Intelligence & Educational Psychology

Intelligence

• General intelligence exists.
• Fluid intelligence involves mental efficiency and reasoning, encompassing information processing, learning, and problem-solving capabilities.
• Crystallized intelligence includes stored knowledge accumulated over time.

Approaches to Applying Psychological Theories to Education

• Domain-general approaches seek a universal theory applicable across all subjects.
• Domain-specific approaches target specific theories within subjects like reading or mathematics and are more widely used, but lack a unifying model.

Theory of Successful Intelligence

• Theory of successful intelligence seeks to devise a theory of learning and instruction, and can empirically test domain-general theories
• Aims to be a model for learning and instruction.
• It emphasizes that there is no single definition of success, different paths exist, and individuals must adapt to, shape, or select environments by balancing analytical, creative, and practical abilities.

Applying Psychological Theories of Learning and Instruction

• Application enables a scientific basis for education in cognition, emotion, and motivation, rather than relying on intuition.
• Effective theories pinpoint specific educational interventions and assessments of instruction.
• Sound theories should be disconfirmable, providing a basis to check if interventions are effective, and best tested through practical implementations.

Attempts to Apply Psychological Theories to Instruction

• Intellectual skills programs directly teach specific thinking skills, distinct from skills infused into the regular curriculum and are not the focus.
• The domain-general approach, including Dewey's ideas and Skinner's behaviorism, applies learning and thinking principles universally.
• It offers advantages by being applicable to any subject matter, leading to a general theory of teaching-learning processes as well as disadvantages because vaguely-stated and insufficiently-tested theoretical bases.
• The specific approach applies to single subject matter.
• Educational practices often apply general intelligence theories but this can be problematic by ranking students on a unidimensional scale and theories might yield a broader ability spectrum.

Multiple Intelligences

• Multiple intelligences proposes eight or nine distinct intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalist, and possibly existential.
• Individuals may have varying strengths and weaknesses across these intelligences.

Successful Intelligence Theory (Domain-General)

• Successful intelligence requires an integrated set of abilities to achieve life success within a sociocultural context.
• Successfully intelligent people acknowledge strengths and weaknesses, correcting or compensating for them.
• Adapt to, shape, and select environments while balancing analytical, creative, and practical abilities.
• Developing creative abilities aids to generate ideas, analytical abilities to determine their merit, and practical abilities to implement them and persuade others of their worth.
• Harmonious use of these abilities is key.

Teaching for Successful Intelligence

• Teaching that includes analytical, creative, and practical thinking is more effective than traditional memory-based learning, including memory itself.
• Help students capitalize on strengths and address weaknesses.
• Educational systems favor memory and analytical abilities.

Study on Successful Intelligence in the Classroom

• Researchers grouped 326 gifted students based on analytical, creative, practical, balanced, or low balanced abilities which attended a Yale summer psychology program, dividing them into memory-based, analytical-based, creative-based, and practical-based instructional groups, all using the same textbook and lectures. Students were assessed on homework, exams, and projects using a standardized evaluations.
• High-creative and high-practical students came from more diverse backgrounds.
• Expanded intelligence measures identified talents overlooked by conventional tests.
• Analytical, creative, and practical intelligence predicted course performance.
• Analytical ability was a strong predictor, but practical ability was more crucial for low-income students.
• Matching teaching methods to thinking styles improved student performance and creative and practical learners, often missed in traditional education, and would struggle if teaching methods don't align with their strengths.
• Supports that teaching methods should vary to enhance various cognitive styles to teach that teaching methods should be catered to different thinking styles and expanding how intelligence is measured to be expanded, thus all students can succeed.

Summary of a Study on Teaching for Successful Intelligence

• Researchers studied 225 third-graders from low-income backgrounds in Raleigh, NC, and 142 eighth-graders from middle- to upper-middle-class backgrounds in Baltimore, MD, and Fresno, CA, dividing students into Memory-Based Learning, Traditional teaching focused on memorization, Analytical Thinking, and Emphasized critical thinking skills Successful Intelligence and Integrated analytical, creative, and practical thinking instructional groups.

Key Findings

• Successful-intelligence group outperformed others in performance assessments and memory tests with emphasis on strengths effectively, thereby improving compensates for weaknesses and encoding information in a meaningful and engaging ways.

Conclusions of the Study

• Conventional ability tests are inadequate due to their heavy emphasis on analytical and memory-based abilities, while implementation inadequacies assume fixed abilities rather than flexible ones, resulting in scores that reflect potential at a given time rather than overall.
• Students taught in ways that match their ability patterns, particularly creatively and practically gifted students, excel when instruction aligns with their learning. Traditional college readiness assessments favor memory-analytical modes, neglecting other styles thus broader assessments including creative, practical thinking, and multiple-choice problem solving emerge, doubling freshman-year college grade prediction compared to SAT scores alone, improving it by 50% relative to SAT and high school GPA.
• Alternative assessment's ethnic group differences, enhancing diversity in college admissions increase academic excellence when different groups excel in different domains.

General Issues Regarding Research Direction

• Explaining that successful intelligence theory is not perfect, this serves as that broad theories are needed to be applied across subjects and grade levels and while promise has been shown in testing, this is still limited with only a few thousand students aged 9+.
• Multiple theories like Gardner's multiple intelligences, learning styles and motivation theories can be useful in education
• US Department of Education applies psychology to education in what is a positive approach if without political influence.
• Once, psychology had broad and general theories of intelligence and learning, shifting toward domain-specific knowledge which now there's value in combining domain-general and domain specific approaches.
• For example, Sternberg's theory combines with Gardner's eight intelligence domains where each analytical, creative, and practical process can be applied in like making music (creative), critiquing music (analytical), and performing music (practical).

