This document discusses several theories of intelligence, including:
- Cultural views that value relationships, social skills, and practical skills over IQ tests.
- Charles Spearman's two-factor theory dividing intelligence into general (G) and specific (S) abilities.
- Howard Gardner's theory of multiple intelligences including linguistic, logical, spatial, bodily, musical, interpersonal, and naturalist intelligences.
- Sternberg's theory of successful intelligence focusing on analytical, creative, and practical abilities.
It also covers IQ testing, interpreting scores, and factors like socioeconomic status, race, and gender that can influence scores but should not be used to form stereotypes.
This presentation is about the influences of Culture, our Cognitive Styles, and Problem Solving in a psychological aspect.
This Presentation will be most helpful to the UG Psychology students.
This presentation is about the influences of Culture, our Cognitive Styles, and Problem Solving in a psychological aspect.
This Presentation will be most helpful to the UG Psychology students.
A) Learning Styles and Cognitive Styles +B) Language Learning Strategies an...faisal khallab
WHAT ARE LEARNING STYLES?
Basic Conceptual Issues
COGNITIVE STYLES
Problems with the Notion of Cognitive Style
Riding’s System
KOLB’S MODEL OF LEARNING STYLES
ASSESSING COGNITIVE AND LEARNING STYLES
Kolb’s Learning Style Inventory (LSI)
Riding’s Cognitive Styles Analysis (CSA)
COGNITIVE AND LEARNING STYLES IN L2 STUDIES
Field Dependence–Independence in L2 Studies
Sensory Preferences
Assessing Language Learning Styles
Perceptual Learning Style Preference Questionnaire and Learning Style Indicator
Style Analysis Survey and Learning Style Survey
The Ehrman & Leaver Construct
Skehan’s Conceptualization of a Learning Style Construct
PRACTICAL IMPLICATIONS
CONCLUSION
Sternberg’s Successful Intelligence Theory and WICS Model, Problem Solving an...Ida Lyn Azuelo
Facilitating Learning: A Metacognitive Process (3rd Edition) by Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D
Module 17 Sternberg’s Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity
Module 19 Meaning and Types of Motivation
In this chapter of Effective HR, Theories of Learning is explained. This chapter covers topics like understanding what learning is, the classification of learning capabilities and to understand the various theories of learning. This presentation on Effective HR is an initiative by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
A) Learning Styles and Cognitive Styles +B) Language Learning Strategies an...faisal khallab
WHAT ARE LEARNING STYLES?
Basic Conceptual Issues
COGNITIVE STYLES
Problems with the Notion of Cognitive Style
Riding’s System
KOLB’S MODEL OF LEARNING STYLES
ASSESSING COGNITIVE AND LEARNING STYLES
Kolb’s Learning Style Inventory (LSI)
Riding’s Cognitive Styles Analysis (CSA)
COGNITIVE AND LEARNING STYLES IN L2 STUDIES
Field Dependence–Independence in L2 Studies
Sensory Preferences
Assessing Language Learning Styles
Perceptual Learning Style Preference Questionnaire and Learning Style Indicator
Style Analysis Survey and Learning Style Survey
The Ehrman & Leaver Construct
Skehan’s Conceptualization of a Learning Style Construct
PRACTICAL IMPLICATIONS
CONCLUSION
Sternberg’s Successful Intelligence Theory and WICS Model, Problem Solving an...Ida Lyn Azuelo
Facilitating Learning: A Metacognitive Process (3rd Edition) by Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D
Module 17 Sternberg’s Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity
Module 19 Meaning and Types of Motivation
In this chapter of Effective HR, Theories of Learning is explained. This chapter covers topics like understanding what learning is, the classification of learning capabilities and to understand the various theories of learning. This presentation on Effective HR is an initiative by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
Chapter 4 Individual Variations, by John Santrock.pptVATHVARY
Discuss what intelligence is,
how it is measured, theories of multiple intelligences, the neuroscience of intelligence,
and some controversies and issues about its use by educators.
Describe learning and
thinking styles.
