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This article was co-authored by Grace Imson, MA. Grace Imson is a mathematics teacher with more than 40 years of teaching experience. Grace currently teaches mathematics at the City College of San Francisco and previously worked in the mathematics department at Saint Louis University. He has taught math in elementary, middle, high school and college. He holds a master’s degree in education with a concentration in management and supervision from Saint Louis University.
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This article was co-authored by Grace Imson, MA. Grace Imson is a mathematics teacher with more than 40 years of teaching experience. Grace currently teaches mathematics at the City College of San Francisco and previously worked in the mathematics department at Saint Louis University. He has taught math in elementary, middle, high school and college. He holds a master’s degree in education with a concentration in management and supervision from Saint Louis University. This article has been read 3,636,025. Psychologists have long debated how best to conceptualize and measure intelligence (Sternberg, 2003). These questions include how many types of intelligence there are, the role of nature and nurture in intelligence, how intelligence manifests itself in the brain, and the significance of group differences in intelligence.
In the early 20th century, the French psychologist Alfred Binet (1857–1914) and his colleague Henri Simon (1872–1961) began working in Paris to develop a measure to distinguish students who were expected to perform well from those who were expected to they will have good results. . be slower learners. The goal was to help teachers better teach these two groups of students. Binet and Simon developed what most psychologists today consider the first intelligence test (Figure 10.1, “Intelligence Tests in Schools”), which measured the ability to name objects, label words, draw pictures, and complete sentences. it consisted of a variety of questions including , match the elements and make sentences.
Binet and Simon (Binet, Simon, & Town, 1915; Siegler, 1992) believed that the questions they asked their students, although not identical, assessed basic skills of comprehension, reasoning, and reasoning. And it turned out that the correlations between these different measures were actually all positive; students who got one item right were more likely to get other items right, even though the questions themselves were very different.
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Figure 10.1 Intelligence tests in schools. This child is completing an intelligence test, in this case answering questions about pictures.
Based on these results, psychologist Charles Spearman (1863–1945) hypothesized that there must be a single underlying construct measured by all of these items. He called
General intelligence factor (g). Today, almost all psychologists believe that there is a general intelligence factor that is related to abstract thinking and includes the ability to acquire knowledge, think abstractly, adapt to new situations, and benefit from learning and experience (Gottfredson, 1997). Sternberg, 2003). People with high general intelligence learn faster.
Shortly after Binet and Simon introduced their tests, American psychologist Lewis Terman (1877-1956) developed an American version of Binet’s test, which
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A measure of general intelligence consisting of various tasks such as vocabulary, picture memory, naming familiar objects, repeating sentences and following orders
Although there is general agreement among psychologists that g exists, there is also evidence of some intelligence, or
. One empirical finding supporting the idea of s comes from intelligence tests themselves. Although the different question types are interconnected, some elements are more interconnected than others; they form clusters or bundles of intelligence.
(Solňa, 2004). These intelligences should differ because crystallized intelligence increases with age—older adults are as good or better at solving crossword puzzles than younger people—while fluid intelligence decreases with age (Horn, Donaldson, & Engstrom, 1981; Salthouse, 2004). .
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Other researchers have proposed even more types of intelligence. L.L. Thurston (1938) proposed that there are seven clusters of primary mental abilities.
. But even these dimensions are correlated to some extent, which again demonstrates the importance of g.
One of the supporters of the idea of multiple intelligences is the psychologist Robert Sternberg. Sternberg proposed a triarchic (three-part) theory of mind.
. Sternberg (1985, 2003) argued that traditional intelligence tests assess analytical intelligence, the ability to respond to problems with one correct answer, but do not assess creativity (the ability to adapt to new situations and generate new ideas). for example, the ability to take good notes or delegate responsibilities effectively).
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As Sternberg suggests, research has shown that creativity is not strongly associated with analytical intelligence (Furnham & Bachtiar, 2008), and highly creative scientists, artists, mathematicians, and engineers do not score higher on intelligence than their less creative peers (Simonton, 2000). ). In addition, brain regions associated with convergent thinking,
(Tarasova, Wolff, & Razoumnikova, 2010), “Test Your Divergent Thinking,” as shown in Figure 10.2. On the other hand, being creative requires some basic abilities, often measured by g, including experiential learning, information recall, and abstract reasoning (Bink & Marsh, 2000).
The final aspect of the triarchic model, applied intelligence, refers to intelligence that cannot be acquired primarily through books or formal learning. Applied intelligence is a type of street smarts or common sense learned from life experiences. Although a number of tests have been developed to measure practical intelligence (Sternberg, Wagner, & Okagaki, 1993; Wagner & Sternberg, 1985), research has found little evidence that practical intelligence differs from g or that it predicts achievement. any special tasks (Gottfredson, 2003). Applied intelligence may, at least in part, include specific abilities that help people perform specific tasks well, and these abilities may not always be highly correlated with general intelligence (Sternberg, Wagner, & Okagaki, 1993). On the other hand, these abilities or skills are very specific to certain occupations and therefore do not represent a broader idea of intelligence.
Another supporter of the idea of multiple intelligences is the psychologist Howard Gardner (1983, 1999). Gardner noted that it is evolutionarily functional for different people to have different talents and skills, and proposed that there are eight distinguishable intelligences (Table 10.1, “Howard Gardner’s Eight Intellects”). Gardner argues that some of the evidence for multiple intelligences comes from abilities
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, people who score low on tests of general intelligence but still have exceptional ability in a certain area, such as math, music, art, or reciting statistics in a certain sport (Treffert & Wallace, 2004).
Figure 10.3 Intelligence. Although intelligence is often conceptualized in a general way (as the g factor), there are a number of specific skills that can be useful for specific tasks.
The idea of multiple intelligences has had an impact on the field of education, and teachers have used these ideas to try to teach different students differently (Figure 10.3, “Intelligence”). For example, when teaching math problems to students with particularly good kinesthetic intelligence, the teacher might have the students move their bodies or hands to look at the numbers. On the other hand, some argue that these intelligences are sometimes abilities or talents rather than true intelligence. And there is no clear summary of how much intelligence is out there. Is a sense of humor, artistic ability, dramatic ability, etc. also a special intelligence? Moreover, again demonstrating the fundamental power of a single intelligence, many different intelligences are actually interconnected and thus partially represent g (Brody, 2003).
The purpose of most intelligence tests is to measure g, a factor of general intelligence. Good intelligence tests are reliable,
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. Because intelligence is such an important measure of individual differences, psychologists have devoted considerable effort to developing and improving intelligence measures, and these tests are now considered the most accurate of all psychological tests. Indeed, the ability to accurately assess intelligence is one of psychology’s most important contributions to everyday social life.
The mind changes with age. A three-year-old boy who could multiply 183 by 39 would certainly be intelligent, but a 25-year-old boy who could not do this would be considered unintelligent. So to understand intelligence we need to know the norms or standards in a certain population of people of a certain age. Test standardization includes the following
Give it to a large number of people of different ages and calculate the average test score at each age level
Regular standardization of intelligence tests is important because the general intelligence of a population can change over time. It refers to the Flynn effect
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(Flynn, 1999). Although
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