. Concepts are not static and can change as a person learns. They are formed through both direct experience and indirect means like pictures. The document also discusses Piaget's stages of cognitive development and how concepts develop through those stages.
There are many theories of intelligence that attempt to define and categorize different aspects of human intelligence. The document outlines 10 major theories: 1) Faculty theory, 2) Spearman's two-factor theory, 3) Thurstone's theory of primary mental abilities, 4) Guilford's structure of intellect model, 5) Vernon's hierarchical theory, 6) Cattell's fluid and crystallized theory, 7) Gardner's theory of multiple intelligences, 8) Sternberg's triarchic theory, and 9) Anderson's theory of cognitive development. Each theory proposes a different framework for understanding intelligence, from a single general intelligence to multiple intelligences in different domains.
The document discusses intelligence quotient (IQ) tests and theories of intelligence. It provides information on:
1. Definitions of IQ as a score based on mental and chronological age. Genetics and environment both influence IQ.
2. Neurological factors correlated with intelligence including brain size and activity levels.
3. Motivation being important for intelligence and involving activation, persistence, and intensity towards goals.
4. Theories of intelligence including Spearman's two-factor theory distinguishing general intelligence from specific abilities. Wechsler scales measure intelligence in children and adults.
Brainstorming is a group technique to generate ideas for solving problems. It involves spontaneously contributing ideas without criticism. Alex Osborn popularized brainstorming in 1953 as being most effective in groups compared to individuals. The steps of brainstorming are to state the problem, generate ideas, select a solution, build the item, evaluate, and present results. There are individual and group types, with groups developing ideas more in-depth. The teacher acts as a facilitator by promoting, probing with questions, recording ideas, and encouraging critical thinking. Brainstorming encourages creative thinking, accepts all ideas, includes everyone as a team, and is exciting and easy.
این پاورپوینت توسط دکتر محمدی در کارگاه آگاهی، توجه، عصب شناسی و توانبخشی ارائه شده است.
برای دریافت مطالب بیشتر در این زمینه به وب سایت فروردین مراجعه نمایید.
www.farvardin-group.com
Learning theories, intellectual skills, cognitive skills, psychomotor skillsIjaz Ahmad
Learning theories provide frameworks to understand how people learn. The document discusses several major learning theories including behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior through conditioning. Cognitivism sees learning as information processing and knowledge acquisition. Constructivism proposes that learners actively construct knowledge based on their experiences. The document also examines intellectual skills like knowledge, critical thinking, problem solving, and creativity that are developed through learning. Understanding learning theories helps educators design effective instruction aligned with how people learn.
The biological model assumes that psychological illnesses have a physical cause in the brain due to biological dysfunctions, genetics, toxins, infections, or stress. Possible biological causes of abnormal behavior include imbalances of neurotransmitters or hormones, structural damage or abnormalities in the brain, and genetic factors associated with schizophrenia. While studies have found associations between psychological disturbances and biological changes, it is difficult to determine whether biological changes cause or result from psychological symptoms. The biological model also faces issues regarding evidence, patient roles, and social stigma.
This document provides an overview of Gestaltism and its key concepts. It begins by listing different schools and perspectives in psychology, including Gestaltism. It then defines Gestaltism and notes it was founded by Max Wertheimer, Kurt Koffka, and Wolfgang Kohler. The document discusses their key contributions, including books and experiments. It also outlines seven Gestalt laws of perceptual organization, such as figure-ground relationship, similarity, proximity, common fate, continuity, closure, and focal point.
Grounded theory is a qualitative research method that aims to develop theories inductively from data. It begins with data collection and analysis to allow concepts and theories to emerge from the data rather than testing a predetermined hypothesis. Grounded theory was developed in the 1960s by sociologists Glaser and Strauss and has since split into different paradigms including Straussian, Glaserian, and Constructivist approaches. The key aspects of grounded theory include coding data through open, axial, and selective coding to develop categories and concepts into a theoretical framework or model.
A History Of Personality Psychology (Part 2)MotiveMetrics
In Part 1 of A History of Personality Psychology, we chronicled the development of the biological and theoretical basis for the existence of human personality. Shifting away from establishing the existence of personality, Part 2 of the history of personality psychology will be focused on the structure of personality.