Characterize the nature of
personality and temperament.
“Individual difference and educational implications- thinking, intelligence a...Shrooti Shah
The differences among individuals, that distinguish or separate them from one another and make one as an unique individual in oneself, may be termed as individual differences.
Learning is most effective when differences in learner’s language, cultural, and social behaviour are taken into account.
A teacher should be sensitive to individual differences.
A teacher’s challenge is to acknowledge and celebrate the differences among children and work to maximize the growth in each child.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. What do you define as
intelligence?
• Well according to our book in African cultures an
intelligent person has skills for creating and
maintaining relationships both inside and outside of
their immediate group (Greenfield, 1997; Sternberg &
Kaufman, 1998)
• In some Asian cultures motivation, social skills, and
practical skills are important in defining intelligence
(Okagaki & Sternberg, 1993; Sternberg, 2004)
• Cultural groups in the U.S. have different views of
intelligence (Sternberg, 2007).
4. The truth is there isn't a right
answer though theorists have
been working towards trying
to find one.
(We'll be discussing some of
them today)
5. Charles Spearman
• English Psychologist
• Born in 1963
• Pioneer of Factor Analysis
• Started the theory of
intelligence discussions
we still have today
6. Two-Factor Theory of
Intelligence
• In 1904 came up with the Two-
Factor Theory of Intelligence
• This theory relies on two things
General (G) and Specific (S)
• The "G Factor" in this theory stands
for General Mental Ability
7. This is to say my innate
intelligence is just General
Mental Ability that I have
• This means that if I am good at one subject,
I'm more than likely good at multiple
others as well, and the opposite is similarly
true. If I'm awful at one subject I'm
probably pretty poor at a lot of others too
8. Specific Skills or Abilities
• Vocabulary
• Quantitative Skills
• Abstract Reasoning
All of these are skills that are in a more
specific quadrant and more
specialized than general intelligence.
10. • Write your name on your survey
• Fold on thick black line
• Rate each of the statements from 1-5
• Open the survey
• Carry the numbers across to their corresponding boxes in each row
• Add up each column to find your potential strengths and weaknesses
Multiple Intelligence Survey
11. Howard Gardner
• 1983
• Frames of Mind: The Theory of
Multiple Intelligences
-Multiple
intelligences exist
in the context of a
persons
interactions in the
environment
12. Theory of Multiple
Intelligences
1. Linguistic
2. Logic-Mathematical
3. Spatial
4. Bodily-Kinesthetic
5. Musical
6. Interpersonal
7. Intrapersonal
8. Naturalistic
14. Service projects
Teach someone else Diary entry
Assess your own work
Values Opinions
Build or Construct
Hands-on
Sing a song
Rhythmical patterns
Play an instrument
Write a poem
Conduct a debate
Describe the patterns
Make analogies to explain
Design and conduct an experiment
Observation Notebooks
Changes in Environment
Use Observational tools to explore
Illustrate, Draw, Sketch
Slide Show Presentations
Chart, Map, or Graph
http://sitemaker.umich.edu/356.martin/home
16. Teachers can use this to their
advantage if they follow
general guidelines
In the Classroom:
1. Recognize and identify students strengths
and weaknesses
2. Introduce subject matter in more than one
way
• Narrative
• Hands-On Experience
• Logical-Quantitative Techniques
• An Existential Inquiry (Relevance)
17. Teachers can use this to their
advantage if they follow
general guidelines
In the School:
1. Develop curriculum based on MI
theory
2. Variety of experiences
18. Common Misapplications
1. Attempting to teach every lesson eight ways
2. Using it as just a mnemonic aid
3. Playing music during learning activities
4. Intrapersonal = rationale for self-esteem programs
5. Using interpersonal = rationale for cooperative
learning
19. Sternberg’s Theory of
Successful Intelligence
• Intelligence is a person’s ability to succeed in life
• An individual defines success according to personal
goals
• Sociocultural context can define success
• We all possess:
• Analytical abilities
• Creative abilities
• Practical abilities
20. Intelligence: Heredity or
Environment?
