Intelligence

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Intelligence

  1. 1. INTELLIGENCE MINJI WOO
  2. 2. WHAT IS INTELLIGENCE? INTELLECTUAL FUNCTIONING INCLUDES LOGIC, ABSTRACT THOUGHT, UNDERSTANDING, SELF- AWARENESS, COMMUNICATION, LEARNING, HAVING EMOTIONAL KNOWLEDGE, RETAINING, PLANNING AND PROBLEM SOLVING. IT ALSO VARIES WITH CULTURE, LIFE SITUATION, ENVIRONMENT, CIRCUMSTANCES, ETC.
  3. 3. ASSESSING INTELLIGENCE PSYCHOMETRIC TESTS  MEASURING INTELLIGENCE  INTELLIGENCE QUOTIENT (I.Q.)  MEASURING SCHOLASTIC APTITUDE  SAT, ACT, GRE  MCAT, LSAT, GMAT
  4. 4. PSYCHOMETRIC TEST CONCERNED WITH THE THEORY AND TECHNIQUE OF PSYCHOLOGICAL MEASUREMENT INCLUDES KNOWLEDGE, ABILITIES, ATTITUDES, PERSONALITY TRAITS, AND EDUCATIONAL MEASUREMENT
  5. 5. INTELLIGENCE QUOTIENT (I.Q.) A SCORE DERIVED FROM ONE OF SEVERAL STANDARDIZED TESTS DESIGNED TO ASSESS INTELLIGENCE. NORMAL I.Q. IS 100 WITH STANDARD DEVIATION OF 15 APPROXIMATELY 95% OF THE POPULATION SCORES AN I.Q. BETWEEN 70~130 HTTP://WWW.MENSA.ORG/WORKOUT
  6. 6. ISSUES WITH STANDARDIZED TESTS SUCH TESTS CAN NOT IDENTIFY DIFFERENCES IN SOCIAL INTELLIGENCE  PEOPLE INTERACTION GENERATION DIFFERENCES  BETTER NUTRITION AND MORE EDUCATION HAS STEADILY IMPROVED I.Q. IN EACH GENERATION GENETICS AND ENVIRONMENT ARE NOT INCLUDED DOES NOT CONSIDER DIFFERENT CULTURES POTENTIAL DOOR TO DISCRIMINATION
  7. 7. GENETICS AND ENVIRONMENT TWINS TEND TO HAVE SIMILAR I.Q.  HOWEVER, HERITABILITY OF I.Q. IS STILL BEING RESEARCHED AND DEBATABLE. NO STRONG GENE EFFECT HAS BEEN FOUND. FAMILY ENVIRONMENT FOR SIBLINGS MADE SMALL DIFFERENCES. BOTH HEREDITY AND ENVIRONMENT CONTRIBUTE TO INTELLIGENCE BY INTERACTION.
  8. 8. CULTURE DIFFERENT CULTURE MAY HAVE DIFFERENT OPINIONS OF WHAT IS MORE IMPORTANT WESTERN CULTURE:  INTELLIGENCE IS VIEWED AS AN INDIVIDUALISTIC TOOL EASTERN CULTURES:  INTELLIGENCE IS USED TO RECOGNIZE AND PLAY A SUCCESSFUL ROLE AS A MEMBERS OF A COMMUNITY/SOCIETY  VALUE RESPECT FOR OTHERS AFRICAN COMMUNITIES (WITHOUT WESTERN SCHOOLING)  VALUE CLEVERNESS AND RESPONSIBILITY
  9. 9. THEORY OF MULTIPLE INTELLIGENCES PROPOSED BY HOWARD GARDNER IN 1983 GARDNER SUGGESTS THAT RATHER THAN A SINGLE INTELLIGENCE, THERE ARE MULTIPLE INTELLIGENCES STUDY INCLUDES “NORMAL” CHILDREN AND ADULTS BUT ALSO “GIFTED AND SAVANTS”, PERSONS WITH BRAIN DAMAGE, EXPERTS AND DIVERSE CULTURES.
