3.  1994 52 intelligence researchers came up with this
definition at a conference:
 A very general mental capability that, among other
things involves the ability to reason, plan, solve
problems, think abstractly, comprehend complex
ideas, learn quickly and learn from experience. It is
not merely book learning, a narrow academic skill ,
or test-taking smarts. Rather, it reflects a broader
and deeper capability for comprehending our
surroundings-”catching on,” “making sense of
things,” or “figuring out what to do.”

4.  Alfred Binet: “judgment, otherwise called good sense,
practical sense, initiative, the faculty of adapting one’s
self to circumstances.. Self-critiquing. “
 Carolus Slovinec: “Intelligence is the ability to
recognize connections.”
 Howard Gardner “to my mind, a human intellectual
competence must entail a set of skills of problem
solving- enabling the individual to resolve genuine
problems or difficulties that he of she encounters and,
when appropriate, create an effective product.”
 Cyril Burt: “innate general cognitive ability.”
 D. Samuel Nuessle: “A mind’s ability to apply
knowledge to a problem solving situation.”

5.  Alfred Binet-French school children had to
attend school, did they need help?
 Test is made to identify students with
problems
 Comes to U.S. and Stanford University
modifies it to make the Stanford Binet IQ.
 Identify students for College.
 Identify strengths for U.S. army

6.  I. Q. = intelligence quotient
 Mental age/chronological age x 100
 Examples?
 Most of the pop. ~ 95% between two standard
deviations of the mean score which is 100 =
avg.
 70-130= 95% of pop.

8.  Mensa was founded in England in 1946 by Roland
Berrill, a barrister, and Dr. Lance Ware, a scientist
and lawyer. They had the idea of forming a society
for bright people, the only qualification for
membership of which was a high IQ. The original
aims were, as they are today, to create a society
that is non-political and free from all racial or
religious distinctions. The society welcomes people
from every walk of life whose IQ is in the top 2%
of the population, with the objective of enjoying
each other's company and participating in a wide
range of social and cultural activities.

9.  Mensa has three stated purposes: to
identify and foster human intelligence
for the benefit of humanity, to encourage
research in the nature, characteristics and
uses of intelligence, and to promote
stimulating intellectual and social
opportunities for its members.

10.  60 questions
 30 minutes.
 Number one -60 in your journal.
 Why timed?
 Note we are so much more interested in your
analysis of the test than the results of the test.
As you take it consider the following: what
types of questions are being asked? Is the test
biased in any way? What problems or issues
are there with the questions? What variables
might impact your results on the test?

11.  In your group discuss the following aspects of
the I.Q. test. Include points from your
discussion in your journal.
 What types of questions are being asked?
(What are you being asked to do?)
 Is the test biased in any way? How?
 What problems or issues are there with the
questions? Provide examples.
 What variables might impact your results on
the test? List them.

13.  What is E.Q. ?
 What are some of the fundamental factors that
determine E.Q.?
 Do you see any relationship between E.Q. and
being an positive/optimistic person?
 Why do you think that people with high E.Q.’s
are generally “more successful” than people
with just high I.Q.’s?
 What about those people who seem to have
both a high E.Q. and high I.Q.?

14.  Self-awareness: Knowing what you feel and using
your gut sense to make decisions you can live with
happily.
 Management of Feelings: controlling impulses,
soothing your anxiety, having anger that is
appropriate.
 Motivation: zeal persistence and optimism in the
face of setbacks.
 Empathy: reading and responding to unspoken
feelings.
 Social skills: handling emotional reactions in
others, interacting smoothly, managing
relationships effectively.

17.  Howard Gardner identifies areas of intelligence. It isn’t
all that simple.
 People can excell in some areas and challenged in
others.
 Originally Gardner came up with seven areas of
intellect including the following:
 Verbal/Linguistic
 Mathematical/Logical
 Spatial/Visual
 Musical/Rythmic
 Interpersonal
 Intrapersonal
 Body/kinesthetic.
 Today there are nine multiple intelligences including
the original seven + existential and naturalistic.
 See pages 104-107

19.  Which of the seven intelligences might be used
in an I.Q. test or I.Q. equivalency test?
 Logical Mathematical, verbal/linguistic,
visual/spatial.
 Which of the seven might be used to determine
a person’s e.q.?
 Interpersonal & Intrapersonal

22.  Take M.I. inventory.
 There are ten responses, consider each as it
either applies to you or not.
 4-6 responses is considered average.
 Once you have completed the inventory, make
a bar graph of your results. See attached graph.
 If you are “sensitive to color” you may want to
make a colorful bar graph 
 Have fun learning more about yourself.

