There are a number of early intelligence theories the first one is that of Alfred Binet. Binet is associated with the development of the first intelligence test in 1904, commissioned by the Paris school system used to separate the kids with a lower intelligence level from those with a normal intelligence level. With the help of his student. Theodore Simon, Binet developed a test called the "1905 scale." William Stern, German psychologist, coined the idea of a mental quotient which was the calculation of the mental age divided by the chronological age. Lewis Truman decided to multiply the mental quotient by 100 calling it the IQ or Intelligence Quotient.
An IQ score of 100 is the average score on intelligence tests. The average score for those with an normal score is 85-115, those higher than 115 indicates that the individual is is smarter than average, and scores lower than 85 would characterize an slowing learning group.
Charles Spearman discovered the "G" and "S" intelligence theory, called the factor of generalized intelligence (Spearman, 1904), and the s factor is considered the factor of specialized abilities. Spearman says that we all start off with both a g and s factors, but as we age the s factor increases causing us to develop a big S factor. Therefore, out specialized factors become larger.
L.L. Thurstone disagreed with Spearman about the g and s factors, so he developed the seven independent factors labeled Primary Mental Abilities (Thurstone, 1938). These seven factors consist of Number facilities, Reasoning, Memory, Spatial perception, Perceptual Speed, Verbal comprehension, and Word Fluency.
J.P. Guilford expanded Thurstone's work into a model for the structure of intelligence (SI) which consisted of three cubical dimensions. One dimension represents what you are thinking about, the second dimension represents how you are thinking about the contents, and the third represents the possible results of how you are thinking about the contents. Using this representation, Guilford outlined 120 different kinds of intellectual abilities, using this he developed his test for divergent and convergent abilities. There are several issues with IQ tests which is the validity of the test, it's accuracy and consistency, whether it is culture-free or culture-biased.
For the last forty years, there has been the development of new intelligence theories. Howard Gardner, Robert Sternberg, and Daniel Goleman. Opposed to general intelligence, Gardner developed a theory of multiple intelligences which consist of Linguistic, Logical-Mathematical, Musical, Spatial, Bodily-kinesthetic, Interpersonal, Intrapersonal, and Naturalistic. Gardner believes that when an individual excels in one of the domains, he is determined to be intelligent in that particular domain.
Sternberg believes intelligence to be meeting self-directed goals. Humans have three intellectual abilities: analytic intelligence, creative intelligence, and practical intelligence. Analytic intelligence gives you the ability to judge, creative intelligence gives you the ability to create, and practical intelligence gives you the ability to apply.
Goleman produced the idea of emotional intelligence in 1995 which he considered better at predicting an individuals IQ better than standardized tests. They involve four major domains: self-awareness, self-management, social awareness, and relationship management. Self awareness allows the individual to separate feelings from actions, self management gives the individual the ability to control anger, social awareness helps to take the perspective of others, and relationship management helps solve relationship problems.
Intelligence across the lifespan includes a few stages of life and how intelligence is measured throughout these stages. Infant responses include infant's attention, habituation, and dishabituation. During childhood the parental influence is most important it helps to create higher performance. Studies have shown that IQ scores for an individual can shift 28 points on average between the ages of two years and seventeen years (Bjorklund, 2000). Adolescence intellectual growth corresponds to the change in brain structure. The intellectual abilities across the lifespan were first theorized by John Horn and Raymond Cattel, represented by fluid intelligence and crystallized intelligence. Fluid intelligence declines with age, while crystallized intelligence doesn't.
Intelligence is affected by cognitive development. Cognitive development deals with the way an individual processes, interprets, and understands their environments or particular situations. In intelligence the concentration is more on how the individual responds to the environment. However, both intelligence and cognitive development focus on the ability to adapt to the environment. Intelligence may serve for many different purposes like various intelligence measurements, controversies associated with intelligence testing, intelligence theories and the direction of future intelligence research. The viewpoint of cognitive development and intelligence differ in the meanings of ability, adapt, and environment. Intelligence development can be interpreted as different things when examining in several ways. Intelligence tests and achievement tests measure two different things. Intelligence tests are designed to assess a person’s tendency to be successful in the things that they have a love for. Achievements tests are used to test school curriculum content tests like math and reading. Achievement tests are more useful in our world today because they provide students, teachers and parents with a visibility of a student’s strongest and weakest subjects. They mainly serve as information for teachers to guide their instruction in a way that the student understands.
On the first day of AP Calculus in high school, my teacher issued a test. Math has always been my weaker subject so I had no sense of comfort with taking this test. The test consisted of math problems from Pre-Calculus and prior math classes, something I did not remember. I was automatically frightened by the way this test was going to affect my grade in this class, my first grade. I lost all sense of instruction once my teacher handed out this test. I overheard her saying that if we did not remember any of this or for the questions that we did not remember simply write “I don’t know.” She went on to say, “You will not receive a grade on this test, this is just for me to see where you are in the subject of math.” I immediately felt relieved! That was the best thing she said all year, although it just started. I began to take the test, starting with the things I was slightly familiar with, finishing with the questions that I didn’t know the answer to. Although I’ve always hated achievement tests I find it really important that teachers issue those so that they will refrain from skipping something a student is familiar with.
This connection is meaningful to me because it recalls what you remember every time something new is introduced to you. I am unsure of how I would incorporate this in my classroom as a preschool instructor. I feel that I could issue a worksheet that has several letters of the alphabet of it and have my students circle the letters in their name. I know that I would give my students something simple, familiar with things they are introduced to everyday. I would not really consider it a achievement test more of a “What You Know” worksheet.
No comments:
Post a Comment