Day 4B: Chapter 8: Intelligence

Multiple Intelligence Test

Day 4B: Chapter 8: Intelligence

MMReminder: Open TAPP IQ2’s

Linguistic Intelligence1. Books are very important to me 2. I can hear words in my head before I read or speak

or write them down3. I get more out of listening to the radio or tapes than

I do out of TV, Films 4. I am good at word games like scrabble, Anagrams

or Password5. I enjoy entertaining myself or others with tongue

twisters or puns 6. Others at times ask me to explain the words I use

when writing or speaking 7. English & History are easier for me than Maths &

Science 8. When out driving I notice the words on the ad

boards more than the scenery 9. I often talk about the things I have read or heard Total: ___ ; /9

Logical Intelligence1. I can easily add & subtract numbers in my head 2. Maths & Science are my favorite subjects in school 3. I enjoy playing games/solving puzzles that need logical

thinking 4. I like to set up "what if" experiments, (e.g. "what if I

double the amount of water I give to my rosebuds each week")

5. I’m always looking for patterns and logical sequences or order in things

6. I’m interested in all new developments in Science 7. I believe almost everything has a rational explanation 8. I sometimes think in clear wordless picture-less thoughts 9. I always notice when people aren’t being logical in what

they are saying 10. I like it when things are measured, analyzed and put into

categories Total: ____ ; /10

Spatial Intelligence1. I often see clear pictures/images when I close my

eyes 2. I’m sensitive to color 3. I’d like using a camera or camcorder to record what

I see around me 4. I enjoy doing jigsaw puzzles, finding my way

through mazes or visual puzzles 5. I have vivid dreams at night 6. I can usually find my way around places that I don’t

know well 7. I like to draw or doodle 8. Geometry is easier for me than Algebra 9. I can imagine how something would look if I were

right above it 10. I prefer books that have lots of pictures in them Total: ____ ; /10

Bodily-kinesthetic Intelligence1. I do at least one sport in my own free time on a regular

basis 2. I find it difficult to sit still for long periods of time 3. I like to work with my hands at concrete activities 4. My best ideas come when I’m out walking or active in

some way 5. I often like to spend my free time outdoors 6. I need to touch things in order to learn about them 7. I enjoy daredevil amusement rides or other thrilling

physical experiences 8. I am pretty well coordinated i.e. not clumsy or awkward in

my movements 9. I prefer to learn a new skill by doing it rather than reading

how to do it Total: _____ ; /9

Name: Discover Your Profile

Source: http://homepage.tinet.ie/~seaghan/play/mi.htm

Musical Intelligence1. I have a pleasant singing voice 2. I can tell when someone sings off key or out of tune 3. I spend a lot of time listening to music 4. I play a musical instrument 5. My life would be poorer if there was no music in it 6. I often find a TV jingle or a tune running through my

mind as I walk or work 7. I can keep time to a piece of music with a drum or

sticks 8. I know the tunes to many different songs or musical

pieces 9. If I hear a piece of music once or twice I can sing it

back 10. I often tap a tune or sing a tune while studying or

working Total: ______; /10

Interpersonal Intelligence1. People often come to me for advice 2. I prefer group sports (volleyball) to solo sports

(swimming/jogging) 3. If I have a problem I’ll ask for help, & not try to solve it by

myself 4. I have at least three close friends 5. I like social games/activities rather than individual ones

that I do alone 6. I enjoy the challenge of teaching others what I know and

how to do 7. I consider myself a leader, or others have called me that 8. I feel comfortable in the middle of a crowd 9. I like to get involved in social activities connected with my

work/church/community 10. I prefer to be with a group at night to being on my own at

home Total: _____ ; /10

Intrapersonal Intelligence1. I like to spend time alone, thinking about life 2. I like sessions/classes that help me learn more about

myself 3. I have opinions that set me apart from the crowd 4. I have a special hobby/interest that I keep to myself5. I have important goals for my life that I think about

often 6. I have a good idea about my strong points and my

weak points 7. I’d prefer to spend a weekend alone, rather than with

crowds of people 8. I consider myself strong-willed and independent

minded 9. I keep a diary to record the events of my life 10. I would like to be self-employed Total: _____ ; /10

TOTALS_____Linguistic Intelligence_____Logical Intelligence_____Spatial Intelligence_____Bodily-Kinesthetic Intelligence_____Musical Intelligence_____Interpersonal Intelligence_____Intrapersonal Intelligence

Gardner’s Theory of Intelligence

Linguistic intelligence ("word smart"):

Logical-mathematical intelligence ("number/reasoning smart")

Spatial intelligence ("picture smart")

Bodily-Kinesthetic intelligence ("body smart")

Musical intelligence ("music smart")

Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart")

Naturalist intelligence ("nature smart")

Spiritual/ Transpersonal

What do you believe about Nature vs. Nurture?

• Nature (Biology, genetics)

• Nurture (Environment, family, schooling, changing economic conditions)

Intelligence

Nature vs. Nurture

Psychometric

Approaches to IntelligenceFocus on the measurement of intelligence

Assumes normal distribution

MM

Approaches to IntelligenceMultiple Forms

Gardner Sternberg

Developmental

Approaches to Intelligence

Piaget Vygotsky

Vygotsky's sociocultural theory, shows the social context of cognitive development.