►Read the blog post here: http://hub.am/15U3hFb
Memory involves three key processes - encoding, storing, and retrieving information. Encoding involves processing new information and converting it into a form that can be stored by the brain. Storage refers to how memories are held in the brain over time in sensory, short-term, and long-term memory. Retrieval is the process of accessing stored memories and bringing them into conscious thought. There are various factors that influence these memory processes such as attention, motivation, memory techniques, and the type and structure of the information being remembered.
The document discusses reasoning, defining it as purposeful, controlled thinking involving cause-and-effect relationships. Reasoning is described as typical thinking that finds new relationships among recalled facts and involves symbolic mental exploration rather than physical exploration. Reasoning is distinguished from trial-and-error behavior and seen as a conative tendency driven by curiosity. Types of reasoning discussed include inductive, deductive, conditioned, and categorical reasoning. The process of reasoning is outlined as gathering data, combining and relating data, seeing implications, and testing conclusions. Strategies are provided for improving students' reasoning skills.
Thinking involves mental processes such as forming concepts, problem solving, reasoning, and decision making. There are different types of thinking such as autistic thinking and realistic thinking. Cognitive psychology studies mental processes like thinking, perceiving, remembering, and learning. Computer programming draws on skills also used in writing like creativity, logic, and sequencing, and can benefit from understanding cognitive psychology which studies how people think. Problem solving is considered one of the most complex intellectual functions and involves identifying problems, exploring solutions, choosing an action, and evaluating outcomes. Reasoning allows transforming information to reach conclusions through deductive or inductive logic.
Cognitivism theory examines how people think and gain knowledge through learning, memory, problem solving, and intelligence. It views the mind as a "black box" where learning occurs through recalling and making sense of stored information. Key factors that influence learning according to cognitivism include a person's existing schemas and previous experiences. Memory plays an important role through encoding, storing, and retrieving information. Learning theories best explained by cognitivism include reasoning, problem solving, and learning with clear objectives. Major theorists in cognitivism include Piaget with his cognitive development theory and Ausubel with his meaningful learning theory.
Here are a few ways we could use content analysis to test that belief:
1. Select a random sample of news articles, TV shows, movies, etc. that portray poor people. Develop a coding scheme to categorize how the poor are portrayed - e.g. as lazy, criminal, dependent on welfare, hard-working but struggling, etc. Two researchers would code the same materials to check reliability.
2. Count the frequency of different portrayals to see which are most common. We could test if negative portrayals outnumber positive or neutral ones in a statistically significant way.
3. Code for socioeconomic or racial demographics of characters portrayed as poor. We could test if certain groups are disproportionately represented in
problem solving, educational psychology, daily life problems, education problem, theories of problem, advantages and disadvantages, purpose of problem solving, uses, process, examples, novice and expert problem solver, teacher role in problem solving, strategies of problem solving
Raymond Cattell and John Horn proposed the theory of fluid and crystallized intelligence in the 1960s. They argued that intelligence consists of two types: fluid intelligence (gf), which is innate problem-solving ability independent of knowledge, and crystallized intelligence (gc), which comes from experience and learning. Fluid intelligence involves abstract reasoning and declines with age, while crystallized intelligence involves acquired knowledge and can increase indefinitely through learning.
The document discusses several theories of forgetting, including trace decay theory, displacement, interference, and cue-dependent forgetting. Trace decay theory proposes that memories fade over time due to lack of rehearsal. Displacement refers to limited slots in short-term memory being overwritten when new information is introduced. Interference occurs when new information conflicts with or inhibits recall of old memories. Cue-dependent forgetting suggests that context and retrieval cues affect memory recall. Various factors like attention, consolidation, brain damage, and emotional states also influence forgetting. The document then reviews techniques for improving memory through organization, repetition, mnemonics, and mind mapping.
This document discusses concepts and concept formation. It defines concepts as general mental representations that capture common properties of objects, events, or people. Concept formation involves 3 steps: perception of examples, abstraction of common features, and generalization into a concept. Concepts are not static and can change as a person learns. They are formed through both direct experience and indirect means like pictures. The document also discusses Piaget's stages of cognitive development and how concepts develop through those stages.
