Meaning, Definition, Factor Theories, Two-Factor Theory, Theory of Primary Mental Abilities, The Structure of Intellect Theory, Process Theories, Multiple Intelligence, Triarchic Theory of Intelligence, Assessment of intelligence, intelligence tests, Raven’s Progressive Matrices, Culture-fair intelligence tests, Extremes of Intelligence, Mental Retardation, Intellectual Giftedness, Triarchic Theory of Giftedness, Characteristics of Giftedness
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilitie...Suresh Babu
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilities (Thurston), Structure of Intellect (Guilford) and Multiple Intelligence (Howard Gardner).
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilitie...Suresh Babu
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilities (Thurston), Structure of Intellect (Guilford) and Multiple Intelligence (Howard Gardner).
Proposed by Wolfgang Kohler that resulted to the development of one of the first cognitive theories of learning, which he called insight learning, a theory which an individual realizes the answer or solution regarding a problem while doing something or an another individual resolving the same problem.
Proposed by Wolfgang Kohler that resulted to the development of one of the first cognitive theories of learning, which he called insight learning, a theory which an individual realizes the answer or solution regarding a problem while doing something or an another individual resolving the same problem.
Edunext is a brand offering Dermatoglyphic Multiple Intelligence Test in the geographical location of Thane, and aiming to be a leading chain of DMIT providers through franchisees & sub – franchisees pan-India.
In this leaning resource consists of 'Approaches and Assessment of Intelligence' presented by Dr. R. Indra Mary Ezhilselvi as an Invited Resource Person in the Webinar hosted by Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
The theory of multiple intelligences enjoys considerable popularity with educators. Many teachers utilize multiple intelligences in their teaching philosophies and work to integrate Gardner’s theory into the classroom.
Schools that have successful results with all their students use a variety of teaching approaches, engage with families and communities to support life-long learning, and keep students motivated to learn and create. To do this work well, especially in large, urban school systems, practitioners (teachers, aides, school psychologists, and other school personnel) and parents need some specialized tools.
The Synapsys Multiple Intelligences Assessment (SMIA) Tools developed by us fulfill this need and provide a framework and strategy that can help teachers in designing classrooms, instruction, and curricula that meet the individual needs of many kinds of students.
An alternative perspective on educational reform that suggests Higher Order SENSORY Skills as well as Higher Order Thinking skills as a curriculum modality that tackles the question, "What does it mean to be human and alive."
This is about intelligent theory all around the work given by all the science
It is about intelligece theories and psychological cognitive and huminstic approach
It is about successful person doesn't require high iq
Iq is here reference to intellectual quocent
It is physical required to
The presentation is prepared accordance to the syllabus of Basic BSc nursing given by INC. For the better knowledge please refer the books given in the references section of ppt.
Meaning & Definition of Population & Sampling, Types of Sampling - Probability & Non-Probability Sampling Techniques, Characteristics of Probability Sampling Techniques, Types of Probability Sampling Techniques, Characteristics of Non-Probability Sampling Techniques, Types of Non-Probability Sampling Techniques, Errors in Sampling, Size of sample, Application of Sampling Technique in Research
Theories of Motivation - Instincts Theories, Drive – Reduction Theories, Arousal Theory, Incentive Theory, Opponent-Process Theory, Cognitive Theories - Expectancy-Value Theory, Cognitive Dissonance Theory, Attribution Theory, Equity Theory, Social Cognitive Theory - Maslow’s Hierarchy, ERG Theory, Motivation-Hygiene Theory, Theory X and Theory Y, Acquired Needs Theory, Neo-Freudian Theories - Individual Psychology of Alfred Adler, Analytical Psychology Of Carl J Jung, Carl Rogers, Gestalt theory, Kurt Koffka Theory, Erik Erikson's Stages of Psychosocial Development, Karen Horney – Neurotic Relationships, Harry Stack-Sullivan – Selective Inattention, Erich Fromm – Choice of Freedom, The Social Unconscious Orientations, Type A,B, C and D Personalities, Behavioural, Cognitive And Humanistic Perspectives, Temperamental Theories of Personality - Gordon Allport, Ancient Theories of Temperament, Hierarchy of Traits And Super-Factors, Self-report Measures, Projective Techniques
Pedagogy of the Oppressed, Banking Model of Education. Transmission model, Needs in the Ethic of care model, Vindication of the Rights of Men, Vindication of the Rights of Woman, Balhatya Pratibandhak Griha
Social Brain, Signs of Social Intelligence, Strategies to Develop Social Intelligence, Emotional Intelligence, Components of Emotional Intelligence, How Emotional Intelligence Is Measured, Impact of Emotional Intelligence
Nature of Guidance, Need for Guidance, Principles of Guidance, Types of Guidance, Guidance Services in Schools, Vocational Guidance, Principles of Counselling, Types of Counselling, Professional Ethics of a Counsellor, Guidance Vs Counselling
Characteristics of Critical Thinking, Importance of Critical Thinking, Elements of Critical Thinking Process, Principles of Critical Thinking, Types of Critical Thinking, Critical Thinking Skills, Critical Thinking Barriers
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Bio-prospecting tools for drug discovery,
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. INTELLIGENCE
M. Vijayalakshmi
M.Sc., M.Phil. (Life Sciences), M.Ed., M.Phil. (Education), NET (Education), PGDBI
Assistant Professor (Former),
Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous),
Coimbatore – 641020.