Approaches to IntelligenceBrain/ neurophysiology

Brain metabolism Brain imaging

JH

What is the source of intelligence (as measured by IQ)

• Nature (Biology, genetics)

• Nurture (Environment, family, schooling, changing economic conditions)

Correlations among various group members used to test hypotheses

Issue of Nature vs. Nurture

Nurture's Influence

Stability of IQ measures true only if there are no radical changes in the environment

• Gains in Appalachia in 1930s

• Venezuelan Intelligence Project (Herrnstein and others, 1986)

Herrnstein, R., Nickerson, R., de Sanchez, M., Swets, J. (1986). Teaching thinking skills. American Psychologist, 41, 1279-1289.

Feuerstein, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore: University Park Press.

MM

Norms must be constantly revised because of continuously rising test scores (Flynn, 1987)

Flynn, J. (1987). Massive IQ gains in 14 nations. What IQ tests really measure. Psychological Bulletin, 101, 171-191.

• Average gain about 3 points per decade

Nurture's Influence

Issue of nature vs. nurture is especially critical for educators:

Issue of Nature vs. Nurture

• If nature, our role is to sort and select

• If nurture, our role is to develop

Were You Born That Way?Identical twins…steelworker, Jim Lewis, and

clerical worker Jim Springer. The two were separated five weeks after birth and raised 80 miles apart in Ohio. Thirty-nine years later, they were reunited in 1979. Not only did they both have dark hair, stand 6 feet tall, and weigh 180 pounds, but they also……..

Were You Born That Way?

• Spoke with the same inflections• Made the same gestures• Loved stock car racing• Hated baseball• Drove Chevrolets• Drank Miller Lite• Vacationed on the same half mile stretch of Florida beach• Had elevated blood pressure• Severe migraines• Bit their nails• Undergone vasectomies• Married women named Linda, divorced them, and married women named Betty• Heart rates, brain waves, and IQs were nearly identical, and the personality scores

were as though one person had taken the same test twice.

JH

What about Terry Blair?• Born Poor• Mother suffered from mental illness and only

had a 9th grade education.• Violence, drugs, and prostitution were

rampant in his neighborhood.• Brother who abducted and raped a woman• Another brother murdered a young woman

and was convicted and executed in 1993.• Mother shot and killed a man.

• What was Terry’s crimes?

www.wikipedia.com

Well….Terry• Murdered his pregnant wife after finding out that

she was soliciting sex (prostitution).• He was sentenced to 25 years, but spent 21 years

incarcerated for that crime.• Once released Terry became a serial killer, tried

and convicted of killing 6 prostitutes in his neighborhood.

• He was also accused of murdering 2 additional women, raping three additional women, and assaulting another.

• Do you think nature or nurture played a greater role in Terry’s

situation?

Exemplary Achievement in a unlikely Environment

The story of Principal Steve Perry and his Connecticut students

Google images

Quick Search

Because someone cared and encouraged them……

• 100% of all students graduates AND attends a 4 year college/university!!!

• Isn’t that AMAZING!!!!• As teachers, we have that ability to inspire

EVERYDAY!!!• Maybe one day our students can speak

about the way this celebrity spoke of his teacher.

Of course, the reality is that both are important

Issue of Nature vs. Nurture

Sternberg’s Theory of IntelligenceSternberg believes that intelligence is comprised of three separate, though interrelated, abilities:

Alice”, who had excellent test scores and grades, and teachers viewed her as extremely smart. Alice was later seen having trouble in graduate school because she was not adept at creating ideas of her own (Sternberg, 1997).

Barbara had synthetic giftedness. Barbara did not perform as well as Alice on the tests taken to get into school, but was recommended to Yale University based on her exceptional creative and intuitive skills. Barbara was later very valuable in creating new ideas for research.

Celia did not have outstanding analytical or synthetic abilities, but she “was highly successful in figuring out what she needed to do in order to succeed in an academic environment. She knew what kind of research was valued, how to get articles into journals, how to impress people at job interviews, and the like.”

Why Intelligent People Fail

Sternberg recognizes that intelligence is only one explanation of why some people succeed and why others do not.

•Why do you think students with potential fail?

•Give One Take one.

Animal Intelligence

Animal Intelligence

Animal Intelligence

Summary Page

•Pages 297 and 312•Two per column

Gardner’s Theory of Intelligence

Linguistic Intelligence

Core element: Ability to make a rapid conversion from a physical representation of stimuli (i.e., letters and/or other verbal symbols) to higher-level codes; ability to manipulate information in activated memory 

Gardner’s Theory of Intelligence

Logical-Mathematical Intelligence

Core element: Ability to generalize from specific experiences and form new, more abstract concepts and rules; ability to reason quickly and well; ability to reason quantitatively 

Gardner’s Theory of Intelligence

Spatial Intelligence

Core element: Ability to visualize and mentally rotate a stimulus or stimulus array 

Gardner’s Theory of Intelligence

Bodily-Kinesthetic Intelligence

Core element: Ability to control of one's bodily motions and capacity to handle objects skillfully 

Gardner’s Theory of Intelligence

Musical Intelligence

Core elements: Ability to translate written symbols into pitch, rhythm, timbre

Gardner’s Theory of Intelligence

Interpersonal Intelligence

Core element: Ability to notice and make distinctions among other individuals and, in particular, among their moods, temperaments, motivations, and intentions

Gardner’s Theory of Intelligence

Intrapersonal Intelligence

Core element: Ability to distinguish and identify various personal thoughts and feelings and to use them to understand one's own behavior 

Gardner’s Theory of Intelligence

Ecology/ Environment

Core element: Ability to discern similarities and differences and make classifications among the living organisms in one’s environment

Gardner’s Theory of Intelligence

Spiritual/ Transpersonal

Core element: Ability to search for and connect with (sense/perceive) stimuli that have been labeled non-physical or metaphysical