Module 5: Intelligence - Introduction to Psychology

**MODULE 5: Intelligence** Topic 1- **History of Intelligence Testing** Topic 2**- Theories of Intelligence** +-----------------------------------+-----------------------------------+ | **Topic 1 & 2 :** | **The History of Intelligence | | | T...

**MODULE 5: Intelligence** Topic 1- **History of Intelligence Testing** Topic 2**- Theories of Intelligence** +-----------------------------------+-----------------------------------+ | **Topic 1 & 2 :** | **The History of Intelligence | | | Testing and the Theories of | | | Intelligence** | | | | | | After **studying this module, the | | | students should be able to:** | +===================================+===================================+ | **Learning Objectives:** | 1. define intelligence and | | | intelligence quotient or IQ; | | | | | | 2. discuss the history of | | | intelligence testing; | | | | | | 3. explain the different | | | theories of intelligence; | | | | | | 4. understand the factors that | | | influence intelligence. | +-----------------------------------+-----------------------------------+ | **Reference/s:** | Bataga N. U., Castro, D. A. & | | | Abregana, C. G., (2014). | | | Introduction to Psychology | | | (concepts & Theories). Mutya | | | Publishing House, Inc. | | | | | | Aguirre, F.U., Monce, M. R. E. & | | | Dy, G. C., (2011). Introduction | | | to Psychology. Mutya Publishing | | | House, Inc. | +-----------------------------------+-----------------------------------+ **Concept/Digest:** Intelligence is a very general mental capability that among other things, it involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn from experience. It is a narrow academic skill or test-taking smarts but rather reflects a broader and deeper capability for comprehending our surroundings, "catching on", "making sense" of things or "figuring out" on what to do.  *These activities aim to investigate your analytical ability as well as all learned knowledge that you have developed over time. It also measures your decision making to solve a difficult task or situation and produce an outputs by utilizing your intelligences.* **Instructions A: Choose the correct letter only and write your answer on the space provided:** 1. Candle is to tallow as tire is to (a) automobile, (b) round, (c) rubber (d) hollow \_\_\_\_\_\_\_\_\_ 2. Complete this series: 100%, 0.75, 1/2, (a) whole, (b) one-eighth, (c) one-fourth \_\_\_\_\_\_\_\_\_ 3. You are at a party of truth-tellers and liars. The truth-tellers always tell the truth, and the liars always lie. You meet someone new. He tells you that he just heard a conversation in which a girl said she was a liar. Is the person you met a liar or a truth-teller? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ write the correct answer. *.* **Instructions B:** **What type of learner are you? What's your style? Answer the learning style** **below and find out!** 1. If I have to learn how to do something, I learn best when I: \(V) Watch someone show me how \(A) Hear someone tell me how \(K) Try to do it myself 2\. When I read, I often find that I: \(V) Visualize what I am reading in my mind's eye \(A) Read out loud or hear the words inside my head \(K) Fidget and try to "feel" the content 3\. When asked to give directions, I: \(V) See the actual places in my mind as I say them or prefer to draw them \(A) Have no difficulty in giving them verbally \(K) Have to point or move my body as I give them 4\. If I am unsure how to spell a word, I: \(V) Write it in order to determine if it looks right \(A) Spell it out loud in order to determine if it sounds right \(K) Write it in order to determine if it feels right 5\. When I write, I: \(V) Am concerned how neat and well-spaced my letters and words appear \(A) Often say the letters and words to myself \(K) Push hard on my pen or pencil and can feel the flow of the words or letters as I form them 6\. If I had to remember a list of items, I would remember it best if, I: \(V) Wrote them down \(A) Said them over and over to myself \(K) Moved around and used my fingers to name each item 7\. I prefer teachers, who: \(V) Use the board or overhead projector while they lecture \(A) Talk with a lot of expression \(K) Use hands-on activities 8\. When I write, I: \(V) There is a lot of clutter or movement in the room \(A) There is a lot of noise in the room \(K) I have to sit still for my length of time 9\. When solving a problem, I: \(V) Write or draw diagrams to see it \(A) Talk myself through it \(K) Use my entire body or move objects to help me think 10\. When given written instructions on how to build something, I: \(V) Read them silently and try to visualize how the parts will fit together \(A) Read them out loud and talk to myself as I put the parts together \(K) Try to put the parts together first and read later 11\. To keep occupied while waiting, I: \(V) Look