Psychology in Action

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What effect might it have on the way we think and solve problems? Ask students who are bilingual to volunteer their experiences and thoughts. 3. Most colleges and universities have a foreign language requirement for graduation. Is this a good idea? Why or why not? What are the advantages to bilingualism or multilingualism? In what ways might bilingualism or multilingualism increase thinking and creativity? Are there any disadvantages? 4. Read the following quote: "...the borderline feeble minded...(are) very common among the Spanish-Indian and Mexican families of the Southwest and also among the Negroes. Their dullness seems to be racial...Children of this group should be segregated in special classes...They cannot master abstractions, but they can often be made efficient workers. There is no possibility at the present of convincing society that they should not be allowed to reproduce, although from a eugenic point of view they constitute a grave problem because of their unusual prolific breeding" Lewis B. Terman, creator of the Stanford-Binet IQ Test Ask students to discuss this quote. It surprises many students (and instructors) to find that the originator of one of the major IQ tests had such a belief. How might these beliefs have affected the development of the Stanford-Binet and its results? Use their responses as a lead-in to intelligence lectures or the general chapter topics. Instructor’s Resource Guide Chapter  8  Page  247
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L ecture E xtenders 1. - Intelligence The textbook refers to Gardner's theory of multiple intelligences, naming the various components proposed by Gardner. Since Gardner has a well-developed rationale for his identification of these different abilities, it seems that a more in-depth discussion is merited. The material for this discussion is taken from Gardner's book, Frames of Mind: The Theory of Multiple Intelligences (1983). --------------------------------------------------------------------------------------------------------------------- Gardner feels that the present psychometric approach to intelligence does not do justice to the broad array of competencies that characterize human beings. Part of the reason for this omission is the context in which the original IQ test was developed--in the educational domain. In contrast, Gardner, who has had a strong interest in neurological functioning, has tried to incorporate data from those who have brain damage, those who are diagnosed as autistic, and those who have been pronounced as geniuses in selected areas. He also acknowledges the contribution of Piaget's approach to intelligence along with some of the ideas from other cognitive theorists. Gardner lists one prerequisite for an ability to be labeled as sufficiently important to qualify as intelligence: It must be essential for the solving of important problems and it must allow a person to gain new knowledge. If ability survives this prerequisite, then there are several criteria he imposes.
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  • Intelligence quotient, Wechsler Adult Intelligence Scale, Watchmen

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