Week 1 Broader intelligence models PDF

Week 1: Broader intelligence models Wednesday 11 September 2024 13:24 Beyond the psychometric tradition Sternberg's (1988) Triarchic model of intelligence - This proposes that its not so much that psychometric theories are incorrect its mor - Consequently he developed a...

Week 1: Broader intelligence models Wednesday 11 September 2024 13:24 Beyond the psychometric tradition Sternberg's (1988) Triarchic model of intelligence - This proposes that its not so much that psychometric theories are incorrect its mor - Consequently he developed a theory that incorporated ideas from existing psychom - Sternberg suggests that a theory of intelligence that adequately describes intelligen these Analytical, Practical, and Creative Dimensions of intelligence Analytical dimensions of intelligence re that they are incomplete metric theories while adding new elements nt behavior needs three subcomponents - he calls  - Sternberg outlines three subcomponents that describe intelligent thinking - Analytical dimensions are the internal information processing parts of intelligence thinks intelligently" - Sternberg and his colleagues have conducted substantial research on this part of hi Meta components: - Are information processing strategies that over-view, plan, monitor, control and ev - Sternberg describes them as playing a "white collar" role in intellectual thinking. Meta components are higher-level thinking skills that help explain the general intelligen intelligence. In problem-solving, meta components do the following: Recognize that a problem exists Define the problem, set goals, and identify obstacles Select the necessary steps to solve the problem Choose the right strategy for solving it Create a mental representation of the problem Allocate mental resources efficiently Performance components - Lower order aspects of intelligence - Sternberg calls these the "blue-collar" aspects of intelligent thinking - Performance components are the mental processes that actually carry out the prob skills (meta components) Knowledge Acquisition Components - These allow us to learn new information that we can use to solve problems effectiv - Sternberg calls these the "students" of intelligent behavior Sternberg identifies three key subtypes of intelligence involved in smart thinking: Selective encoding: Picking out the important information from a large am problem. Selective combination: Combining relevant pieces of information in a mean Selective comparison: Connecting new information with what we already k problem faster.  e or "what goes on inside a persons head when he is theory valuate our intellectual activity. nce factor ("g") in psychometric theories of blem-solving tasks chosen by higher-level thinking vely : mount of data that’s relevant for solving the ningful way to make sense of the problem. know to improve our understanding and solve the - The second component in Sternberg's theory of intelligence concerns how we appl environment - He outlines three types of mental processes important to contextual aspects of inte ○ Adaptation to the existing environment ○ Selection of another environment that suits us better ○ Shaping the existing environment so that it is a better fit for us - Creative dimensions of intelligence are concerned with capitalizing on your past e make new aspects of problem solving skills automatic: - Individuals differ in their ability to solve novel problems quickly and to make auto - In Sternberg's model these two skills are related aspects of creative intelligence in spare processing we have to learn new things and solve new problems ly our intelligence in a practical way in our elligent behavior experiences to solve new problems quickly and to omatic new problem solving skills that the more we can do automatically, the more Contributions and Limitations of Sternberg's model Contributions: It incorporates broader aspects of intelligent behavior beyond what traditional IQ t It allows for a profile of different types of intelligence, recognizing that people can strong analytical skills might lack practical skills). Limitations: The model lacks a biological basis, making it more of a descriptive framework rat intelligence. It does not clearly define what should or should not be included in the model, whic of intelligence. Gardner's (1983, 1999) Multiple Intelligences (MI) Theory: - Meant to be a direct challenge to the psychometric view of intelligence - Not as much support as available for psychometric models but not as much time h - MI explains not simply the types of intelligence that allows someone to become an but also how someone becomes an exceptional farmer, dancer, or musician tests measure. n excel in different areas (e.g., someone with ther than a biologically grounded model of ch makes it less precise in outlining the boundaries has been available to gather data n exceptional scientist, mathematician, or physicist Gardner's 8 criteria for an intelligence Two biological sciences criteria: - The potential isolation of the intelligence by brain damage - An evolutionary history of the intelligence and a plausible account of its selection advantage Two criteria from logical analysis: - An identifiable core operation or set of operations - Susceptibility to encoding in a symbol system Two developmental psychology criteria: - A distinct developmental history along with a definable set of expert "end state" p - The existence of savants, prodigies, and other exceptional people Two criteria from traditional psychological research: - Support from experimental psychological tasks - Support from psychometric findings Musical intelligence: Core operation: musical intelligence allows people to create, communicate, and understa Set of operations: information (cognitive) processes unique to music are concerned with Encoding in a symbol system: music has its own notation system Neuropsych studies: indicate that music is processed in different areas of the brain than l Developmental trajectory: its development to a skilled level is dependent upon many yea Musical prodigies and savants provide evidence of exceptional musical ability relative to Experts in musical ability are evidenced by composers, conductors, audio engineers. Naturalistic Intelligence Core operation: recognition of group membership, distinguishing relatedness within a sp concept formation Encoding system: extensive classification system in most cultures (biology and zoology Neurological evidence: brain injury leads to ability to name inanimate objects but not an Evolutionary advantage: understanding natural world aids survival Developmental course: children explore natural world, we learn about animals and plant education to become experts Evidence of a valued expert end state of naturalistic knowledge (local people with exper curative properties, botanists, and David Attenborough, Charles Darwin). Not much psychological experimental evidence to draw on Existential Intelligence n as an adaptation conferring an evolutionary performances and meanings made out of sound h differences in pitch, rhythm, and timbre language ars of intense training and practice for most people o average or below average ability in other areas pecies and between species, categorisation and y) nimate objects and vice versa. ts and some go on through formal or informal rt knowledge of herbs, flora, and their alleged Developmental course: children explore natural world, we learn about animals and plant education to become experts Evidence of a valued expert end state of naturalistic knowledge (local people with exper curative properties, botanists, and David Attenborough, Charles Darwin). Not much psychological experimental evidence to draw on Existential Intelligence Core operation: “a concern with ultimate issues” Symbolic systems - religious rituals encode meaning Neuropsychology: Temporal lobe epilepsy produces intense religious experiences Evolutionary adaptiveness - meaning, overcome pain, consciousness Novice to expert development Plenty of experts -Pope, Dalai Lama etc Experimental evidence -not much help Core operation: “the capacity to locate oneself with respect to the furthest reaches of the related capacity to relate oneself with respect to such existential features of the human co meaning of death, the ultimate fate of the physical and psychological worlds, and such p total immersion in a work of art" Reading for this lecture: O' Reilly, G.& Carr, A.(2016). Intelligence. In A. Carr, C. Linnehan, G. O' Reilly, P. Walsh, & Disability and Clinical Psychology Practice. London: Brunner-Routledge. ts and some go on through formal or informal rt knowledge of herbs, flora, and their alleged e cosmos -the infinite and the infinitesimal -and the ondition as the significance of life, the profound experiences as love of another person or & J. McEvoy (Eds).Handbook of Intellectual