There are many theories of intelligence that attempt to define and categorize different aspects of human intelligence. The document outlines 10 major theories: 1) Faculty theory, 2) Spearman's two-factor theory, 3) Thurstone's theory of primary mental abilities, 4) Guilford's structure of intellect model, 5) Vernon's hierarchical theory, 6) Cattell's fluid and crystallized theory, 7) Gardner's theory of multiple intelligences, 8) Sternberg's triarchic theory, and 9) Anderson's theory of cognitive development. Each theory proposes a different framework for understanding intelligence, from a single general intelligence to multiple intelligences in different domains.
The document discusses intelligence quotient (IQ) tests and theories of intelligence. It provides information on:
1. Definitions of IQ as a score based on mental and chronological age. Genetics and environment both influence IQ.
2. Neurological factors correlated with intelligence including brain size and activity levels.
3. Motivation being important for intelligence and involving activation, persistence, and intensity towards goals.
4. Theories of intelligence including Spearman's two-factor theory distinguishing general intelligence from specific abilities. Wechsler scales measure intelligence in children and adults.
This document discusses theories of intelligence and intelligence testing. It begins by explaining that intelligence is difficult to define and that psychologists differ in their approaches, with some focusing on mental ability factors and others on intellectual processes. It then outlines several major theories of intelligence:
Charles Spearman's two-factor theory proposed a general intelligence ("g") factor along with specific factors. Louis Thurstone identified seven primary mental abilities. J.P. Guilford's Structure of Intellect model described 180 intellectual abilities across operations, content, and products dimensions. Howard Gardner proposed eight multiple intelligences including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. The document
This document discusses several theories of intelligence, including:
- Spearman's two-factor theory, which posits a general intelligence ("G") factor and specific abilities ("S") factors. Performance depends on both.
- Guilford's structure of intellect model, which identifies 150 intellectual abilities based on 5 operations, 5 contents, and 6 products.
- Thurston's group factor theory, which identified 7-9 primary mental abilities like verbal comprehension, spatial visualization, and inductive reasoning. Each ability has its own "primary factor".
The document provides definitions, characteristics, and educational implications of each theory. It examines how the theories conceptualized and attempted to measure different aspects of human intelligence.
This document discusses definitions and concepts of intelligence. It defines intelligence as the ability to learn from experience, solve problems, and adapt to new situations. Intelligence involves mental abilities like logic, reasoning, and problem solving. The document explores different definitions of intelligence from various psychologists and theorists. It also outlines characteristics of intelligence, noting it is influenced by both hereditary and environmental factors and differs between individuals. The conclusion states intelligence in education refers to the ability to learn and think abstractly, while psychology defines it as applying knowledge to manipulate one's environment, as measured by IQ tests.
1. Intelligence can be defined as the ability to learn from experience, reason, solve problems, and adapt to new situations. It involves fluid reasoning, crystallized intelligence, and practical intelligence.
2. There are several theories of intelligence that describe its structure, including the G-factor theory, fluid and crystallized intelligence, CHC theory, theory of multiple intelligences, and triarchic theory.
3. Intelligence is assessed through standardized tests that aim to be valid, reliable, and minimize cultural bias through norms established on representative populations. Factors like genetics, environment, education and socioeconomic status can influence scores.
The document discusses various definitions and theories of intelligence. It begins by defining intelligence as an umbrella term for mental abilities such as reasoning, problem solving, thinking abstractly, comprehending ideas, using language, and learning. It notes there is no single agreed upon definition. The document then examines several theories of intelligence, including Charles Spearman's theory of general intelligence, Louis Thurstone's theory of primary mental abilities, Howard Gardner's theory of multiple intelligences, Robert Sternberg's triarchic theory, and Daniel Goleman's theory of emotional intelligence. It also lists and describes nine proposed types of intelligence.
The document discusses various topics related to intelligence including definitions, theories, classifications, and tests. It defines intelligence as the general mental capacity to reason, plan, solve problems, think abstractly, comprehend ideas and language, and learn. It discusses theories such as Spearman's two-factor theory which separates intelligence into general intellectual ability (G factor) and specific abilities. It also outlines Gardner's theory of multiple intelligences and classifications such as concrete, social, and abstract intelligence. Common intelligence tests and the concept of intelligence quotient (IQ) are explained.
