Professional Documents
Culture Documents
“Intelligence is a trait or a set of traits that characterizes some people to greater extent than
others” (Psychometric theories)
Components of intelligence are very close to the information processing skills, their difference
lies in the concepts of individual differences and assessment.
INDIVIDUAL DIFFERENCES
- stable, consistent ways in which people are different from each other
PSYCHOMETRICS
- Is the field that evolves the assessment of individual differences
PSYCHOMETRIC APPROACH
- Development of standardized tests of intelligence. (THORNDIKE, 1997)
LOUIS THURSTONE
Factor-analyzed test scores obtained by 8- graders and college students.
He identified 7 fairly distinct factors that he called: Primary mental abilities
J.P GUILFORD
Proposed there are as many as 180 distinct mental abilities. According to his structure-of-
intellect model: 5 kinds of intellectual contents, 6 types of mental operations or actions that can
be performed, 6 kinds of intellectual products or outcomes of thinking
FLUID INTELLIGENCE
Ability to use one’s mind actively to solve novel problems
Skills involved: Reasoning
Seeing relationships among stimuli
Drawing inferences
CRYSTALLIZED INTELLIGENCE
Use of knowledge acquired through schooling and other life experiences
Measures:
Tests of general information
Word comprehension
Numerical abilities
Some consensus viewed intelligence as a hierarchy that includes:
• general ability factor @ the top that influences how well people do on a wide range of
cognitive tasks.
• few broad dimensions of ability that are distinguishable from one another in factor
analysis
• large number of specific abilities that influences how a person performs specific
cognitive tasks that tap the specific activities.
RELIABILITY
Extent to which a test yields a consistent, reproducible measure of performance
VALIDITY
Extent to which a test measures what it is intended to measure.
2 important forms:
CONTENT VALIDITY
It is a test’s ability to test a broad range of the content that is to be measured.
CRITERION VALIDITY
A test’s ability to predict an individual’s performance when measured by other measures, or
criteria of an attribute.
STANDARDIZATION
Involves developing uniform procedures for administering and scoring a test and developing
norms for the test.
NORMS
Established standards of performance for a test expressed as average scores based on the
performance of a large and representative sample of people.
According to Sue, 1990 : “ Need to ensure that the tests are standardized for a person’s particular
ethnic group and to put the test results in an appropriate cultural context”
LEWIS TERMAN
Applied Sterns IQ concept to the test, developed extensive norms and provided detailed, clear
instructions, problems on the test.
NORMAL DISTRIBUTION
Is a symmetrical with a majority of cases falling in the middle of the possible range of scores and
few scores appearing toward the extremes of the range.
STANFORD-BINET
Published in 1985 (Thorndike, Hayan and Sattler, 1985)
Is given to individuals from the age of 2 through adulthood
It includes wide variety of items, some requiring verbal responses and others nonverbal
responses.
Analysis of the individual’s responses in terms of 4 content areas:
Verbal reasoning
Quantitative reasoning
Abstract/visual reasoning
Short-term memory
General composite score is obtained to reflect overall intelligence
WECHSLER SCALES
Developed by David Wechsler
To test children between the ages of 6 and 16
Wechsler Adult Intelligence Scale-Revised (WAIS-R)
Wechsler Intelligence Scale for Children-Revised (WISC-R)
To test children from the ages 4 to 6 ½
Wechsler Preschool and Primary Scale of Intelligence (WPPSI)
Items are group according to 11 subscales of which 6 are verbal and 5 nonverbal
DYNAMIC ASSESSMENT
Evaluate how well children learn new materials when an examiner provides them with competent
instruction (Campione et. al., 1984; Lidz, 1997)
Provides information what traditional IQ tests provide about a child’s intellectual competence and
likely achievement (Day et. al.,1997; Lidz, 1997)
FEUERSTEIN’S LEARNING POTENTIAL ASSESSMENT DEVICE
Asks children to learn new things with the guidance of an adult who provides increasingly helpful
cues.
IDIOTS SAVANT
Individuals who are mentally retarded but who have unbelievable skill in a particular domain,
such as drawing, music, or computing. Cannot be explained by theories that emphasized
intelligence to distinct structure in the brain arguing that 7 intelligence are neurologically distinct.
