Development of Intelligence

Development of

Intelligence

Intelligence

Intelligence can be defined in many

different ways. This includes one's capacity

for logic, understanding, self-awareness,

learning, emotional knowledge, planning,

creativity, problem solving etc.. It is the

ability to grasp and understand information,

and to retain it as knowledge to later be

Howard Gardner: Theory of multiple intelligences

- Born in 1943

- Developed his theory in 1983, concluded in 1999 - Often-used theory

- Criticisms:

- Synonymous with personality types

- Imbalance in education systems: more focus on “academic” intelligences (mathematical, linguistic)

- Lack of research, difficult to assess

Theory of multiple intelligences

- Strong ability to learn language, express information verbally, process spoken and written word. Related careers include lawyers, writers, public speakers. - Logical-mathematical intelligence:

- Aptitude for mathematics and logical reasoning, strong ability to analyze and detect patterns scientifically. Related careers include engineers, physicists, scientists, mathematicians.

- Musical intelligence:

Theory of multiple intelligences cont’d

Bodily-kinesthetic intelligence:

- Mental ability to coordinate body movements, strong fine and gross motor skills. Related careers include professional athlete, personal trainer

Spatial intelligence:

- Recognition of potential in a given space, strong sense of one’s occupation in an environment. Related careers include architects, professional drivers (taxi, etc)

Interpersonal intelligence:

- Strong social skills; ability to understand emotions, motivations, desires of other

Theories of multiple intelligences cont’d

- Intrapersonal skills:

- Capacity to understand one’s own emotions and inner workings; strong sense of self-awareness. Related careers include entrepreneurs, theologists

- Naturalistic intelligence:

- Strong desire to be outdoors, proficient in classifying biological terms; aptitude in recognizing patterns in nature. Related careers include biologists,

archaeologists, geologists. - Existential intelligence:

- Ability to conceptualize deep philosophical meaning, curiosity about the

metaphysical. Often religiously inclined. Related careers include philosophers, religious leaders

-Human cognitive development

- Difference between cognition and intelligence?:

- Intelligence: static capacity to grasp and learn information (you know that a tomato is a fruit)

- Cognition: the process of applying information and concepts to situations (you wouldn’t put a tomato in a fruit salad)

- IQ (intelligence quotient) testing is relatively inaccurate - Narrow path for success

Intelligence Across the Lifespan

- Status of parents is a major predictor of a child’s intelligence (socioeconomic status, mother’s age, mother’s physical condition, etc)

- Meeting developmental milestones at the appropriate time can also predict intelligence later in life

- Failure to meet certain milestones can indicate learning/intellectual disabilities - Intellectual disability vs learning disability?

- Intellectual: low cognitive capacity

- Learning: weakness in certain areas (intelligences)

- Many studies show those who are more intelligent are expected to have longer life expectancies

What affects the Development of Intelligence?

Genetics and the environment are so intertwined in their influence on human intelligence that it remains difficult to determine which, if either, is most

responsible. Both sociocultural and biological influences in the environment affect the

Nature(Genetics)

-Twin studies in the western world have found the heritability of IQ to be between 0.7 and 0.8, meaning that the variance in intelligence among the population is 70%-80% due to genetics

-Conventional twin studies reinforce this pattern: monozygotic (identical) twins raised separately are more similar in IQ than dizygotic (fraternal) twins raised together, and much more than adoptive siblings.

Nurture(Environment)

-Biological influences include everything from nutrition to stress, and begin to shape intelligence from prenatal stages onward.

-Nutrition has been shown to affect intelligence throughout the human lifespan; malnutrition during critical early periods of growth can harm cognitive development. As inadequate nutrition can disrupt neural

Nurture(Environment) cont’d

-The family unit is one of the most basic influences on child development, but it is difficult to untangle the genetic from the environmental factors in a family. For example, the quantity of books in a child's home has been shown to positively correlate with a child’s intelligence

Game: Find your strongest Intelligence!

For each of the statements below, choose a number between 1 and 5 to rate how the statement describes you.