23.  Your teacher will show you how to place the
profile in your journal.
 On the following page you will write an
analysis of the profile discussing why you
believe you got the score you did for each of
the seven intelligences.
 Make sure to address all of the intelligences
with some discussion. The analysis should be
directly across from the profile so that anyone
looking at the profile could see the analysis.

24.  Take a moment to look over your M.I.
profile. (it should be in your journal )
 Note the score and look at your
response?
 Consider that Spatial/Visual
Intelligence is really a collection of
abilities and skills that deal with the
ability to form mental images and
manipulate them.

25.  This intelligence deals with the sense of sight
and being able to visualize an object and
create internal mental images/pictures such
as…

28.  Reminder of Inventory Questions:
 I often see clear images when I close my eyes.
 I’m sensitive to color.
 I frequently use a camera or “device” to record what I see
around me.
 I enjoy doing jigsaw puzzles, mazes, or other visual puzzles.
 I have vivid dreams
 I can find my way around unfamiliar territory.
 I like to draw or doodle.
 Geometry was easier for me than algebra.
 I can see things from a bird’s eye view.
 I like looking at reading material and text that is heavily
illustrated.

29.  Not just one test.
 Today and next class we will look at visual
spatial intelligence and demonstrate how we
can get some idea as to our ability in this
intelligence.

30.  Recall our activities from last class.

31.  Why do you think many of the students could
make the washer move with their mind?
 Your ideas:

32.  Mall/plaza

34.  More rotations took longer

40.  The washer activity
 How can we exploit this connection to improve
our human potential?
 Your ideas?
 Video. (If time permits)

42.  How did you score on the MI profile in music?
 Why might your score be more heavily biased
for teens over adults?
 Remember consider 4-6 is average.
 How central to your life is music?
 Do you play an instrument?
 Do you listen to a lot of music?
 Is the music you listen to all from the same genre?
 Do you go to concerts? Is it for the music,
entertainment? The event?

43.  1756-1791
 http://www.youtube.com/watch?v=NlpxjBgG-7E
 He was a prolific and influential composer of the
Classical Era.
 Child prodigy, composing, playing violin and
keyboard.
 Composed over 600 works!
 Mozart learned voraciously from others, and
developed a brilliance and maturity of style that
encompassed the light and graceful along with the
dark and passionate Joseph Haden wrote that
"posterity will not see such a talent again in 100
years."

44.  What was the first Mozart Effect?
 Study done U. of California Irvine
 What was the study and what did it
prove?
 Web site and answer = 3 pts.

46.  http://www.glenbrook225.org/north/Pages/
default.aspx
 This song brought attention to child abuse.
 What were some of the symptoms of abused
children?
 Blame themselves for the abuse.
 Protect their parents.
 Withdrawn.
 Why?

47.  Power write: Your ideas based on class so far?
 Brain development videos.
Watch them with the charge of considering
what information can support the answer above.

48.  See how many stereotypes of teen behavior
you can generate in 1 minute.
 Remember the article, “Self-fulfilling
Stereotypes?”
 Why would any sane person want to come to
work with these people everyday?
 What are some of the more positive stereotypes
of teens?

50.  Reward system develops before the prefrontal
cortex develops.
 Thickening of the prefrontal cortex, flurry of
growth of these neurons.
 Takes time to “wire them up.”
 New perceptions form when sex hormones enter
the scene.
 Learning how to navigate new feelings.
 Desire to be with peers.
 Flurry of growth in the cerebellum.
 Melatonin production clock changes.

54.  Hormones influence thoughts, behaviors, and
relationships.
 New perceptions require new learning.
 What is appropriate vs. what is not.
 Again consider the role of the prefrontal cortex
and the reward/consequence concept.
 Maturation process involves some trial and
error.
 Desire to be with peers.

