Intelligence and Individual Differences PDF

**INTELLIGENCE AND INDIVIDUAL DIFFERENCES** **State of intelligence** Mental abilities which involves: - - - - - - - **IQ - Intelligence Quotient** - **IQ TEST & MENTAL AGE** - **MENTAL AGE** - Is needed for you to get the IQ. **IQ TEST** - - *IQ = MENT...

**INTELLIGENCE AND INDIVIDUAL DIFFERENCES** **State of intelligence** Mental abilities which involves: - - - - - - - **IQ - Intelligence Quotient** - **IQ TEST & MENTAL AGE** - **MENTAL AGE** - Is needed for you to get the IQ. **IQ TEST** - - *IQ = MENTAL AGE / CHRONOLOGICAL AGE X 100* *Example; 45/40 x 100 = 112.5 IQ* GENIUS Over 140 ------------------- ---------- VERY SUPERIOR 120-129 SUPERIOR 110-119 AVERAGE 90-109 DULL/LOW NORMAL 80-89 BORDERLINE 70-79 MORON/MILD ID 50-69 IMBECILE/MODERATE 20-49 IDIOT/SEVERE BELOW 20 **GENERAL INTELLIGENCE** **CHARLES SPEARMAN** **General Intelligence/ G Factors** - If you do well in one test, you will also do in other tests. If you are intelligent, you are really intelligent. Intelligence can be expressed in numerical or IQ. **PRIMARY MENTAL ABILITIES** **LOUIS THURSTONE** - - 1. - 2. - 3. - 4. - 5. - 6. - 7. - **TRIARCHIC THEORY** **ROBERT STERNBERG** **Triarchic theory** - 3 intelligences. 1. - 2. - 3. - **INFORMATION PROCESSING** **Stimulus** - everything will start with a stimulus. Refers to anything and anything that you see that can make you respond. **Sensory Memory** - If stimulus is seen, heard, or felt. However, it will only last for seconds. **Decay** - if you are not going to pay attention to the sensory memory, it will decay or vanish. **Short term memory** - if you are focusing attention for a while it proceeds to short term memory, but it will be ***forgotten***. **Long term memory** - If you are going to do things or different strategies, information in short term memory will transfer to long term memory. **Retrieved** - if information is in long term memory, it will be retrieved. **Things to do to retrieve information:** 1. 2. 3. 4. **SQ3R** - Survey, Question, Read, Recite, Review. **MULTIPLE INTELLIGENCE** **HOWARD GARDNER** 1. - 2. - 3. - 4. - 5. - 6. - 7. - 8. - 9. - 10. As teachers, you must be good at all things. **LEARNING** - - - **SEVERAL WAYS HOW PEOPLE LEARN:** 1. 2. 3. **THEORIES OF LEARNING** **LAWS OF LEARNING** **EDWARD LEE THORNDIKE** 1. 2. 3. **CLASSICAL CONDITIONING** **IVAN PAVLOV** - **PAVLOV'S EXPERIMENT** Before the Experiment: Pavlov noticed that dogs naturally salivate (drool) when they see or smell food. This is an automatic response. During the Experiment: - - After the Experiment: Eventually, the dogs began to salivate just from hearing the bell, even when no food was given. **CONDITIONING** - pairing unconditioned stimulus to a neutral stimulus. **UNCONDITIONED STIMULUS AND UNCONDITIONED RESPONSE -** what is happening before conditioning**.** **CONDITIONED STIMULUS AND CONDITIONED RESPONSE** - if you already paired, trained or conditioned. The response of the dog is automatic. - - - - **OPERANT CONDITIONING** **BURHUSS FREDRICK SKINNER** **REWARD** - If the action is being rewarded, the connection between the stimulus and response strengthen, you are going to repeat the action. Kapag may reward, uulitin, kapag inulit, may matutunan. **POSITIVE REINFORCEMENT** - Reward. **NEGATIVE REINFORCEMENT** - Reinforcement will strengthen. Taking away something that is negative. **SCHEDULE OF REINFORCEMENT** **RATIO** - number of responses **INTERVAL** - time. 1. 2. 3. 4. **SOCIAL LEARNING THEORY** **ALBERT BANDURA** - 1. 2. 3. 4.