MUSICAL INTELLIGENCE
SPATIAL INTELLIGENCE – visual learners
Perceive things accurately and transform what they see
manipulation of objects within a given space, whether that space is the size of a piece of paper, a
room, a building, or a town.
BODILY – KINESTHETIC INTELLIGENCE
Physical learners
INTERPERSONAL INTELLIGENCE
Ability to understand the thoughts, beliefs, and intents of others and the ability to respond
appropriately.
INTRAPERSONAL INTELLIGENCE
Sense of self-awareness used to guide individual behavior
“Children's ways of learning are as different as the colors of the rainbow. All people have
different personalities, preferences and tastes. Teachers and parents need to be aware of and value
these differences. Through observation, parents can learn what kind of learners their children are.
Once parents know what kind of learner their child is, they can then develop activities that make
the most of their child's abilities”
CONTEXTUAL INTELLIGENCE
Intelligent behavior depends on the socio-cultural
Intelligent people adapt to the environment they are in shape to suit them better or find better
environment
This perspective views intelligent behavior as varying from one culture or subculture to another,
from one period in history to another and form one period of the life span to another
Each culture or subculture defines the ingredients of intelligent behavior in its own way
INFORMATION-PROCESSING COMPONENT
COMPONENTIAL INTELLIGENCE
Believes that the theories of intelligence underlying the development of IQ tests ignore how
people produce intelligent answers.
EXAMPLE:
CONSIDER ANN, WHO SCORES HIGH ON TRADITIONAL INTELLIGENCE
TESTS, SUCH AS THE STANFORD-BINET, AND IS A STAR ANALYTICAL THINKER.
CONSIDER TODD, WHO DOES NOT HAVE THE BEST TESTS SCORES BUT HAS AN
INSIGHTFUL AND CREATIVE MIND. CONSIDER ART, A STREET SMART CHILD WHO
HAS LEARNED TO DEAL IN PRACTICAL WAYS WITH HIS WORLD ALTHOUGH HIS
SCORES ON TRADITIONAL IQ TESTS ARE LOW.
* STERNBER CALLS ANN’S ANALYTICAL THINKING AND ABSTRACT
REASONING COMPONENTIAL INTELLIGENCE WHICH IS THE CLOSEST TO WHAT
WE CALL INTELLIGENCE AND COMMONLY MEASURED BY INTELLIGENCE TESTS.
Psychodynamic Theory
Levels of Psychodynamic
Personality Structure and Defense Mechanism
Personality Development (Psychosexual Stages)
Psychodynamic Theory
3 Levels of Psychodynamic Theory
Conscious Preconscious
Perception Aspect which can readily be called to
Reasoning awareness
Memory
Intention Unconscious
Imagination Hidden motivation
Conflicts
Instinctual Urges
Defense Mechanism
Everyone use defense mechanism at times when we cannot directly deal stressful situations.
all defense mechanism indicate personality adjustment only when the dominant mode of
responding problems.
The difference between defense mechanisms and coping strategies is that the former is
unconscious processes and the later is engaged consciously.
Rationalization-involves the inventing of excuses or reasons for behavior that is inadequate,
unacceptable, or damaging to personal integrity and status
2 types of Rationalization
“Sour-grapes” mechanism- it involves self-deception by adopting a conviction , and giving up
and relinquishing all efforts towards a goal because it is not worth the efforts anyway.
“Sweet lemon” mechanism- desirable qualities are found in what was not truly wanted.
Projection- is also a form of rationalization.
-is the process of shifting the responsibility for an act or thought from oneself to an outside
object or to another person.
Displacement- a type of projection.
- is the process of shifting a response or reaction from its original object to another which is less
dangerous.
Repression- is an unconscious process wherein shameful thoughts , guilt producing memories ,
painful experiences or distasteful tasks are removed from awareness or forced below the level of
consciousness.
Personality Development
Psychosexual Stages
Oral Stage (Birth- 18 months)- derived pleasure from sucking .
Anal Stage (18 months- 3 years)- children find pleasure during this time both in withholding
and in expelling feces.
Phallic Stage(3-6 yrs)- children derive pleasure from fondling their genitals.
Latency Stage(7-12 yrs)- During this stage less concerned with their bodies and turn their
attention to the skills needed for coping with the environment.
Genital Stage( adolescence and puberty)- mature phase of adult sexuality and functioning.