• Both interact to determine intelligence
• Environmental effects:
• Emotional and verbal responsiveness of parents
• Parents involvement
• Availability of appropriate materials.
• Flynn Effect: a phenomenon in which IQ scores
have increased over successive generations
throughout the world
• Possible reasons: better nutrition, increased schooling,
greater educational level of parents, fewer childhood
diseases, and improved parent-child interactions.
21. Teaching for Successful
Intelligence
• 1. Balance Instruction
• 2. Be sensitive to individual differences
• 3. Provide students opportunity to shape their
environment
• 4. Teach in “zone of relative novelty”
• 5. Encourage automaticity of information processing
skills
23. Intelligence Measured as
IQ
2 types of of IQ test
• Stanford-Binet intelligence scales-V (2003)
• Wechsler Intelligence scale for children, 4th edition
(2003)
2 ways to take the IQ test
• Individual administered IQ test
• Group administered IQ test https://lh5.ggpht.com/5_lLL_FgffiwMXjPEy3-
kAZHXEJqSedngrSLRp812NX3rgJmyfnUPBCojgPq2TIFEAU=w300
24. Interpreting IQ Scores
• Normed-Reference: the test takers relative standing
IQ compared with the scores of the other test takers.
• Norm Group: all other test takers with similar
characteristics.
• Deviation IQ: indicates how far above or how far
below the test takers scored on the IQ test compared
to individuals their same age.
• Standard Deviation: measures how much a score
strays from the average.
http://blogs.scientificamerican.com/beautiful-
minds/files/2013/07/Cartoon-Test-taker.jpg
25. IQ scores….
Where do most people land?
• Most scores are between 85-115.
• Only 13.5% of individuals fall between 115-130.
• About 2.5% of the scores fall more than 2 standard
deviations.
• Only 3% of test takers may be eligible for gifted
programs .
http://img.usatests.com/iqchildren/iqchildren-graph-home.gif
26. Caveats for interpreting
IQ tests
• IQ’s test represent a finite sample of a persons
cognitive skills.
• IQ scores are not stable for early childhood students.
• IQ changes over time.
http://lyiq.psicollective.com/wp-content/uploads/2013/07/IQ-Test-Scale.png
27. Socioeconomic Status
(SES) & IQ
• What is SES?
• Defined by a parents income, occupation, and educational
level
• Children from higher SES tend to have higher IQs in
comparison to children from lower SES
• When parents talk about education and value
education, children are more likely to be successful,
no matter what their SES level is
28.
29. Factors contributing to lower
scores may be:
• fewer resources
• poorer nutrition
• poorer health care
• strained parent-child relationships due
to high levels of stress
30. What Does This Mean for
Teachers?
• Often times, teachers form expectations of students
before they enter the classroom.
• Self-Fulfilling Prophecy: a groundless expectation that
leads the teacher to act in ways that make the
expectation come true (Merton, 1948.)
• Avoid making expectations and assumptions about
students based on factors out of their control.
31. Race and IQ
• Although there are noticeable differences between IQs and race,
it is important to not stereotype
• Stereotype Threat: an unconscious activation of prior knowledge
about a stereotype that hinders development
• Differences among ethnic groups and races are more about SES
level and environments rather than race itself
32. Gender and IQ
• males and females differ minimally on performance
tests.
• Gender differences are small at the elementary level and gradually
increase through out school
• differences in scores in mathematics between males
and females may be biological and can be influenced
by the amount of Testosterone in the body.
• Once again, be sure not to use stereotypes in the
classroom that may hinder a child’s view of
themselves and their ability.
33. Gender and IQ
Continued…
• differences in scores in mathematics between males
and females may be biological and can be influenced
by the amount of Testosterone in the body.
• Once again, be sure not to use stereotypes in the
classroom that may hinder a child’s view of
themselves and their ability.
34. Time for a Quiz!
Take out your phones
and Google
Kahoot
https://kahoot.it/#/