3. Intelligence:
“Everybody is a genius. But if you judge a fish by its
ability to climb a tree, it will live its whole life
believing that it is stupid.” Albert Einstein
4. Intelligence
Has several definitions and several domains depending on what theories might
align most with one’s reasoning.
One definition is: Intelligence is the ability to solve problems and to adapt and
learn from experiences.
Santrock, John. A Topical Approach to Life-Span Development (p. 255). McGraw-
Hill Higher Education. Kindle Edition.
6. ● Logical-mathematical: The ability to engage in logic and numerical reasoning. Examples include
science and mathematics.
● Linguistic: The ability to use words and language skillfully. Examples include poetry and
journalism.
● Musical: The ability to produce music and musical ideas. Examples include composers and
pianists.
● Spatial: The ability to process visual-spatial information and to create things from perceptual
experiences. Examples include navigation and sculpting.
● Naturalistic: The ability to understand living things and natural events. Examples include forestry
and geology.
● Bodily-kinesthetic: The ability to control one's bodily movements in a skillful and coordinated
manner. Examples include dancing and playing sports.
● Interpersonal: The ability to understand and interact with other people. Examples include
therapists and customer-service agents.
● Intrapersonal: The ability to self-reflect and understand the self. An example is someone with a
detailed concept of who they are as a person.
https://study.com/academy/lesson/multiple-intelligences.html
7. Other Theories include three or four domains
Sternberg developed the triarchic theory of intelligence, which states that
intelligence comes in three forms: (1) analytical intelligence, which refers to the
ability to analyze, judge, evaluate, compare, and contrast; (2) creative
intelligence, which consists of the ability to create, design, invent, originate, and
imagine; and (3) practical intelligence, which involves the ability to use, apply,
implement, and put ideas into practice. Sternberg (2018a, b, 2019a, 2020a)
Santrock, John. A Topical Approach to Life-Span Development (p. 258). McGraw-
Hill Higher Education. Kindle Edition.
8. IQ Tests and Measuring Intelligence
Unlike measuring growth and weight, measuring intelligence is poses challenges.
To assess a person's IQ, researchers must first test multiple people from the same age
grouping to find an average level of intelligence for each group. Researchers collect data from
each age group, looking for what at least 70% of participants can do at their age. This testing
gives researchers a baseline for what they call mental age. A person's mental age is defined by
their level of intelligence compared to others in the same age group. Next, a researcher looks at
that person's chronological age, which is represented by a numerical value corresponding to
how many years lived.
9. What Does an IQ Test Measure?
● Short- and long-term memory
● The ability to solve puzzles
● Pattern recognition
● The amount of time it takes to recall information
10. IQ test are limited and cannot account for all types of intelligences.
It also seems to have some potential biases and as a parent these issues should be taken into consideration.
Cross-Cultural Comparisons Cultures vary in the way they describe what it means to be intelligent (Sternberg, 2020d). People in
Western cultures tend to view intelligence in terms of reasoning and thinking skills, whereas people in Eastern cultures see
intelligence as a way for members of a community to successfully engage in social roles (Nisbett, 2003). In a study of the Luo culture
in rural Kenya, children who scored highly on a test of knowledge about medicinal herbs—a measure of practical intelligence—tended
to score poorly on tests of academic intelligence (Sternberg & others, 2001). These results indicated that practical and academic
intelligence can develop independently and may even conflict with each other. They also suggest that the values of a culture may
influence the direction in which a child develops. In a cross-cultural context, then, intelligence depends a great deal on environment
(Sternberg, 2020d). Cultural Bias in Testing Many of the early intelligence tests were culturally biased, favoring people who were from
urban rather than rural environments, middle socioeconomic status rather than low socioeconomic status, and non-Latino White rather
than African American ethnicity (Provenzo, 2002). Also, members of minority groups who do not speak English or who speak
nonstandard English are at a disadvantage in trying to understand questions framed in standard English.
Santrock, John. A Topical Approach to Life-Span Development (p. 264). McGraw-Hill Higher Education. Kindle Edition.
11. Conclusion:
Not all intelligence can be measured and intelligence in not the only factor in the
success of an individual. Success and intelligence are affected by culture and
other aspects.
One very important point however is that intelligence increases in children whose
caretakers talk to them. Please talk to your children.
14. What is Giftedness?
● People who are gifted have high intelligence or superior talent of some
kind.
● 130 IQ is the lower threshold for classifying children as gifted.
● 6 to 10 percent of US students are classified as gifted (Santrock, 2022).
