Day 4B: Chapter 8:
Intelligence
Multiple Intelligence Test
Reminder: Open
TAPP IQ2’s
MM
Day 4B: Chapter 8: Intelligence
Name:
Linguistic Intelligence
Books are very important to me
I can hear words in my head before I read or speak
or write them down
3.
I get more out of listening to the radio or tapes than
I do out of TV, Films
4. I am good at word games like scrabble, Anagrams
or Password
5. I enjoy entertaining myself or others with tongue
twisters or puns
6. Others at times ask me to explain the words I use
when writing or speaking
7. English & History are easier for me than Maths &
Science
8. When out driving I notice the words on the ad
boards more than the scenery
9. I often talk about the things I have read or heard
Total: ___ ; /9
1.
2.
Spatial Intelligence
1. I often see clear pictures/images when I close my
eyes
2. I’m sensitive to color
3. I’d like using a camera or camcorder to record what
I see around me
4. I enjoy doing jigsaw puzzles, finding my way
through mazes or visual puzzles
5. I have vivid dreams at night
6. I can usually find my way around places that I don’t
know well
7. I like to draw or doodle
8. Geometry is easier for me than Algebra
9. I can imagine how something would look if I were
right above it
10. I prefer books that have lots of pictures in them
Total: ____ ; /10
Discover Your Profile
Logical Intelligence
1. I can easily add & subtract numbers in my head
2. Maths & Science are my favorite subjects in school
3. I enjoy playing games/solving puzzles that need logical
thinking
4. I like to set up "what if" experiments, (e.g. "what if I
double the amount of water I give to my rosebuds each
week")
5. I’m always looking for patterns and logical sequences or
order in things
6. I’m interested in all new developments in Science
7. I believe almost everything has a rational explanation
8. I sometimes think in clear wordless picture-less thoughts
9. I always notice when people aren’t being logical in what
they are saying
10. I like it when things are measured, analyzed and put into
categories
Total: ____ ; /10
Bodily-kinesthetic Intelligence
1. I do at least one sport in my own free time on a regular
basis
2. I find it difficult to sit still for long periods of time
3. I like to work with my hands at concrete activities
4. My best ideas come when I’m out walking or active in
some way
5. I often like to spend my free time outdoors
6. I need to touch things in order to learn about them
7. I enjoy daredevil amusement rides or other thrilling
physical experiences
8. I am pretty well coordinated i.e. not clumsy or awkward in
my movements
9. I prefer to learn a new skill by doing it rather than reading
how to do it
Total: _____ ; /9
Source: http://homepage.tinet.ie/~seaghan/play/mi.htm
Musical Intelligence
1. I have a pleasant singing voice
2. I can tell when someone sings off key or out of tune
3. I spend a lot of time listening to music
4. I play a musical instrument
5. My life would be poorer if there was no music in it
6. I often find a TV jingle or a tune running through my
mind as I walk or work
7. I can keep time to a piece of music with a drum or
sticks
8. I know the tunes to many different songs or musical
pieces
9. If I hear a piece of music once or twice I can sing it
back
10. I often tap a tune or sing a tune while studying or
working
Total: ______; /10
Intrapersonal Intelligence
1. I like to spend time alone, thinking about life
2. I like sessions/classes that help me learn more about
myself
3. I have opinions that set me apart from the crowd
4. I have a special hobby/interest that I keep to myself
5. I have important goals for my life that I think about
often
6. I have a good idea about my strong points and my
weak points
7. I’d prefer to spend a weekend alone, rather than with
crowds of people
8. I consider myself strong-willed and independent
minded
9. I keep a diary to record the events of my life
10. I would like to be self-employed
Total: _____ ; /10
Interpersonal Intelligence
1. People often come to me for advice
2. I prefer group sports (volleyball) to solo sports
(swimming/jogging)
3. If I have a problem I’ll ask for help, & not try to solve it by
myself
4. I have at least three close friends
5. I like social games/activities rather than individual ones
that I do alone
6. I enjoy the challenge of teaching others what I know and
how to do
7. I consider myself a leader, or others have called me that
8. I feel comfortable in the middle of a crowd
9. I like to get involved in social activities connected with my
work/church/community
10. I prefer to be with a group at night to being on my own at
home
Total: _____ ; /10
TOTALS
_____Linguistic Intelligence
_____Logical Intelligence
_____Spatial Intelligence
_____Bodily-Kinesthetic Intelligence
_____Musical Intelligence
_____Interpersonal Intelligence
_____Intrapersonal Intelligence
Intelligence
Nature vs. Nurture
What do you believe about Nature vs. Nurture?
• Nature (Biology, genetics)
• Nurture (Environment, family,
schooling, changing economic
conditions)
Approaches to Intelligence
Psychometric
Focus on the measurement
of intelligence
Assumes normal
distribution
MM
Approaches to Intelligence
Multiple Forms
Gardner
Sternberg
Approaches to Intelligence
Developmental
Piaget
Vygotsky
Vygotsky's
sociocultural
theory, shows
the social
context of
cognitive
development.
