Intelligence

 I have to say you guys didn't leave much to be added here. I checked in last night and was trying to find holes, but didn't see any...I went through and made some minor grammatical changes or edits, but nothing that changed the content. I love the pictures; however, some are hard to read and I couldn't make them larger. Perhaps next time use black text so that it is easier to read, other than that GREAT job. - NMR
 * Intelligence:** Megan, Andrew, Chris, Melanie & Natasha

Hey everyone! I tried to finalize what was put up here, making it coherent and what not. Chris, great job! I moved your ideas into the subcategories. You hit on many things we missed previously. I love the pictures. Great job! Humans have been attempting to find ways to define intelligence since the times of the Greeks. However, it was not until the 19th century that scientists began developing complete theories to share with the masses. Sir Francis Galton (1865) produced a theory stating intelligence was purely hereditary. Spearman Brown (1904) who based his theories on research. //g// is our overall ability to perform on a variety of cognitive tasks and is often referred to as "one intelligence." //S// refers to specific skills such as vocabulary and mathematical skills. These skills are seen as many intelligences. Spearman Brown (1904) who based his theories on research, developed a model that suggests a __2 Factor Intelligence__: 1. general crystallized intelligence (Gc): our overall knowledge base resulting from formal and informal education (think of it as an individual's pool of knowledge or facts.) 2. general fluid intelligence (Gf):Abilities that allow us to reason, think, and learn new things. (think of it as an individual's potential for learning.") This hierarchical view of intelligence has influenced the basis for some contemporary IQ tests. Thurstone (1938) expanded on the idea by proposing intelligence is comprised of eight primary (and independent) abilities. This allowed psychologists to discuss specific intelligences in a more precise manner.
 * Classic**

Gardner elaborated on Thurstone's theory by proposing that intelligence is the ability to solve problems or to create products that are valued within one or more cultures. Another major facet of the theory divides '__intelligence' into eight subcategories__, 'distinct yet complementary.' (Bolin et al., 2009, p.398). Each student has various degrees of each ability for different disciplines. As a result of the theory, Gardner proposes that evaluations not be limited to one test or performance types, but rather lean towards a portfolio assessment and real world situations. Using multiple modality will trigger different learning types for students and allow them to learn in the way that works best for them.
 * Gardner's Theory**

Intelligence is someone’s ability to achieve their goals and objectives in life, this was his theory of successful intelligence. This can be affected by their sociocultural environment, because depending on our situation our goals may be different (we individually define our aspirations). We can adapt, shape and select our environments by catering to our strengths and weaknesses. You need to be able to recognize students' strengths and weaknesses and cater to those students’ needs.
 * Robert Sternberg: Theory of Successful Intelligence**
 * Dweck (1999)**



IQ tests are one way to measure intellectual function or the ability to handle cognitive tasks. These tests can be administered to groups or individually; a trained examiner is needed for the latter. Group IQ tests are considered less effective because elements such as understanding directions may impact the score. Individual tests can be used to determine learning disabilities or those suited for a gifted program as the results do not depend on reading comprehension. These tests are specifically gauged to determine 1. verbal comprehension, 2. working memory, 3. perceptual reasoning, and 4. processing speed Scores on intelligence tests overall have improved each generation, called the Flynn Effect. Better nutrition, increased schooling, better educated parents, better health care, improved parent-child interactions could be factors. In most cases, tests are now just part of the process when it comes to analyzing a student/person. Here are some test limitations:
 * Testing for Intelligence

1. IQ scores are a snapshot in time, and students from diverse cultures should be tested in their native language or at least with questions that do not simply prove they are less familiar with the majority culture. 2. A child’s score may be impacted by three environmental factors: (A) emotional response skills of parents; (B) parental involvement with children; (C) availability of play materials. 3. IQ scores could also be impacted by socio-economic factors, with poorer students hamstrung because they have less educational resources, weaker diets, worse health care, strained environments at home or some combination of these. 4. There is connection between race and the IQ test as well. Blacks and Hispanic students score lower to some degree or on some portion of the tests. Chinese and Japanese students score higher in a portion. Reasons given for this are threefold: stereotypical threat – prior knowledge of stereotyping expectations may hinder performance; the categories in question may be too general; the difference in performance may be more about socio-economic factors than anything else. 5. Male and females differ minimally; the differences increase through adolescence. Males do show more variability in testing, showing more on either end of the testing data, and they do have higher scores in some spatial abilities areas. Gender stereotyping, which can include views of those in advisory positions, may be among the factors.

These limitations have very specific implications within a classroom environment: 1. Take difference among students seriously, but don’t teach every lesson differently to each student. 2. Share knowledge of differences with parents and students. 3. Present lessons in a way that gives everyone an opportunity to learn, then have students gradually take on responsibility for their learning. 4. Lessons should include analytical (i.e.,: compare and contrast), creative (write or create on your own) and practical (content checking through thoughtful questions) elements. **

[|A Multiple Choice Quiz (book website)] [|A True/False Quiz (book website)]
 * Some Key Terms to Think About:**
 * Two-factor theory of intelligence (page 398) || Deviation IQ (page 401) ||
 * Analytic capabilities (page 398) || Group-administered IQ tests (page 401) ||
 * Creative abilities (page 398) || Norm group (page 401) ||
 * Theory of multiple intelligences (page 398) || Norm-referenced (page 401) ||
 * Theory of successful intelligence (page 398) || Standard deviation (page 401) ||
 * Practical abilities (page 399) || Flynn Effect (page 403) ||
 * Individually administered IQ tests (page 400) || Self-fulfilling prophecy (page 403) ||
 * || Stereotype threat (page 404) ||

[|Here is a brief video], and some questions provided by the book's website:

1.What special training or skills do you think school psychologists need to conduct evaluations like the WISC-IV? 2.The video shows a Caucasian female examiner giving the test to a Caucasian female student. How might the cultural or linguistic background of the student affect the testing situation and the student's test performance? 3.Discuss whether you would expect boys or girls to perform better on this Block Design test based on the research on gender differences in cognitive abilities in Module 22.