ROYALTY TELEVISION

1. INTELLIGENCE
MR. JONES H.M-MBA
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2. INTELLIGENCE
• The ability to learn from experience, solve problems,
and use knowledge to adapt to new situations.
• Intelligence is the capacity to understand the world,
think rationally and use resources effectively when
faced with challenges.
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3. EMOTIONAL INTELLIGENCE
(EQ)
• It was initially called social intelligence.
• The capacity to be aware of, control, and express
one’s emotions, and to handle interpersonal
relationships judiciously and empathetically.
• The ability to perceive, express, understand, and
regulate emotions.
• Some studies show EQ to be a greater predictor for
future success than IQ
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4. GARDNER’S THEORY OF
MULTIPLE INTELLIGENCES
Different and independent intelligences
• Linguistic
• Logical-mathematical
• Musical
• Spatial
• Bodily-kinesthetic
• Interpersonal
• Intrapersonal
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5. VERBAL-LINGUISTIC
• Use words, language effectively
• Use language to express
complex ideas
• Use interesting words and
colorful descriptions
• Use voice effectively
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6. LOGICAL-MATHEMATICAL
• Have number sense, use logic,
see patterns
• Think abstractly
• Detect cause/effect, can solve
problems
• Skilled in strategy games
• Enjoy logic puzzles
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7. VISUAL-SPATIAL
• Remember patterns, location
• See 3-dimensionally, can recreate or transform
• Good at Play Station, video games, drawing, layout
and design
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8. BODILY-KINESTHETIC
• Learn by connecting movement & knowledge
• “Act out” knowledge physically in order to remember
• Can use mime, drama, creative dance to learn
• Benefit from touching, experimenting, holding
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9. MUSICAL-RHYTHMIC
• Recognize rhythmic patterns, tones
• Respond to sounds, voice
• Use rap, patterns, intonation to learn & remember
concepts
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10. INTERPERSONAL
• Are leaders among peers
• Easily form relationships
• Have good personal relationships
• Are aware of others’ feelings, motives, opinions
• Can communicate with and actively listen to people
• Are skilled in negotiation and conflict resolution
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11. INTRAPERSONAL
• Are introspective, can concentrate on task
• Reflective, can self-assess
• Have empathy for others
• Relate concepts to own personal life
• Take time to process
• Can explain what they need in order to learn and how
they learn best
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12. HOW DO WE ASSESS
INTELLIGENCE?
• Intelligent tests do not measure intellectual capacities
directly; they measure on the other hand manifestation
of intellectual capacity in action or behaviour.
• It is believed that every human action has some
intelligence behind it even for that of the lowest idiot.
• The form of intelligence corresponds to the type of
behaviour.
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13. The level of intelligence of an individual is measured
by:
• The difficult of a task he/she can perform
• The range or worthy of the action he/she can perform
• The speed with which he/she can do or perform an
activity
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14. • The harder the task a person can perform the greater
is his/her intelligence and the more tasks an individual
can do the more they do it the more the intelligence.
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15. • Alfred Binet and Theodore Simon set out to figure out
a concept called a mental age (what a person of a
particular age should know).
• A person’s mental age is a measurement of their ability
to think when compared to average person’s ability at
that age. E.g. although Andrew is 25, he has a mental
age of 6.
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16. • They discovered that by discovering someone’s
mental age they can predict future performance.
• Hoped they could use test to help children, not label
them.
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17. • Binet used the intelligence Quotient(IQ) to measure intelligence.
• The intelligence Quotient is the ratio formed by dividing mental age, by
chronological age and X by 100.
• IQ = Mental age x 100
Chronological age
• A child with a mental age of 6 and chronological age of 5 will have an IQ of 120.
IQ = Mental Age X 100
Chronological
= 6/5 x 100
=120
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18. • A child with mental age of 5 and chronological age of
10 will have an IQ of
IQ= Mental age x 100
Chronological age
=5/10 x100
=50
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19. EXTREMES OF INTELLIGENCE
Mental retardation
• Is also known as learning disability.
• It is defined as a state of arrest or incomplete
development of the intellectual faculties evident from
childhood.
• Mental retardation is also defined as an intelligence
quotient of 70 percentile or less.
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20. CLASSIFICATIONS OF MENTAL
RETARDATION
Mental retardation can be classified as follows:
• Mild mental retardation (I.Q 55 – 70) - 85%
• Moderate mental retardation (I.Q 40 – 55) - 10%
• Severe mental retardation (I.Q 25 – 40) - 3 – 4%
• Profound mental retardation (I.Q < 25) - 1 – 2%
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21. CAUSES OF MENTAL
RETARDATION
• Cultural-familial
• Inadequate mental stimulation
• Poor diet, little or no medical care
• Genetic defects
• Down syndrome
• Brain damage
• Fetal alcohol syndrome
• Hypoxia
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22. TREATMENT FOR MENTAL
RETARDATION
• The children can be enrolled in special schools to
improve adaptive functioning
• Treat underlying physical conditions
• Treat co – morbid psychiatric disorders like
depression, anxiety and schizophrenia
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23. MENTAL GIFTEDNESS
• Intellectual giftedness - may refer to an individual with
a very high intelligence quotient.
• Giftedness
• Refers to superior IQ combined with ability in academics,
creativity, and leadership
• Giftedness is often in specific areas
• “Globally” gifted people are rare
• I.Q above 130
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24. • Such individuals develop much faster than their peers.
• They acquire an advanced language at a tender age.
• In a number of cases they may find themselves in
higher grades than their peers.
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25. DETERMINANTS OF INTELLIGENCE
The following are the determinants of intelligence:
• Heredity - The genes inherited from the parents can
determine whether a person will be clever, dull or
average.
• Environment – It is believed that with adequate
stimulation, the intelligence quotient can be shifted. The
environment will help to determine whether a person will
achieve his possible inherited maximum ability or not.
• For example, the school that one goes to may have a lot
to do with how someone exploits his inherited abilities to
the maximum.
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26. • Gender differences in intelligence – It is highly
debatable whether males are more intelligent than
females.
• Overall, men and women do not differ significantly in general
intelligence
• Women may show slight advantage in mathematical
computation skills
• Men show an advantage in spatial ability
• Men are more likely to fall in the extremes of intelligence range
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27. • It has been noted that the two genders have not been
given equal opportunities to develop.
• The male gender seems to have been given more
opportunities and therefore appears to be more
intelligent than the female gender.
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28. • Racial differences in intelligence - It is found that
white people generally superior in average IQ than the
black one especially in those countries where white
culture is dominant.
• It is argued that white people get richer environment
than black people.
• Some have blamed that IQ test is developed by the
whites who are socialized in cultural values and norms
of white people.
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29. • Culture
• Difference in academic performance between American and
Asian students are found from first grade through high school
in mathematics and reading
• May be related to a difference in cultural attitudes toward ability
and effort
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30. THE END
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