Approaches to Intelligence
Brain/ neurophysiology
Brain metabolism
Brain imaging
JH
Psychometric Approach
Focus is on developing measures that predict
academic performance
Some researchers are critical of this approach
while others believe it has proven its correctness
Major issue: What is it we want to know?
• Predict school success as presently structured
• Predict life success
• Develop human potential
Predicting With IQ Measures (Validity)
IQ measures correlate with academic
achievement about r = .5
Successful school learning also depends on:
• Persistence
• Interest in school
• Learning disabilities
• Encouragement from family, peers, teachers
• Other factors
Issue of Nature vs. Nurture
What is the source of intelligence (as measured
by IQ)
• Nature (Biology, genetics)
• Nurture (Environment, family,
schooling, changing economic conditions)
Correlations among various group members
used to test hypotheses
Issue of Nature vs. Nurture
Issue of Nature vs. Nurture
Issue of Nature vs. Nurture
Plomin et al. (1990) make the following
estimates:
.50
• Nature
• Within family
.25
• Between families
.15
• Error
.10
Plomin, R., DeFries, J., & McClearn, S. (1990). Behavioral genetics: A primer
(2nd ed.). New York: Freeman.
Nurture's Influence
Stability of IQ measures true only if there are
no radical changes in the environment
• Gains in Appalachia in 1930s
• Venezuelan Intelligence Project (Herrnstein
and others, 1986)
• Feuerstein’s (1980) Instrumental Enrichment
Feuerstein, R. (1980). Instrumental enrichment: An intervention program for
cognitive modifiability. Baltimore: University Park Press.
Herrnstein, R., Nickerson, R., de Sanchez, M., Swets, J. (1986). Teaching thinking
skills. American Psychologist, 41, 1279-1289.
MM
Nurture's Influence
Norms must be constantly revised because of
continuously rising test scores (Flynn, 1987)
• Average gain about 3 points per decade
Flynn, J. (1987). Massive IQ gains in 14 nations. What IQ tests really
measure. Psychological Bulletin, 101, 171-191.
Nurture's Influence
• 19-year-olds in
Netherlands went up
more than 8 points
from 1972-1982
Flynn, J. (1987). Massive IQ gains in 14 nations. What IQ tests really
measure. Psychological Bulletin, 101, 171-191.
Nurture's Influence
Hypotheses for rising IQ scores
• Daily life and occupational experiences
more “complex”
• Better nutrition
• Measuring “abstract problem solving
ability,” not really intelligence
Issue of Nature vs. Nurture
Issue of nature vs. nurture is especially critical
for educators:
• If nature, our role is to sort and select
• If nurture, our role is to develop
Were You Born That
Way?
• In this article it suggested that thrill
seeking is gauged to be 59%
heritable…biologists have found that
people who crave excitement often
carry a longer version of one gene on
chromosome eleven. That gene
influences the brain’s responses to
dopamine, a chemical linked to
pleasure and euphoria.
Were You Born That Way?
Identical twins…steelworker, Jim Lewis, and
clerical worker Jim Springer. The two were
separated five weeks after birth and raised 80
miles apart in Ohio. Thirty-nine years later, they
were reunited in 1979. Not only did they both
have dark hair, stand 6 feet tall, and weigh 180
pounds, but they also……..
Were You Born
That Way?
•
•
•
•
•
•
•
•
•
•
•
•
•
Spoke with the same inflections
Made the same gestures
Loved stock car racing
Hated baseball
Drove Chevrolets
Drank Miller Lite
Vacationed on the same half mile stretch of Florida beach
Had elevated blood pressure
Severe migraines
Bit their nails
Undergone vasectomies
Married women named Linda, divorced them, and married women named Betty
Heart rates, brain waves, and IQs were nearly identical, and the personality scores
were as though one person had taken the same test twice.
JH
What about Terry Blair?
• Born Poor
• Mother suffered from mental illness and only
had a 9th grade education.
• Violence, drugs, and prostitution were
rampant in his neighborhood.
• Brother who abducted and raped a woman
• Another brother murdered a young woman
and was convicted and executed in 1993.
• Mother shot and killed a man.
• What was Terry’s
crimes?
www.wikipedia.com
Well….Terry
• Murdered his pregnant wife after finding out that
she was soliciting sex (prostitution).
• He was sentenced to 25 years, but spent 21 years
incarcerated for that crime.
• Once released Terry became a serial killer, tried
and convicted of killing 6 prostitutes in his
neighborhood.
• He was also accused of murdering 2 additional
women, raping three additional women, and
assaulting another.
• Do you think nature or nurture
played a greater role in Terry’s
situation?
We can control our classroom
ENVIRONMENT!!!