around, stare, or read \(A) Talk or listen to others \(K) Walk around, manipulate things with my hands or move/shake my feet as I sit 12\. If I had to verbally describe something to another person, I would: \(V) Be brief because I do not like to talk at length \(A) Go into great detail because I like to talk \(K) Gesture and move around while talking 13\. If someone were verbally describing something to me, I would: \(V) Try to visualize what she was saying \(A) Enjoy listening but want to interrupt and talk myself \(K) Become bored if her description gets too long and detailed 14\. When trying to recall names, I remember: \(V) Faces but forget names \(A) Names but forget faces \(K) The situation that I met the person other than the person's name or face Scoring instructions: Add the number of responses for each letter and enter the total below. The area with the highest number of responses is your primary mode of learning. Visual Auditory Kinesthetic V=\_\_\_\_\_\_\_\_\_\_\_ A=\_\_\_\_\_\_\_\_\_\_\_\_ K=\_\_\_\_\_\_\_\_\_\_\_ 1. In the first set of activity, what intelligence you employed to produce the answer? And what about the number two question? It measures what? How do we get with the answer? 2. What intelligence you utilized in the number 3 question? Why do you think such? 3. What did you observe from your scores? Have you seen truth in your responses? Is the survey reliable to tell your thinking and processing styles? 4. What can you say about the many instances that you experience utilizing the three styles in one task? **Take note:** You will give one answer only in each question. I am expecting **10 answers** for this part.  - [**Intelligence Quotient (IQ**)] - is a mathematical formula that is defined as the ratio of mental age (MA) to chronological age (CA) multiplied by 100 ( IQ= MA /CA x 100) **Example:** If a 15-year-old answers the questions like an average 15-year-old would, the person would have an IQ of 100 (15/15 x100= 100). - **[Aptitude Test]**- refers to a person's capacity to learn. It is designed to predict how well you perform at something in the future, like in college or a particular job. - ***[Achievement Test]*-** is designed to measure how well you did, such as how well you did in high school (NAT exam) - ***[Cognitive Ability Test-]*** is designed to measure a person's intelligence and general mental ability. Modern psychology is moving away from terms like "IQ test" or "intelligence test" and using the more general term Cognitive Ability Test (CAT). - **[Crystallized Intelligence-]** is the sum of all learned knowledge that you've developed over time, such as the capital of the Philippines or your phone number, etc. - **[Fluid Intelligence-]** it is "hard-wired" into your brain and cannot be changed. Solving a visual spatial puzzle is something that would require fluid intelligence. ***Fluid*** ***intelligence is considered genetic,*** while ***crystallized is learned.*** - ***[Factors that influence Intelligence:]*** Both ***[Genetics and Environment]*** play a role in determining intelligence but in determining exactly how much of an influence each factor has is not entirely understood. ***[History of Intelligence Testing]*** - **Alfred Binet -French psychologist who devised the first major intelligence test --to identify slow learners in school.** He assumed that intelligence could be measured as a general intellectual capacity and summarized in a numerical score or we called it **[Intelligence Quotient] ( IQ)** - testing revealed that person is more skilled in some areas than in others, there are other specific abilities surfaced. - -intelligence tests play an important role in determining whether a person is admitted to college, graduate school or professional school. - Binet together with his colleague ***Theodore Simon*** developed the test that would facilitate in measuring the permanent and inborn level of intelligence. The test that they developed is called ***Binet-Simon Scale*** however, Binet himself would like to test this psychometric instrument to find out the results of such tool to a number of respondents thus, they brought it to the United States, particularly to the Stanford University. - A ***psychologist Lewis Terman*** took Binet's original test and standardized it by using a sample of American participants. In effect, the adapted test was published in 1916 was called ***Stanford-Binet Intelligence Scale*** and was even considered as popular assessment tool today, despite a number of revisions over the years since its beginning. Today, this is known as ***[Stanford-Binet Intelligence Test.]*** ***[Theories of Intelligence:]*** - Many psychologists believe that there is more than one type of intelligence. - American psychologist **[HOWARD GARDNER]** --proposed the existence of multiple intelligences. Each linked to a separate system within the brain. A. **NINE (9) [MULTIPLE INTELLIGENCES:]** 1. **Visual/Spatial Intelligence (Picture Smart)-**learning visually and organizing ideas spatially. Ability to see things in one's mind in planning to create a product or solve a problem. 