Intelligence can be defined and understood in several ways. It involves an individual's ability to adapt, reason, think rationally, and effectively deal with their environment. Intelligence is influenced by both inherent and environmental factors. It can be measured through intelligence quotients (IQ) and is classified in various categories including concrete, abstract, and emotional intelligence. Multiple theories of intelligence have been proposed, including unitary theories focusing on general intelligence and multifactor theories involving separate abilities like verbal, spatial, and mathematical skills. Overall, there are many aspects and factors that contribute to human intelligence.
This document provides an overview of key concepts in intelligence and intelligence testing. It discusses debates around whether intelligence is a single general ability or composed of multiple specific abilities. It describes theories of emotional intelligence and theories proposed by Gardner and Sternberg that identify additional types of intelligence. The document also summarizes research on the influences of genetics and environment on intelligence, differences in intelligence test scores between groups, and principles of constructing valid and reliable intelligence tests.
The document discusses several theories of intelligence proposed by psychologists. It describes Sternberg's triarchic theory which defines three types of intelligence: analytical, creative, and practical. It also outlines Vernon's hierarchical theory of intelligence and Guilford's model involving 150 factors of intelligence defined by operations, contents, and products. Spearman's two-factor theory of general intelligence "g" and specific abilities is explained. Criticisms of Spearman's theory include that it oversimplifies intelligence and fails to account for overlapping abilities between fields.
Testing Instruments are used to test Intelligence Quotient or personality tests to evaluate past-acquired competencies or future success in education or employment. A close examination and study of human cognition based on biological and anthropological evidence such as plasticity of brain we may have to include more universal set of competencies than ordinarily been considered such as verbal, mathematical and logical competencies. This paper attempts to address issues relating to definition of intelligence, its components and application of study for educational testing and selection process.
Read Full Simple Presentation On Intelligence.I Hope This Will Help You In Understanding Concept Of Intelligence.
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This document provides an overview of theories of intelligence and psychological assessment. It discusses several theories of intelligence, including unitary theories proposed by Binet and Spearman, as well as multiple factor theories proposed by Thurstone and Gardner. It also summarizes Sternberg's triarchic theory of intelligence and its three components: componential, experiential, and contextual intelligence. Additionally, the document outlines different methods of psychological assessment including tests, interviews, observation, and self-reports.
The document discusses various theories and approaches to defining and measuring intelligence. It describes intelligence as a broad concept that is difficult to define, with experts disagreeing on its structure and components. Several theories are outlined, including Sternberg's triarchic theory that identifies analytical, creative, and practical types of intelligence. Gardner's theory of multiple intelligences suggests there are eight identifiable forms. Other theories discussed include those proposed by Thurstone, Cattell, Spearman, and others. Common intelligence tests are also summarized, such as those developed by Binet, Wechsler, and Terman.
theories and Definitions of IntelligenceClowie Lim
This document summarizes several theories and definitions of intelligence proposed by prominent psychologists over time:
1. Alfred Binet and Theodore Simon developed the first modern intelligence test, the Binet-Simon Scale, to identify students needing special education and measure intellectual development in children ages 3-12.
2. Charles Spearman proposed the two-factor theory of intelligence comprising a general factor ("g") used across intellectual tasks and specific factors ("s") specific to individual tasks. He believed measuring an individual's "g" could predict performance on other tasks.
3. Robert Sternberg proposed the triarchic theory that intelligence involves interactions between internal mental mechanisms, external environment, and experience over time. He defined three types
This document discusses several theories of intelligence, including:
- Spearman's two-factor theory which proposed a general intelligence factor "g" and specific factors "s".
- Thurstone's multi-factor theory which identified seven primary mental abilities.
- Cattell and Horn's fluid and crystallized intelligence theory distinguishing between innate and learned capacities.
- Vernon's hierarchical theory proposing intelligence exists at different levels of generality from a general factor "g" to specific factors.
It also summarizes Piaget's stage theory of cognitive development and Bruner's emphasis on the social context of learning.
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In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. Intelligence refers to the ability to understand, learn, and apply knowledge effectively. It involves
problem-solving, reasoning, and the capacity to adapt to new situations.
According to Alfred Binet intelligence, it is defined as the ability to judge well, understand well and
reason well.
