Chapter+10++Intelligence

This is a brief description and visual to describe the concept of Spearman's g, found on pages 322-323 of our Martinez text (2010). This diagram made the concept much easier to understand. The following text and diagram are found at the link below.
 * LEARNING AIDS**
 * Spearman's g**

As a result of this research Spearman developed a two-factor theory of intelligence.



As the diagram shows, Spearman said that intelligence is mainly made up of ‘g’, with bright people having a lot, and dull people having less. People may also vary according to their specific abilities, ‘s’, i.e. one person might be better at maths, while another would be very good verbally. However, Spearman placed much more importance on ‘g’ and believed that the most important information about someone’s intellectual ability is an estimate or measurement of ‘g’. Even though Spearman’s research was done many years ago, his theory of ‘g’ is still widely accepted by psychologists and a great deal of research has supported it.

Spearman defined ‘g’ as:

“the innate ability to perceive relationships and educe co-relationships”

If we replace the word ‘educe’ with ‘work out’ then you can see why abstract reasoning questions are seen to be a good measure of general intelligence, as they test your ability to perceive relationships and then to work out any co-relationships without you requiring any knowledge of language or mathematics.

I found this on the following website-Abstract reasoning tests

Deanne



**I found this chart interesting to show the multiple intelligences. This chart presents eight types of intelligences which are linguistic, naturalist, spatial, body-kinesthetic, musical,interpersonal (people smart) and interpersonal (self smart). I am strongly believed in multiple intelligences because many people have ability in particle thing and disability in others. Albert Einstein who discovered the theory of general relativity was learning disability child. multiple intelligence Martinez 329. **

This week's reading was really interesting to me because, like many other people, I don't think intelligence can be measured in one sense. Everybody brings something different to the table and I think that when teaching, we need to realize and appreciate it. Martinez talks about life success on page 320 of our text. I found an article on Sciencedaily.com that I found really unique. The article is about practical intelligence and whether or not it plays a role into entrepreneurial success. According to our text, young students who have high IQs are more likely to have high success rates than their counterparts. (320, Martinez) I'm curious as to know what the people in the study's IQ was. I'm always intriged by people who are very practical and whether or not they can succeed with those ideals. My cousin is going to grad school because he has such an "eye" for entrepreneurial ideas that I wonder if he was tested, how his IQ relate. (Brittany)
 * RELATED RESEARCH**

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Society for Industrial and Organizational Psychology (SIOP) (2010, October 30). High level of practical intelligence a factor in entrepreneurial success. //ScienceDaily//. Retrieved April 24, 2011, from http://www.sciencedaily.com­ /releases/2010/10/101027153543.htm


 * WEB LINKS**
 * judy**
 * [|Human Intelligence?]**
 * What makes humans unique? What defines our intelligence? This video actually humorously discusses the difference in intelligence within our own species. But, this sparks the thought of the differences amongst intelligence amongst our own species. Intelligence is suggested to be the intuitive differences. Martinez suggests a convergence of viewpoints. Intelligence is not a single structural theory but a "hierarchical organization of mental abilities" (Martinez, 323).**

This video shows that a charter elementary school in Georgia has applied Gardner's multiple intelligences theory into school curriculum and teaching to master students learning in individual ways. The eight intelligences, logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist were addressed by Howard Gardner (Martinez, p.329-330). "How are you smart" became the central question of multiple intelligences? In this video, the school designed various curriculum and instructions to let kids know what kind of "smart" they are and, then, kids can take advantage of their own smart(s) to learn better. In addition, when kids can learn in suitable and comfortable way, they have confidences to show themselves and master their learning. media type="youtube" key="7zBKAT3Ie_s" height="390" width="480"

Gardner's Multiple Intelligences (Martinez, 2010, pp.329-330)

Yi-Niu

This is another look at Sternberg's Theory of Successful Intelligence (Martinez, 333-335). Since he runs a website called "Online Professional Development for Teachers," Dr. Johnson also gives good examples of classroom lessons, explaining how each one gets at analytical, practical, and creative thinking. (Erin) media type="youtube" key="HPbBHrLIehM" height="390" width="640"


 * Heritability of Intelligence (Martinez, 2010, 339-343) **

According to the textbook, through the study of families, adopted children, and twins, studies have shown that intelligence is about “50 percent” inherited (Martinez, 2010, 339-341). Furthermore, the text claims that “nature” and “nurture” are both responsible for how intelligent people are. These videos are part of a PBS/BBC video called // What Makes a Genius //. The whole movie is available on YouTube. However, these three sections deal directly with the nature/nurture dichotomy. By looking at a genetic study on mice, differences between brains of a normal and a master chess player, children, a baby, and a savant piano player, the video makes a similar argument as the textbook (i.e. nature and nurture are responsible for intelligence). The whole video is great and discusses many topics that have been studied throughout the semester.


 * Raymond Ramirez III **

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