57.  Melatonin, a hormone that brings on sleep.
 Teens produce theirs’ later in the day.
 Result: go to bed later, wake up later.

58.  How has the environment and genetics shaped
your brain?
 You all have fairly similar backgrounds and
experiences, shouldn’t you all have the same
brains?
 Today we will look at learning style
preferences. You will take yet another self-
diagnostic test.

59.  Read each statement carefully and then answer it
as honestly as you can by reflecting on the
situation and recalling how you have responded to
it in the past.
 Follow the instructions at the bottom of the answer
sheet to determine your learning style preference.
 If you have questions about the calculations, ask.
 Once you have determine your learning preference
put your name on the board under the appropriate
column.

61.  School buses haven’t changed much over the
years.
 In your group prepare a white board presentation
of your school bus of the new millennium.
 You will have ~12 minutes to prepare the white
board presentation. I will come around and
determine a spokesperson for the group to present
to the class.
 The only rules are that you may not discuss or
share ideas with other groups, and you must have
a white board presentation.

62.  See handout.
 I like to think of Left brain learners as Logical,
Linear (things in order) and Language oriented.
They like words, organized, symbols, writing, it
needs to make sense, be realistic and useful.
 So if that is left brain, what do right brain learners
like to do?
 How do your designs/presentations reflect your
learning style preference?
 Consider the presentation and we will critique if it
followed the learning style preference.

63.  What factors come into play for
the bus design the C.E.O. will
want?
 Should your design team be all
of the same type of people? Why
or why not?

64.  How do you go about learning with regard to
your learning style?
 Consider your notes for the assignment on
Beautiful Minds?
 Are you swimming upstream as a learner?

66.  Take 4 minutes to write about what we did in
the bus activity. Include the learning styles
inventory, the design task, and the
presentation.
 Include examples from the activity to support
the idea of how preferences were
demonstrated.

68.  In your journal write the following:
 Bilateral manipulation is the use of both
sides of the body to accomplish a given
task. The corpus callosum is part of the
brain that allows for communication
between the hemispheres of cerebrum to
aid in processing sensory, motor, and
cognitive information.

70.  Often times people don’t realize that
both sides of the body are actually
involved in accomplishing a given task.
They believe they only need their
dominant side. However we use both
sides more than we think. For example
what do we use our non-dominant hand
and arm for when we write?

71.  Needle and thread
 Water bottle

72.  How would a left brained learner like to learn a
task?
 How about a right brained learner?
 How about a whole brained learner?
 How do teachers teach their classes? What
should they be doing to ensure success of the

76.  Instructions both written and verbal
 Demonstrations
 Trial and error with constructive critiques
 Practice with feedback.
 Step by step-sequential.
 Movies.

77.  http://www.youtube.com/watch?v=2lCH5Jg
WCZY

78.  If there are physical differences between men
and women are there differences in their
brains?

79.  Word recall activity
 Drawing activity.

80.  However, despite being 10% larger men and
women have the same number of neurons.
Men’s brains just take up more space. The
neurons in a women’s brain are more compact.
 Average I.Q. is virtually the same in men and
women.

81.  Women may have a thicker corpus callosum.
 Women think differently than men. Women are
tuned into words and emotions, while men are
tuned into visual/spatial abilities.
 Women have a sharper memory for details.
 Men and women navigate differently. .
 Most of these differences arise from small
differences in infancy that are magnified by the
environment/culture as the child matures.

83.  Remember the second evolution of the brain.
 The environment can shape the brain.
 Most of the observed differences between men and
women’s brains are based on our evolution and roles in
a hunter/gatherer family unit.

84.  Much of the thinking differences can be
attributed to our environment. It is 100%
genetic and 100% environmental.
 Many scientific studies show the environment
plays the biggest role in brain/thinking
differences between the sexes.

85.  First stage of love is considered LUST which is
controlled by the hormone testosterone. The
chemical of desire.
 Men 10x more!
 Implications?

86.  The second stage of love is Romantic Love:
 This is a chemical cocktail created by the
neurotransmitters dopamine and
norepinephrine.
 It allows the people in love to have tremendous
energy and is considered a eustressor.

87.  The last stage of love is Attachment.
 It is driven by the hormones oxytocin in
women and vasopressin in men.
 Secure feelings and ownership.