According to, Wechsler, Intelligence is understood in terms of its functionality, i.e. its value for
adaptation to environment. He defined it as the global and aggregate capacity of an individual to think
rationally, act purposefully, and to deal effectively with his/her environment.
Thorndike understands intelligence as “one’s capacity to deal effectively with situations”.
Jean Piaget, defines intelligence as- ‘intelligence is the ability to adapt to one’s surroundings’.
The ability to solve problems and to create products, that are valued within one or more cultural
settings (Howard Gardner, 1983)
A person’s capacity for goal-directed adaptive behaviour (Robert Sternberg & William Salter, 1982)
Importance of Intelligence
Intelligence plays a crucial role in various aspects of life, including academic success, career achievements, and personal development. It influences how individuals
perceive and interact with the world around them.
WHAT IS INTELLIGENCE?
3. THEORIES OF INTELLIGENCE
Psychologists have suggested various intelligence theories, which can
be categorized as psychometric/structural or information-processing
approaches.
The Psychometric or Structural Approach-
It views intelligence as a collection of abilities and
measures an individual's performance through a
single ability index.
The Information Processing Approach
It involves studying the cognitive functions that
underlie intelligent behavior, with a focus on how
intelligent individuals reason and solve problems. It
seeks to describe the processes involved in such
activities.
4. ALFRED BINET’S ONE/UNI FACTOR THEORY
The single-factor theory, also known as the intelligence quotient (IQ) theory, was
developed by Alfred Binet and Theodore Simon in the early 20th century.
Binet proposed that intelligence could be measured as a single factor, which he called
general mental ability.
This theory suggests that people who excel in one area of intelligence, such as
mathematics, will also tend to excel in other areas, such as verbal reasoning or spatial
reasoning.
Binet believed that intelligence was a fixed trait that was largely determined by genetics.
He argued that individuals could not significantly improve their intelligence through
education or other forms of training.
5. SPEARMAN’S TWO FACTOR
THEORY OF INTELLIGENCE
Spearman’s two-factor theory of intelligence, also known as the g-factor theory,
was proposed by British psychologist Charles Spearman in the early 1900s.
Spearman's Two-Factor Theory suggests that intelligence is a combination of
both general and specific factors. The theory suggests that intelligence is
comprised of two factors: a general ability factor (g) and specific ability factors
(s).
The general ability factor (g) represents a person’s overall level of cognitive ability,
which is the underlying factor that influences performance on all mental tasks.
According to Spearman, this factor is responsible for the positive correlations
between various cognitive tests.
On the other hand, specific ability factors (s) represent an individual’s unique
abilities in specific areas, such as verbal comprehension, numerical reasoning,
spatial ability, and so on.
6. These factors contribute to a person’s overall intelligence but are not as important as the
general ability factor.
Spearman argued that the general ability factor (g) is related to many aspects of cognitive
functioning, including perception, attention, memory, and reasoning. He believed that this
factor is largely inherited and is not influenced by environmental factors. However, the
specific ability factors (s) can be influenced by education, training, and other environmental
factors.
The g-factor remains constant for an individual while s-factor varies with the intellectual
activity.
Characteristics of 'g'
1.'g' is universal and inborn ability.
2.'g' varies from person to person but in a person it is constant.
3.'g' is common in all life activities.
4.'g' is responsible for success in life.
5.Whenever we talk of testing intelligence, we actually mean to measure 'g' with the help of
intelligence test.
Characteristics of 'S'
1.'S' is learnt and acquired in the environment.
2.'S' is closely associated with the aptitude of person.
3.'S' varies from person to person.
7.
8. THURSTONE GROUP FACTOR THEORY OF INTELLIGENCE
• The Thurstone group factor theory of intelligence, also known as the multiple factor theory of intelligence, was proposed by Louis
Leon Thurstone in the 1930s.
• Thurstone believed that intelligence is not a single entity, but rather a combination of distinct primary mental abilities.
• He identified seven primary mental abilities that he believed were the foundation of intelligence, each of which contributed to an
individual’s overall cognitive ability in different ways.