1 – No, the statement is not at all like me

2 – The statement is a little like me

3 – The statement is somewhat like me

4 – The statement is a lot like me

Category 1

I can use lots of different words to express myself.

I feel comfortable working with language and words.

I enjoy crosswords and other word games like Scrabble.

I tend to remember things exactly as they are said to me.

I enjoy participating in debates and/or discussions.

Category 2

I work best in an organised work area.

I enjoy maths and using numbers.

I keep a ‘things to do’ list.

I enjoy playing brain teasers and logic puzzles.

I like to ask ‘why’ questions.

Category 3

I understand colour combinations and what colours work well together.

I enjoy solving jigsaw, maze and/or other visual puzzles.

I read charts and maps easily.

I have a good sense of direction.

I am observant.

Category 4

I can sense the moods and feelings of others.

I work best when interacting with people.

I enjoy team sports rather than individual sports.

I can sort out arguments between friends.

I enjoy learning about different cultures.

Category 5

I often play music in my mind.

My mood changes when I listen to music.

It is easy for me to follow the beat of music.

I can pick out different instruments when I listen to a piece of music.

I can hear an off-key note.

Category 6

Pollution makes me angry.

I notice similarities and differences in trees, flowers and other things in nature.

I feel very strongly about protecting the environment.

I enjoy watching nature programs on television.

I engage in ‘clean-up days’. I like planting and caring for a garden.

Category 7

I like to move, tap or fidget when sitting.

I enjoy participating in active sports.

I am curious as to how things feel and I tend to touch objects and examine their texture.

I like working with my hands.

I prefer to be physically involved rather than sitting and watching.

Category 8

I know myself well.

I have a few close friends.

I have strong opinions about controversial issues.

I work best when the activity is self-paced.

I am not easily influenced by other people.

Category 9

I enjoy learning about philosophy and philosophers

I’m very religious

I understand the difference between ethical and unethical actions

Often wonder why we live

Often wonder why we die

Which “smart” are you?

Category 1- Verbal/Linguistic

Category 2-

Logical/Mathematical

Category 3- Visual/Spatial

Category 4- Interpersonal

Category 5- Musical

Category 6- Naturalistic

Category 7- Body/Kinesthetic

Category 8- Intrapersonal

References

-THE MULTIPLE INTELLIGENCE QUIZ - College Success 1. (n.d.). Retrieved November 8, 2016, from http://www.collegesuccess1.com/InstructorManual4thEd/Learning Style/MI_quiz.pdf

Beliavsky, N. (2006) “Revisiting Vygotsky and Gardner: Realizing Human Potential.” Journal of

Aesthetic Education, vol. 40, no. 2, pp. 1–11. Retrieved from www.jstor.org/stable/4140226

Campbell, B. (1997) “The Naturalist Intelligence” John Hopkins School of Education, retrieved from http://education.jhu.edu/PD/newhorizons/strategies/topics/mi/campbell.htm

Hambrick, D. Z. (2015) “Research Confirms a Link between Intelligence and Life Expectancy”

The Scientific American, retrieved from

https://www.scientificamerican.com/article/research-confirms-a-link-between-intelligence-and-life-ex pectancy/

Latham, C. (2006) “Are cognitive abilities the same thing as intelligence?” Sharp Brains, retrieved from

References cont’d

McGreal, S. A. (2013) “The Illusory Theory of Multiple Intelligences” Psychology Today, retrieved from

https://www.psychologytoday.com/blog/unique-everybody-else/201311/the-illusory-theory-multiple-i ntelligences

McLeod, S. (2007). “Nature vs Nurture in Psychology” Simply Psychology, Retrieved November 09, 2016, from http://www.simplypsychology.org/naturevsnurture.html

Pearson, S. E. (2011) “Existential Intelligence” Building Faith, retrieved from http://www.buildfaith.org/existential-intelligence/

Smith, M.K. (2002, 2008) “Howard Gardner, multiple intelligences and education” The

Encyclopedia of Informal Education, retrieved from