2. **Verbal/Linguistic (Word Smart)-** learning through the spoken and written word. 3. **Mathematical/Logical (number smart/logic smart**)- learning through reasoning and problem solving. 4. **Bodily/Kinesthetic (Body Smart**)- learning through interaction w/ one's environment. 5. **Musical (Music Smart**)- learning through patterns, rhythms and music. 6. **Intrapersonal (Self Smart)**- learning through feelings, values and attitudes. 7. **Interpersonal (People Smart)**- learning through interaction w/ others. 8. **Naturalist (Nature Smart**)- learning through classification, categories and hierarchies. Study of nature. 9. **Existential (Spirit Smart**)- learning by seeing the big picture- why are we here, what is my role in the world? Or seeking connections to the real world. - Another American psychologist suggested a different model of intelligence- **[ROBERT STERNBERG]** B. **TRIARCHIC INTELLIGENCE** 1. **Analytic** (school smarts-as measured in academic tests) 2. **Creative** ( capacity for insight) 3. **Practical** ( street smarts- the ability to size up and adapt to situations). C. **[EMOTIONAL INTELLIGENCE]:** Proponent is **[David Goleman]**, he presented the intelligence of emotions. \- Emotionally intelligent individual know and manage well their feelings, read and deal effectively \- with other people's feelings, and more likely to be contented and effective in their lives. **Goleman's five domains:** 1. **Knowing one's emotions**- self-awareness-recognizing a feeling as it happens-the ability to monitor feelings from moment to moment. People w/ greater certainty about their feelings are pilots of their lives, having a surer sense of how they really feel about personal decisions from which to determine what job to take. 2. **Managing emotions-** able to bounce back far more quickly from life's setbacks and upsets. 3. **Motivating oneself-** able to perform well, highly productive and effective in whatever they undertake. 4. **Recognizing emotions in others** -- able to empathize to others' feelings. 5. **Handling relationships**-social competence, they can interact smoothly with others and they are social stars. - **Classification Systems for IQ:** IQ Range Classification -------------- -------------------------------- 140 and over Genius or near genius 120-140 Very superior intelligence 110-120 Superior intelligence 90-110 Normal or Average intelligence 80-90 Dullness 70-80 Borderline deficiency Below 70 Definite feeble-mindedness - ***IQ Scores for the different level of Mental Retardation*** (American Association on Mental Retardation, 2002) +-----------------------------------+-----------------------------------+ | Level of Mental Retardation | Range of IQ Test Scores and | | | Levels of Necessary Support | +===================================+===================================+ | Mild Mental Retardation | **IQ score: 50-55 to | | | approximately 70-75** | | | | | | - Intermittent supports | | | (occasional) are provided on | | | "as-needed" basis. | | | | | | - Students do not necessarily | | | require continuous or daily | | | support. | +-----------------------------------+-----------------------------------+ | Moderate Mental Retardation | **IQ score: 35-40 to 50-55** | | | | | | - Limited supports are provided | | | over a prescribed period of | | | time. | | | | | | - Intermittent and extensive | | | supports may be necessary fo | | | some students as well. | +-----------------------------------+-----------------------------------+ | Severe Mental Retardation | **IQ score: 20-25 to 35-40** | | | | | | - Extensive supports are | | | provided, usually involving | | | assistance on a daily basis | | | in a number of settings. | +-----------------------------------+-----------------------------------+ | Profound Mental Retardation | **IQ score: Below 20-25** | | | | | | - Pervasive (existing in) | | | supports are provided usually | | | involving constant assistance | | | across all environments, | | | often of high intensity and | | | may include life-sustaining | | | measures. | +-----------------------------------+-----------------------------------+ **Instruction**: *You are going make a short reflection with 5 phrases about your learning about the topics tackled in this module. Bullet form* 1. *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_* 2. *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_* 3. *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_* 4. *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_* 5. *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_* **Outputs will be submitted on October 25, 2020** Teacher*:* **Mdm. Jean M. Cavalida, MAGC, MSP, RGC** Intro to Psychology