PRIMARY
MENTAL
ABILITIES
NUMERICAL SPATIAL VERBAL MEMORY
VERBAL
FLUENCY
INDUCTIVE
REASONING
PERPETUAL
SPEED
9. The seven primary mental abilities proposed by Thurstone are:
i. Verbal Comprehension (grasping the meaning of words, concepts, and ideas)
ii. Numerical Abilities (speed and accuracy in numerical and computational skills)
iii. Spatial Relations (visualizing patterns and forms)
iv. Perceptual Speed (speed in perceiving details)
v. Word Fluency (using words fluently and flexibly)
vi. Memory (accuracy in recalling information)
vii. Inductive Reasoning (deriving general rules from presented facts)
Thurstone believed that each of these primary mental abilities was relatively independent of the others, meaning that a person could be strong in one
area but weak in another.
However, he also recognized the existence of a general factor that accounted for some of the variation in scores across the primary abilities. This
general factor, which Thurstone called “intelligence,” was thought to represent overall cognitive ability and was similar to the g-factor proposed by
Spearman.
Thurstone’s theory emphasized the importance of specific abilities and rejected the idea that intelligence was a single, unitary concept.
10. J.P. Guilford developed the idea of specific intelligence factors into a
very detailed model beginning in the 1950s. Guilford(1967) conceives
of intelligence as being a combination of three dimensions, shown in
the below model:
Guilford's Structure of Intellect (SOI) theory states that a person's
success in general intelligence may be traced all the way back to
fundamental mental talents or intellectual elements.
He used up to 150 different mental capacities and arranged them into
three categories in his SOI model: operations, content, and products.
GUILFORD’S STRUCTURE
OF THE INTELLECT
11. According to him, Intelligence depends on:
•Mental operations (process of thinking)
•Content (what we think about)
•Product (result of our thinking)
By Content he meant that different people seemed to pay more attention to and think more effectively about different kinds of information. There
are 5 kinds of Contents
Content dimension
SI includes five broad areas of information to which the human intellect applies the six operations:
•Visual—Information perceived through seeing.
•Auditory—Information perceived through hearing.
•Kinesthetic—Information perceived through one’s own physical actions.
•Symbolic—Information perceived as symbols or signs that have no meaning by themselves; e.g., Arabic numerals or the letters of an
alphabet.
•Semantic – Which is concerned with verbal meaning and ideas.
•Behavioral—Information perceived as acts of people.
GUILFORD’S STRUCTURE OF THE INTELLECT
12. Operations dimension
SI includes six operations or general intellectual processes:
•Cognition—The ability to understand, comprehend, discover, and become aware of information.
•Memory recording—The ability to encode information.
•Memory retention—The ability to recall information.
•Divergent production—The ability to generate multiple solutions to a problem; creativity.
•Convergent production—The ability to deduce a single solution to a problem; rule-following or problem-solving.
•Evaluation—The ability to judge whether or not information is accurate, consistent, or valid.
Product dimension
As the name suggests, this dimension contains results of applying particular operations
to specific contents. The SI model includes six products, in increasing complexity:
•Units—Single items of knowledge.
•Classes—Sets of units sharing common attributes.
•Relations—Units linked as opposites or in associations, sequences, or analogies.
•Systems—Multiple relations interrelated to comprise structures or networks.
•Transformations—Changes, perspectives, conversions, or mutations to knowledge.
•Implications—Predictions, inferences, consequences, or anticipations of knowledge.
13. Psychologist Raymond Cattell.
The Cattell-Horn theory of fluid and crystallized intelligence
suggests that intelligence is composed of a number of different
abilities that interact and work together to produce overall
individual intelligence.
Fluid intelligence is the ability to think and reason abstractly and
solve problems. This ability is considered independent of learning,
experience, and education. Examples of the use of fluid intelligence
include solving puzzles and coming up with problem-solving
strategies.
Crystallized intelligence is learning from past experiences and
learning. Situations that require crystallized intelligence include
reading comprehension and vocabulary exams. This type of
intelligence is based upon facts and rooted in experiences. This
type of intelligence becomes stronger as we age and accumulate
new knowledge and understanding.