15. Characteristics of Giftedness
Three criteria describe gifted children whether in art, music, or academic domains
(Santrock,2022).
1. Precocity - They begin mastering an area earlier than their peers with much more
ease.
2. Marching to their own drummer - They need minimal help from adults to learn, often
make discoveries on their own, and solve problems in unique ways.
3. A passion to master - They are driven to master the domain in which their ability is
highest. They do this through intense, obsessive interest and an ability to focus.
16. Characteristics of Giftedness
Continued…
Gifted Children also excel in information processing skills - they learn at a faster pace,
process information more quickly, are better at reasoning, use superior strategies, and
monitor their understanding better than non-gifted individuals (Santrock, 2022).
There is no general connection between giftedness and mental disorder. On the contrary,
research supports the notion that gifted people tend to be more mature, have fewer
emotional problems than others, and grow up in a positive family climate (Santrock,
2022).
17. Giftedness And Autism
Gifted and Autistic children often face shared struggles in socializing with peers. Although
their struggles are similar, their causes may differ. Where a gifted child may find it
difficult to find like-minded peers who share their interests or can keep up with their work
ethic, an autistic child may lack skills such as reciprocity that is needed in social
interactions (Davidson Institute, 2022).
Twice exceptional children (simultaneously gifted and autistic) may excel in academics
but be forced to withdraw during recess due to sensory overload.
18. Resources for 2E Children
● 504 Plan and IEPs can aid with classroom transitions, social skills, and incorporate
strategies for emotional regulation (Davidson Institute, 2022).
● Locating professionals that have worked and have expertise with 2E individuals.
● Enrollment in non-competitive programs that focus on specific areas of interest,
which may in turn promote social/relationship building with like-minded peers.
20. What is Intellectual Disability?
Intellectual disability is a condition of limited mental ability with three primary
characteristics:
1. Low IQ, usually below 70 on traditional intelligence tests.
2. Difficulty adapting to demands of everyday life
3. First exhibit these traits by age 18
About 5 million Americans fit this definition of intellectual disability.
21. Categorization Models of Intellectual
Disability
Below is a model that categorizes the varying degrees of intellectual disability based on IQ:
Types of Intellectual
Disability
IQ Range Percentage of Individuals
with an Intellectual Disability
Mild 55 to 70 89
Moderate 40 to 54 6
Severe 25 to 39 4
Profound Below 25 1
These categories should be taken with a grain of salt as they are not perfect predictors of functioning
(Santrock, 2022).
22. Categorization Models of I.D. Continued…
Another model uses the degree of support required for a person with an intellectual disability to
function at the highest level.
Classification of Intellectual Disability Levels of Support Needed
Intermittent Supports are provided “as needed”. Individual may need occasional
or short-term support during life-span transitions (i.e. job loss,
medical emergency). Support may vary from low to high intensity.
Limited Intense and relatively consistent supports over time. Not irregular
like intermittent, is time-limited, and requires fewer staff members.
Likely needed for adaptation to the changes involved in the school
to adult period.
Extensive Characterized by regular involvement (i.e. daily) in some or more
settings (i.e. home or work) and are not time-limited (i.e. extended
home-living support).
Pervasive Constant, very intense, and provided across settings. May be of a
life-sustaining nature. Typically involves more staff members and
intrusiveness than other support categories.
23. Causes of Intellectual Disability
The causes of intellectual disability fall within two areas:
1. Organic intellectual disability - A genetic disorder or a lower level of intellectual functioning caused by brain damage
(Santrock, 2022). This may consist of down syndrome, fragile X chromosome, prenatal malformation, metabolic
disorders, and diseases that affect the brain. Most individuals suffering from this form of intellectual disability have
IQs between 0 and 50.
1. Cultural-familial intellectual disability - Cases with no evidence of organic brain damage. Stems from growing up in a
below-average intellectual environment. Can be identified in schools where the child often fails, needing tangible
rewards like candy, and highly sensitive to what others expect of them. Individuals with this type of disability have IQs
between 55 and 70, although their intelligence may increase as they move toward adulthood (Santrock, 2022).
24. References
Davidson Institute. (2022, March 24). Gifted, on the Spectrum, or Both? Davidson Institute. https://www.davidsongifted.org/gifted-
blog/gifted-on-the-spectrum-or-both/
Santrock, J. (2022). A topical approach to lifespan development. (11th ed.). New York, NY: McGraw-Hill Education.
Tomczyk, W. (2022). Multiple Intelligences Theory. Study.com. https://study.com/academy/lesson/multiple-intelligences.html