2. INTELLIGENCE
• Mental property that includes many related cognitive
abilities – capacities to reasoning, planning, problems
solving, abstract thinking, comprehending ideas, using
language and learning
• Think rationally, act purposefully and deal effectively
3. MEANING AND DEFINITION
• Latin verb – ‘intelligere’ means ‘to understand’
• American Psychological Association (1995) – Intelligence
are attempts tomclarify and organize the complex set of
phenomena
• Albert Binet – Intelligence is a capacity to think well, to
judge well and to be self critical
• Charles Spearman – Intelligence is a rational thinking
5. TWO-FACTOR THEORY
• g-factor – General intelligence
• s-factor - Specific intelligence
• gFluid intelligence (without
experience) and
• gCrystal intelligence (With
experience)
Two-Factor
Theory
g-factor –
General
intelligence
gFluid
intelligence
gCrystal
intelligence
s-factor -
Specific
intelligence
6. THEORY OF PRIMARY MENTAL ABILITIES
• Word fluency
• Verbal comprehension
• Spatial visualization
• Number facility
• Associative Memory
• Reasoning
• Perceptual Speed
Theory of
Primary
Mental
Abilities
Word
fluency
Verbal
comprehension
Spatial
visualization
Number
facility
Associative
Memory
Reasoning
Perceptual
Speed
7. THE STRUCTURE OF INTELLECT THEORY
• Using all sense
• Convergent (Think
for a final solution)
• Divergent (Thinks of
all possible ways to
reach a solution)
• 150 components
10. THEORY OF MULTIPLE INTELLIGENCE
•Howard Gardner - Seven intelligences
•Multiple Intelligence – Talent in all the
areas
•Gardner first outlined his theory in his
1983 book Frames of Mind
11. o Linguistic-Verbal intelligence – Words, language, and
writing - Writer/journalist, Lawyer, Teacher
o Logical – mathematical intelligence - Analysing problems
and mathematical operations – Scientist, Mathematician,
Computer programmer, Engineer, Accountant
o Musical intelligence - Rhythm and music – Musician,
Composer, Singer, Music teacher, Conductor
12. o Visual-Spatial intelligence - Visual and spatial judgment -
Architect, Artist, Engineer
o Bodily kinesthetic intelligence - Physical movement, motor
control – Dancer, Builder, Sculptor, Actor
o Interpersonal intelligence - Understanding and relating to
other people – Psychologist, Philosopher, Counsellor,
Salesperson, Politician
13. o Intrapersonal intelligence - Introspection and self-
reflection – Philosopher, Writer, Theorist, Scientist
o Naturalistic Intelligence - Finding patterns and
relationships to nature – Biologist, Conservationist,
Gardener, Farmer
o Ninth - “Existentialist intelligence”
14. TRIARCHIC THEORY OF INTELLIGENCE
• Sternberg – Theory of Practical Intelligence
• Information processing approach – Triarchic
Theory of Intelligence
15. TRIARCHIC THEORY OF INTELLIGENCE
Componential Sub-theory – Analytical
intelligence
(Meta-components, Performance components and
Knowledge acquisition components)
Experiential Sub-theory – Creative intelligence
(Insight)
Contextual Sub-theory – Practical intelligence
(Newly learning)
30. MENTAL RETARDATION
(DEVELOPMENTAL DISABILITY)
• Mild Mental Retardation - IQ score - 50 to 75
• Moderate Mental Retardation - IQ score - 35 - 55
• Severe Mental Retardation - IQ score - 20 - 40
• Profound Mental Retardation - IQ score - 20 - 25
31. INTELLECTUAL GIFTEDNESS
Definitions of Giftedness
• Motivation, High self-esteem, self concept, creativity
• Joseph Renzuli – Three ring definition of giftedness
Above average ability
High levels of task commitment
High levels of creativity
32. IDENTIFICATION OF THE GIFTED
• Bright – 150+ - One in six
• Moderately Gifted – 130+ - One in 50
• Highly Gifted – 145+ - One in 1000
• Exceptionally Gifted – 160+ - One in 30,000
• Profoundly Gifted – 175+ - One in 3 million
33. SAVANTISM
• People who perform exceptionally in one field
of learning
• Term Introduced in 1978
34. TRIARCHIC THEORY OF GIFTEDNESS
• Knowledge acquisition component (Learn more new
information)
• Sternberg
Component Subtheory – Analytical giftedness
Expereential Subtheory – Synthetic giftedness
Contextual Subtheory – Practical giftedness
35. CHARACTERISTICS OF GIFTEDNESS
• Characteristics of gifted children - high sensitivity, excessive
amounts of energy, boredom and a short attention span
• Characteristics of gifted adolescents – Risk taking, Impatient,
Perfectionist, Competing expectation
• Characteristics of gifted adults - impulsivity, curiosity, high need
for independence, high energy level, introversion, intuitiveness,
emotional sensitivity
36. GENETIC AND ENVIRONMENTAL
INFLUENCES ON INTELLIGENCE
•Genetic Relationships and Intelligence
•Environmental Influences
• Head Start Programs - Low socio economic
status
• Kibbutzim - Israeli farm