CATTELL-HORN THEORY OF FLUID AND CRYSTALLIZED
INTELLIGENCE (1963)
14. STERNBERG TRIARCHIC THEORY OF INTELLIGENCE
The Sternberg Triarchic Theory of Intelligence is a theory proposed by psychologist Robert J. Sternberg in the 1980s that identifies three distinct
aspects of intelligence: analytical, creative, and practical. Sternberg’s theory suggests that intelligence is a multifaceted construct that cannot be
adequately captured by a single measure or definition.
15. Different type of Intelligence according to him:
Analytical intelligence: This aspect of intelligence involves the ability to
analyze, evaluate, and solve problems using logical reasoning and critical
thinking.
It includes the ability to analyze information, break down complex problems
into their component parts, and evaluate the pros and cons of different
solutions.
Analytical intelligence is typically measured by standardized tests that assess
skills such as verbal and mathematical reasoning.
Creative intelligence: This aspect of intelligence involves the ability to
generate novel ideas, think outside the box, and solve problems in new and
innovative ways. It includes the ability to approach problems from different
angles, make connections between seemingly unrelated concepts, and
generate new and original solutions.
Creative intelligence is often associated with artistic and scientific creativity
and is not typically measured by standardized tests.
16. 3. Practical intelligence: This aspect of intelligence involves the ability to adapt to
and navigate real-world situations, including social situations.
It includes the ability to use common sense, practical knowledge, and
interpersonal skills to solve problems and achieve goals.
Practical intelligence is often referred to as “street smarts” and is important for
success in everyday life, such as in the workplace or in social situations.
Sternberg’s theory emphasizes the importance of contextual factors in
determining intelligence. He argues that intelligence is not simply a fixed trait, but
rather a dynamic and malleable set of abilities that can be improved over time
through experience and practice.
Sternberg also suggests that intelligence is not domain-specific, meaning that
individuals can possess high levels of intelligence in one aspect (e.g., creative
intelligence) but not in another (e.g., analytical intelligence).
STERNBERG TRIARCHIC THEORY OF INTELLIGENCE
17. HOWARD GARDNER’S THEORY ON
MULTIPLE INTELLIGENCES
Multiple intelligences is a theory first posited by Harvard developmental
psychologist Howard Gardner in 1983.
The human ability to solve problems or to make something that is valued in
one or more cultures.
The theory of multiple intelligence is Howard Gardner’s theory that proposes:
•That people are not born with all of the intelligence they will ever have.
•It says that intelligence can be learned throughout life.
•Claims that everyone is intelligent in at least nine different ways and can
develop each aspect of intelligence to an average level of competency.
•Intelligence, as defined by Gardner, is the ability to solve problems or fashion
products that are valuable in one or more cultural settings.
This theory suggests human intelligence can be differentiated into the following
modalities: visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical,
interpersonal, intrapersonal, naturalistic and bodily-kinesthetic.
18.
19.
20. Principles of Multiple
Intelligence Theory:
1.Intelligence is not singular: intelligences are multiple.
2.Every person is a unique blend of dynamic intelligences.
3.Intelligences vary in development, both within and among individuals.
4.All intelligences are dynamic.
5.Multiple intelligences can be identified and described.
6.Every person deserves opportunities to recognize and develop the
multiplicity of intelligences.
7.The use of one of the intelligences can be used to enhance intelligence.
8.Personal background density and dispersion are critical to knowledge,
beliefs, and skills in all intelligences.
21. PASS MODEL OF
INTELLIGENCE
The PASS (Planning, Attention-arousal, and
Simultaneous-successive )THEORY of intelligence
has been developed by J.P Das, Jack Naglieri, and
Kirby (1994).
They proposed that three functional units of brain
determine the intellectual activity of an individual.
These three units are responsible for planning,
arousal/attention and simultaneous /Successive
processing .
These PASS processes are interactive in nature yet
each has its own distinctive functions.
22. 1.Planning: Planning refers to the ability to formulate and execute a strategy to solve a problem or achieve a goal. It involves setting goals, developing a
plan of action, and monitoring progress towards the goal.
2.Attention: Attention refers to the ability to focus and sustain attention on a task or stimuli in the environment. It involves the selective filtering of
irrelevant information and the allocation of mental resources to relevant stimuli.
3.Simultaneous: Simultaneous processing refers to the ability to perceive and process multiple pieces of information at the same time. It involves
integrating information from different sources, recognizing patterns, and identifying relationships between different pieces of information.
