13.5_Intelligence_Part_II - Lecture Activity #6 Summary Key...

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Lecture Activity #6 Summary Key points There are five defining components to intelligence : adaptability, learning ability, application of information, efficiency of cognitive process, culture specific Intelligence: there is no one definition ; there are many perspectives on and conceptualizations of; it is difficult to measure Students’ intelligence is based on different aspects ( social, heredity, and psychological processes ) which all contribute to how intelligent one is.
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Lecture Activity #6 Summary Key points Intelligence changes over time, and our perception of it changes based on context IT is not necessarily important what a child knows, rather their experience and interactions with other children matters Gardner thinks about intelligence more broadly ; not just center around correlations, but observing skill development in multiple different areas. Children who are supported in their different types of learning benefit socially and psychologically , thus likely to be more successful in school
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Lecture Activity #6 Summary Muddy point If there are multiple intelligence, then why do we use tests like ACT, SAT, GRE, ISAT etc.? If the 'g' factor is in everyone, is it something we can improve overtime? Cattell says we have fluid intelligence which is the result of biological factors. What skills make up that intelligence? Are these skills we would have if we were never taught anything… (i.e., experience?) (Alex W., AD1) If we follow Gardner's model, how are we to test children if they all express intelligence differently?
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Lecture Activity #6 Summary Muddy point Are the domains, types, and factors of IQ intertwined or are they completely different ways of explaining what intelligence is?
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This note was uploaded on 11/27/2011 for the course EPSY 236 taught by Professor Staff during the Spring '08 term at University of Illinois, Urbana Champaign.

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13.5_Intelligence_Part_II - Lecture Activity #6 Summary Key...

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