A presentation about intelligence.

1. Intelligence Presentation
September 4, 2020

2. Properties of Intelligence

3. Intelligence
● “Ability to solve problems and
to adapt and learn from
experiences”
● Cannot be directly measured
● Abstract, broad concept

4. Sternberg’s Triarchic Theory
1. He believed that IQ tests failed to measure
certain dimensions of intelligence
2. Proposes Triarchic Theory of Intelligence
3. 3 main types of intelligence
a. Analytical intelligence
i. Ability to analyze, judge, evaluate,
compare & contrast
b. Creative intelligence
i. Ability to create, design, invent,
originate, imagine
c. Practical intelligence
i. Ability to use, apply, implement,use
ideas
1) High in Analytical intelligence
a) “smart”
b) Good grades
c) SAT good scores
d) Competitive colleges
2) High in Creative Intelligence
a) Unique answers > conformist answers
b) Sometimes teachers suppress creative
thinking
3) High in Practical Intelligence
a) Excellent social skills
b) Good common sense
c) Successful managers, entrepreneurs,
politicians

5. GARDNER’S THEORY OF MULTIPLE
INTELLIGENCES
1. He believed that PEOPLE HAVE MULTIPLE
INTELLIGENCES
2. Also believed that IQ test only measure a
few of them
a. Verbal, math, spatial aspects
3. Gardner proposes 8 types of intelligence
a. Verbal
b. Mathematical
c. Spatial
d. Bodily kinesthetic
e. Musical
f. Interpersonal
g. Intrapersonal
h. naturalist
1) Verbal: think in words and use language to
express meaning
2) Mathematical: carry out mathematical
operations
3) Spatial: think 3 dimensionally
4) Bodily-kinesthetic: ability to manipulate
objects & be physically adept
5) Musical: sensitivity to pitch, melody,
rhythm, and tone
6) Interpersonal: understand and interact
with others
7) Intrapersonal: understand oneself
8) Naturalist: understand patterns in nature

6. Emotional Intelligence
1. Peter Salovey & John Mayer (1990) developed the concept of emotional
intelligence
2. Daniel Goleman (1995) popularized emotional intelligence
a. Ability to perceive and express emotion accurately
b. To understand emotion
c. To use feelings to facilitate thought
d. To manage emotions

7. General Intelligence
1. Many psychologists support the concept of general intelligence
2. Nathan Bordy (2007)- This psychologist believes that people who excel in on
one intellectual task will also excel in another
3. General Intelligence includes
a. Abstract reasoning
b. Knowledge
c. Problem solving ability

8. Fluid
Intelligence
- A person’s accumulated
information
- Verbal skills
Crystallized
Intelligence
- The ability to reason abstractly

9. Giftedness

10. Giftedness
● Above-average intelligence
● Superior talent for something

11. Properties of Giftedness
1. IQ of 130 or higher
2. Includes intellectual, artistic, and athletic aptitudes
3. Estimated in 3-5% of students (conservative amount; focus tends to be
on intellectual or academic giftedness)
4. Greater maturity
5. Less emotional problems
6. Children identified as gifted often go on to have successful careers as
adults

12. Characteristics of Children Who Are Gifted
1. They are precocious; born with a propensity for an area far above their
peers.
2. They are independent learners, often insisting on and able to solve
problems without the assistance of adults.
3. The are focused, self-motivated, and driven to master the domain that
interests them.

13. Challenges in Educating the Gifted
1. Gifted children often go unidentified.
a. When not challenged, gifted children may exhibit behavior
problems.
b. No Child Left Behind (2001) placed focus on underachieving
students rather than enriching the gifted.
c. Minorities African American, Latino, and Native American children
may be underrepresented due to test bias.

14. Intellectual Disabilities

15. Intellectual
Disabilities
Condition of limited mental
ability
1. Low IQ, usually below 70
2. Difficulty adapting to the demands
of everyday life.
3. First exhibits characteristics by age
18.
- “Low IQ and low adaptiveness should be
evident in childhood, not after normal
functioning is interrupted by damage of some
form”

16. Intellectual Disability
- Formly Mental Retardation
- Inadequate intellectual functioning
- Formerly identified by a lack of age appropriate skills in learning and
caring for themselves.

17. Classification of Intellectual Disability based on IQ
Figure 11→
- Most schools use fig 11
- Categories are not perfect
predictors of functioning.
- “Majority of individuals
diagnosed with an intellectual
disability fit into the mild
category.”
Type of Intellectual
Disability
IQ Range % of individuals with
Intellectual Disability
Mild 55 to 70 89
Moderate 40 to 54 6
Severe 25 to 39 4
Profound Below 25 1

18. Classification of Intellectual Disability based on
Levels of Support Needed
Figure 12→
- Based on degree of support
required.
Classification of intellectual
Disability
Level of support Needed
Intermittent Support provided as “needed”
- job loss or acute medical crises
Limited Intense and relatively consistent
- Fewer staff
- Cost less than intense supports
Extensive Characterized by regular movement
- Daily
- Home or work
Pervasive Constant, very intense, provided across
all settings

19. Organic Intellectual Disability
- Genetic Disorder or a lower level of intellectual functioning
- Caused by brain damage
- E.g. Down Syndrome, Fragile X Syndrome, Prenatal malformation,
Metabolic Disorder
- Diseases that affect the brain
- IQ between 0 and 50

20. Cultural Familial Intellectual Disability
- “No evidence of organic brain damage can be found”
- IQ between 55 and 70
- Often a result of growing up in a below average
intellectual environment.
- Children with this type of disability are easily identified in
school
- Often fail
- Need tangible rewards (candy rather than praise)
- Highly sensitive to others expectations of them
- Usually NOT noticeable in adults

21. References
DeNisco, A. (2016). Why aren't more black students identified as gifted?. District Administration, 52(4),
16.
Santrock, J. (2016). A topical approach to lifespan development. (8th ed.). New York, NY: McGraw-
Hill Education