Implementation Science

• Implementation science helps maximize project's efforts for improved classroom functioning and student outcomes with strategies ensuring there will likely be program success.
• The science focuses on producing knowledge about effective techniques supporting adoption and sustainment which install programs and practices for routine service delivery.

Innovations Spread in Organizations

• Diffusion is a passive, unplanned spread of data.
• Dissemination centers on understanding and improving professional knowledge.
• Implementation uses deliberate strategies in specific setting for adoption of new interventions.

Implementation Strategies

• Strategies are designed to improve implementations and service outcomes and service or intervention outcomes with focus on fidelity and reach through action through the implementation processes.
• Implementation relies on frameworks supporting variables considered when implementing new services which evolve through sequential phases and levels at the same time.

Settings and EBPs

• Both settings and EBPs need some adaptive change needed to be successful and adaptations should focus on elements of effectiveness which should not be adapted but changed for settings; for example, organizations adapting policies, leadership,.

Implementation in School

• Personnel assigned should specifically design intervention through nonclinical staff to communicate and be formal, maintaining course over time as expectations with reinforment as it produces a system which ensure fdelity through measurement with independent sources using problems solved collaboratively to achieve lengthy results.

Developmentally Appropriate Practice (DAP)

• DAP aligns with children's ages, abilities, and interests for achievable goals, evolving over decades as DAP has meetings which are met as children reach challenging levels.
• Intentional teaching which makes purposeful decisions and considers factors as DAP promotes enhancing learning such as building family relationships and assessing goals.

Psycho-educational Assessment

• Assessment means gathering understanding for student strengths and environmental concerns.
• This involves test procedures on student's learning and attention through parents that students are able to access and recognize communications.

Special Educational Needs (SEN)

• A student is seen with SEN when complex interactions are present with weaknesses, and support for suitable learning or a disability may be an issue where it is difficult to learn as compared to typical peers, thereby involving what's not normally available to access materials.
• A student's SEN has the potential to change over time where services will be accessible.
• Educational placement settings for students with Special Education are currently underway in Singapore where there is both mainstream and specialized schools.
• Some SPED schools do both but from 2019 on through Government SPED, framework access will enable compulsory schools.

Chapter 4: Assessment Considerations for Specific Populations

• Subsections describe assessment for students with visual impairment, hearing loss, auditory processing disorders and cerebral palsy, ADHD, autism spectrum, as well as some of various assessment and student needs with key elements.

Additional Considerations for Students with Disabilities

• In cases of hearing loss, a review may be conducted through standardized tests for those suspected of having challenges from medical evaluation.
• There are multiple methods available to assist with the challenges that may result from cerebral palsy, or multiple factors that create communication.
• For students with emotional challenges, Applied Behaviour Analysis helps establish direct teaching and tools for organizational and cognitive structures and techniques.
• Finally in cases of intellect we help implement additional resources for those with sensory issues.

Law

• The Individuals with Disabilities Education Act (IDEA) guarantees free and appropriate education, with zero reject as all should partake, creating better access to the most restrictive environment possible under Individuals education plans.
• Section 504 ensures students will attend school and covers health needs. It also entails that students follow the American with Disabilities Act in order to guarantee that learning in people with disabilities will be in employment, transformation, public access and local government and telecommunications.
• Students can have learning challenges in terms of neurosciences with lower brain activity are common to have with disabilities. All students share the same characteristics.

Accomodations for Special Needs Students

• Seat the student near instruction and provide time and instructions with study skills that the student will do well to succeed. Provide emotional stability.
• In cases of hyperactivity administer Adderall that can cause different results. Support is provided by side effects: higher blood interference. To have positive results, work towards both behavior.

Lessons for Teachers

• Apply learning disabilities in ADHD to relieve pressure for stress towards students. Recognize cultural and racial identity. Support is in the form of speech disorders.
• For Students with EBD, structure can help in a variety of formats. As well as provide structure, skills. Provide high level opportunities to enhance the learning experience for them.

Students with Intellectual Disabilities

• Students learn via response with RTI techniques with intervention success.
• Additionally. Gifted Students can learn by reaching levels that are high so that both boys and girls can be stable. They also share feelings and should find enjoyment and creativity.

###Week 2 Seminar

• The seminar covers topics including developmental theories, measurement, and learning theories.
• Key figures such as Piaget, Vygotsky, and Bronfenbrenner are discussed.
• Also explores the practical application of psychological theories in education and implementation of domain specific issues.

Piaget's Theory

• His theory centers on the cognitive process, focusing on structure in age as a language matures. Structure influences curriculum design as language will influence touch leading to symbol use, and can create separate underlying issues.

Vygotsky's Theory

• Supports socio- cultural perspectives of development with appropriate curriculum designed by taking into acount levels of appropriate development. Emphasis is focused via interactions and cognitive skills.

Bronfenbrenner's Thoery

• Focuses on social context and importance around interactive models that have various relationships and impacts through learning . Exosystem, Microsystem.

Eriksons Theory

• Creates psycho-social developments to be understood, as various key issues, with the interaction of various age and important key elements in life.

Measurment Thoeries

• Theories measure factors on assessing school using appropriate methods, through analysis in the educational sector.

Piaget's Theory vs Vygotsky

• Piaget's theory focuses on individual processes, while Vygotsky emphasizes the role of culture and social interactions in shaping cognition.

Language Development

• Various methods and components can influence learning in that a built-in bias (such as if a name was read as a label it becomes very repetitive which over regularises this which influences what is seen or felt via feet).

Bilateral Eduction

• The program gives instruction and language as the common use for schools.
• It promotes heritage but uses English. Support is important. All aspects are important.
• Also creates a system of care in the community for children to be able to play, etc, all who are great to explore various features.