  10. 10. 7 CRITERIA FOR A BEHAVIOR TO BE CONSIDERED AN INTELLIGENCE 1. POTENTIAL FOR BRAIN ISOLATION BY BRAIN DAMAGE 2. PLACE IN EVOLUTIONARY HISTORY 3. PRESENCE OF CORE OPERATIONS 4. SUSCEPTIBILITY T ENCODING (SYMBOLIC EXPRESSION) 5. DISTINCT DEVELOPMENTAL PROGRESSION 6. EXISTENCE OF SAVANTS, PRODIGIES AND OTHER EXCEPTIONAL PEOPLE 7. SUPPORT FROM EXPERIMENTAL PSYCHOLOGY AND PSYCHOMETRIC FINDINGS
  11. 11. 9 ABILITIES OF MULTIPLE INTELLIGENCES 1. MUSICAL – RHYTHMIC 2. VISUAL – SPATIAL 3. VERBAL – LINGUISTIC 4. LOGICAL – MATHEMATICAL 5. BODILY – KINESTHETIC 6. INTERPERSONAL 7. INTRAPERSONAL 8. NATURALISTIC (ADDED LATER) 9. EXISTENTIAL (ADDED LATER)
  12. 12. MUSICAL – RHYTHMIC CAPACITY TO DISCERN PITCH, RHYTHM, TIMBRE AND TONE ENABLES US TO RECOGNIZE, CREATE, REPRODUCE AND REFLECT ON MUSIC
  13. 13. VISUAL – SPATIAL ABILITY TO THINK IN THREE DIMENSIONS MENTAL IMAGERY, SPATIAL REASONING, IMAGE MANIPULATION, GRAPHIC AND ARTISTIC SKILLS, AND AN ACTIVE IMAGINATION EXHIBITED IN SAILORS, PILOTS, SCULPTORS, PAINTERS, AND ARCHITECTS
  14. 14. VERBAL – LINGUISTIC ABILITY TO THINK IN WORDS AND TO USE LANGUAGE TO EXPRESS AND APPRECIATE COMPLEX MEANINGS USEFUL FOR POETS, NOVELISTS, JOURNALISTS AND EFFECTIVE PUBLIC SPEAKERS
  15. 15. LOGICAL – MATHEMATICAL ABILITY TO CALCULATE, QUANTIFY, CONSIDER PROPOSITIONS AND HYPOTHESES ENABLES US TO USE ABSTRACT, SYMBOLIC THOUGHTS, SEQUENTIAL REASONING SKILLS AND INDUCTIVE/DEDUCTIVE THINKING PATTERNS USEFUL FOR MATHEMATICIANS, SCIENTISTS AND DETECTIVES
  16. 16. BODILY – KINESTHETIC CAPACITY TO MANIPULATE OBJECTS AND USE A VARIETY OF PHYSICAL SKILLS SENSE OF TIMING AND PERFECTION OF SKILLS THOUGHT MIND-BODY UNION USEFUL FOR ATHLETES, DANCERS, SURGEONS, AND CRAFTSPEOPLE
  17. 17. INTERPERSONAL ABILITY TO UNDERSTAND AND INTERACT EFFECTIVELY WITH OTHERS INVOLVES EFFECTIVE VERBAL AND NONVERBAL COMMUNICATION ABILITY TO SENSE TO MOODS AND TEMPERAMENTS OF OTHERS USEFUL FOR TEACHERS, SOCIAL WORKERS, ACTORS AND POLITICIANS
  18. 18. INTRAPERSONAL CAPACITY TO UNDERSTAND ONESELF AND ONE’S THOUGHTS AND FEELINGS, AND USING SUCH KNOWLEDGE IN PLANNING AND DIRECTING ONE’S LIFE. EVIDENT IN PSYCHOLOGISTS, SPIRITUAL LEADERS, AND PHILOSOPHERS
  19. 19. NATURALISTIC HUMAN ABILITY TO DISCRIMINATE AMONG LIVING THINGS (PLANTS, ANIMALS) AS WELL AS SENSITIVITY TO OTHER FEATURES OF NATURAL WORLD (CLOUDS, ROCK) IMPORTANT FOR HUNTERS, FARMERS, AND GATHERERS
  20. 20. EXISTENTIAL SENSITIVITY AND CAPACITY TO TACKLE DEEP QUESTIONS ABOUT HUMAN EXISTENCE  MEANING OF LIFE  WHY DO WE DIE  HOW DID WE GET HERE
  21. 21. GENIUS, GIFTED, PRODIGY, OR SAVANT? GENIUS  SOMEONE OF EXTRAORDINARY ABILITY WHO, BY MANY PEOPLE AND OVER A LONG PERIOD OF TIME, IS CONSIDERED TO HAVE CONTRIBUTED A GREAT DEAL IN ANY FIELD AND TO HAVE BEEN OR BE OF GREAT INFLUENCE.
  22. 22. GENIUS, GIFTED, PRODIGY, OR SAVANT? GIFTED  I.Q. SCORE AT OR ABOVE 98TH PERCENTILE OF THE ADULT POPULATION.  BUT SINGLE I.Q. SCORE IS NOT USED ALONE TO DETERMINE GIFTEDNESS.