4.Successive: Successive processing refers to the ability to process information in a sequential and ordered manner. It involves analyzing information in a
step-by-step manner, recognizing the order of events, and using logical reasoning to solve problems.
The PASS model suggests that intelligent behavior involves a combination of these four cognitive processes, and that different individuals may have
different strengths and weaknesses in each of these areas.
PASS MODEL OF INTELLIGENCE
23. Emotional Intelligence
Understanding and Managing Emotions
Emotional intelligence refers to the ability to recognize, understand,
and manage our own emotions as well as the emotions of others. It
plays a crucial role in our personal and professional lives.
Emotional intelligence is important because it allows us to navigate
social interactions, make better decisions, and build stronger
relationships. By developing our emotional intelligence, we can
improve our overall well-being and success in various areas of life.
24.
25. VARIATIONS OF INTELLIGENCE
1. Intellectual Deficiency-
The definition of intellectual disability is having significantly below average intellectual functioning along with deficits in adaptive behavior, which
is evident during the developmental period.
This definition covers three main features:
• Below average intellectual functioning, resulting in slower comprehension compared to peers of the same age.
• Difficulties with adaptability and effectively coping with the environment, which may hinder the ability to hold a job or manage a family
independently.
• Manifestation during the developmental period.
The severity of intellectual disability varies based on the level of IQ deficiency:
Mild: IQ 55-70
Moderate: IQ 35-55
Severe: IQ 20-35
Profound: IQ < 20
Individuals with mild to moderate intellectual disability can often benefit from special education and training, whereas those with severe to
profound intellectual disability may require more long-term support and assistance throughout their lives.
26. 2. Intellectual Giftedness
Exceptional performance resulting from exceptional potential with an IQ score of more than 130 can be identified through the concepts of
talent and giftedness. While these terms are often used interchangeably, they have distinct meanings. Giftedness refers to exceptional overall
ability and superior performance in diverse areas, while talent pertains to exceptional ability in a particular domain such as social, spiritual or
aesthetic. Highly talented individuals are sometimes called prodigies. Talent is a combination of high ability, high creativity, and high
commitment.
Important characteristics of gifted children:
• Advanced logical thinking, questioning and problem solving.
• High speed in processing information.
• Superior generalization and discrimination ability
• Advance original and creative thinking
• High level intrinsic motivation, self esteem.
• Independent and non-conformist thinking
• Preference for solitary academic activities.
VARIATIONS OF INTELLIGENCE
27. The concept of measurement of intelligence started when educators in France
attempted to identify children who were unable to learn as quickly or as well as others
in school.
Alfred Binet and his colleague, Theodore Simon designed a test of intelligence that
distinguished fast learners and slow learners as well as between children of different
age groups (Binet & Simon, 1916). They gave the concept of mental age (MA).
Mental age is a measure of person’s intellectual development relative to people of his/
her age group.
A mental age of 8 means that a child’s performance on an intelligence test equals the
average performance level of a group of 8 year olds.
If a person's MA is higher than their CA, they are considered bright and more
intelligent.•
If their MA equals their CA, they are considered to have average intelligence.•
If their MA is lower than their CA, according to Binet and Simon, the person is called
"retarded".
MEASUREMENT OF INTELLIGENCE
58. TYPES OF INTELLIGENCE TESTS
Culture-Fair or Culture-Biased Tests
• Culture-fair or culturally appropriate tests are designed to avoid discrimination against individuals from different cultures. These tests evaluate
experiences that are common across all cultures or do not require the use of language.
• Non-verbal and performance tests are helpful in reducing the cultural bias that is often present in verbal tests.
• In contrast, culture-biased tests are intended for a particular population and produce results that are biased towards a specific group, culture, or
population due to cultural factors.
Intelligence Tests in India
• If a child performs poorly on an intelligence test, it could result in feelings of shame, which can have a negative impact on their performance and
self-esteem.
• Moreover, the test results could lead to discriminatory treatment by parents, teachers, and other members of society. Intelligence tests do not
measure creative abilities or practical intelligence, and they may not be strongly associated with success in life.
• Additionally, administering a test that favors high or middle-class populations could underestimate the intelligence quotient of children from
disadvantaged backgrounds