  23. 23. GENIUS, GIFTED, PRODIGY, OR SAVANT? PRODIGY  A CHILD WHO IS EXCEPTIONALLY GOOD AT SOMETHING
  24. 24. GENIUS, GIFTED, PRODIGY, OR SAVANT? SAVANT  RARE  PERSONS WITH VARIOUS DEVELOPMENTAL DISABILITIES, INCLUDING AUTISTIC DISORDER  EXCEPTIONAL ABILITY OR BRILLIANCE IN ONE OR FEW NARROW SKILLS, CONTRAST TO THEIR OVERALL HANDICAP AND COMPARED TO OTHERS WITHOUT THE HANDICAP.
  25. 25. MUSIC AND I.Q. MUSICAL TRAINING IN CHILDHOOD HAS BEEN FOUND TO CORRELATE WITH HIGHER THAN AVERAGE I.Q. LISTENING TO CLASSICAL MUSIC REPORTEDLY INCREASES I.Q.  SPATIAL ABILITY  MOZART EFFECT  SHORT TERM EFFECT
  26. 26. HEALTH AND I.Q. NEGATIVE FACTORS:  PREGNANCY AND CHILDHOOD  COGNITIVE IMPAIRMENT  INFECTIOUS DISEASES  TOXINS  LEAD, MERCURY, ORGANOCHLORIDES  POOR NUTRITION
  27. 27. SOCIAL LIFE AND I.Q. I.Q. IS A GOOD INDICATOR FOR SCHOOL AND JOB PERFORMANCE NO SIGNIFICANT LINK TO WEALTH/INCOME I.Q. BETWEEN 70-90 HAVE HIGHER CRIME RATE  BUT IT MAY ALSO RESULT FROM THE INFLUENCE OF DISADVANTAGES DUE TO RACE, POVERTY, INCOME, ETC. INTERESTING FACT:  AVERAGE I.Q. OF AN INDIVIDUAL WITH MD IS >125
  28. 28. OTHER CORRELATIONS SOME BELIEVE HIGHER INTELLIGENCE IS LINKED WITH LOWER NUMBERS OF SEXUAL PARTNERS SELF REPORTED INTELLECTUALS HAS BEEN LINKED TO UNCONVENTIONAL SEXUAL PRACTICES, FREQUENT SEXUAL ACTIVITY, THOUGHTS AND FANTASIES SOME STUDIES SHOW DIRECT LINK BETWEEN AN INCREASED BIRTH WEIGHT AND HIGHER I.Q.
  29. 29. PREDICTING THE FUTURE INTELLIGENCE DOES NOT ONLY PREDICT FUTURE SUCCESS IT ALSO HELPS TO PREDICT:  GENERAL ABILITY TO FUNCTION IN THE SOCIETY  LIKELIHOOD OF GRADUATING FROM SCHOOL  IRRESPONSIBLENESS  SOCIAL CONNECTION
  30. 30. IMPROVING INTELLIGENCE POSITIVE THINKING BETTER NUTRITION EDUCATION SOCIAL ENVIRONMENT FAMILY DYNAMIC ELIMINATE TOXINS
  31. 31. REFERENCE  HTTP://EN.WIKIPEDIA.ORG/WIKI/INTELLIGENCE  HTTP://EN.WIKIPEDIA.ORG/WIKI/PSYCHOMETRIC  HTTP://EN.WIKIPEDIA.ORG/WIKI/IQ  HTTP://WWW.MENSA.ORG/ABOUT-US#WHAT-IS-MENSA  HTTPS://WWW.BOUNDLESS.COM/PSYCHOLOGY/INTELLIGENCE/DEFINING-INTELLIGENCE/OVERVIEW-OF-INTELLIGENCE/  HTTP://WWW.APA.ORG/MONITOR/FEB03/INTELLIGENCE.ASPX  HTTP://EN.WIKIPEDIA.ORG/WIKI/THEORY_OF_MULTIPLE_INTELLIGENCES  HTTP://WWW.PAULCOOIJMANS.COM/PSYCHOLOGY/GENIUS_GIFTED_PRODIGY_SAVANT.HTML  HTTPS://WWW.BOUNDLESS.COM/PSYCHOLOGY/INTELLIGENCE/TYPES-OF-INTELLIGENCE/GARDNER-S-EIGHT- INTELLIGENCES/  HTTP://WWW.PSYCHOLOGYTODAY.COM/BLOG/BEAUTIFUL-MINDS/201201/WHO-IS-CURRENTLY-IDENTIFIED-GIFTED-IN-THE- UNITED-STATES  HTTP://SKYVIEW.VANSD.ORG/LSCHMIDT/PROJECTS/THE%20NINE%20TYPES%20OF%20INTELLIGENCE.HTM  HTTP://WWW.APA.ORG/TOPICS/INTELLIGENCE/INDEX.ASPX  HTTP://WWW.APA.ORG/MONITOR/FEB03/INTELLIGENCE.ASPX

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