Exemplary Achievement in a
unlikely Environment
The story of
Principal Steve
Perry and his
Connecticut
students
Google images
Quick Search
Because someone cared and
encouraged them……
• 100% of all students graduates AND
attends a 4 year college/university!!!
• Isn’t that AMAZING!!!!
• As teachers, we have that ability to inspire
EVERYDAY!!!
• Maybe one day our students can speak
about the way this celebrity spoke of his
teacher.
Issue of Nature vs. Nurture
Of course, the reality is that both are important
Cattell’s Fluid and Crystallized
Intelligences
• Raymond Cattell (1963, 1987) has found
evidence for two distinctly different components
of general intelligence (g).
• First, children differ in fluid intelligence (gf),
their ability to acquire knowledge quickly and
adapt to new situations effectively.
• Second, they differ in crystallized intelligence
(gc), the knowledge and skills they have
accumulated from their experiences, schooling,
and culture. These two components may be
more or less relevant to different kinds of tasks.
JH
Quick Search
Sternberg’s Theory of Intelligence
Sternberg believes that intelligence is comprised of three separate,
though interrelated, abilities:
Alice”, who had excellent test
scores and grades, and
teachers viewed her as
extremely smart. Alice was later
seen having trouble in graduate
school because she was not
adept at creating ideas of her
own (Sternberg, 1997).
Celia did not have outstanding
analytical or synthetic abilities,
but she “was highly successful
in figuring out what she
needed to do in order to
succeed in an academic
environment. She knew what
kind of research was valued,
how to get articles into
journals, how to impress
people at job interviews, and
the like.”
Barbara had synthetic giftedness. Barbara did not perform as well as Alice on the
tests taken to get into school, but was recommended to Yale University based on
her exceptional creative and intuitive skills. Barbara was later very valuable in
creating new ideas for research.
Why Intelligent People Fail
Sternberg recognizes that intelligence is only one
explanation of why some people succeed and why
others do not.
•Why do you think students
with potential fail?.
•Give One Take one.
Why Intelligent People Fail
Cognitively-oriented reasons
• Distractibility and lack of concentration
• Spreading oneself too thin or too thick
• Inability or unwillingness to see the forest
for the trees
• Lack of balance between critical,
analytic thinking and creative, synthetic
thinking
• Using the wrong abilities
Why Intelligent People Fail
Affective/Socially-Oriented Reasons
• Misattribution of blame
• Fear of failure
• Excessive self-pity
• Excessive dependency
• Wallowing in personal difficulties
• Too little or too much self-confidence
Why Intelligent People Fail
Cognitive/Volitionally-Oriented Reasons
• Failure to initiate
• Lack of motivation
• Lack of perseverance
• Inability to complete
tasks and to follow through
• Lack of impulse control
Why Intelligent People Fail
Cognitive/Volitionally-Oriented Reasons
• Inability to translate thought into action
• Procrastination
• Lack of product orientation
• Inability to delay gratification
Animal Intelligence
Animal Intelligence
Animal Intelligence
Gardner’s Theory of Intelligence
Gardner originally identified seven intelligences,
but has since expanded that number to eight and
one-half.
Gardner argues that traditional paper-andpencil tests do not adequately measure some
aspects of intelligence that are relevant in
everyday life.
The stability (reliability) and predictive
accuracy (validity) of his tests have yet to be
demonstrated.
MM
Gardner’s Theory of Intelligence
1. Get with others that are gifted in the same
intelligence to develop a short presentation.
2. Describe the intelligence.
3. Show at least 3 creative ways to tap into using this
type of intelligence during lessons that you teach.
Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Spiritual/ Transpersonal
Gardner’s Theory of Intelligence
Linguistic
Intelligence
Core element: Ability to
make a rapid conversion
from a physical
representation of stimuli
(i.e., letters and/or other
verbal symbols) to
higher-level codes;
ability to manipulate
information in activated
memory
Gardner’s Theory of Intelligence
LogicalMathematical
Intelligence
Core element: Ability to
generalize from specific
experiences and form
new, more abstract
concepts and rules;
ability to reason quickly
and well; ability to
reason quantitatively
Gardner’s Theory of Intelligence
Spatial
Intelligence
Core element: Ability to
visualize and mentally
rotate a stimulus or
stimulus array
Gardner’s Theory of Intelligence
BodilyKinesthetic
Intelligence
Core element: Ability to
control of one's bodily
motions and capacity to
handle objects skillfully
Gardner’s Theory of Intelligence
Musical
Intelligence
Core elements: Ability to
translate written symbols
into pitch, rhythm,
timbre
Gardner’s Theory of Intelligence
Interpersonal
Intelligence
Core element: Ability to
notice and make
distinctions among other
individuals and, in
particular, among their
moods, temperaments,
motivations, and
intentions
Gardner’s Theory of Intelligence
Intrapersonal
Intelligence
Core element: Ability to
distinguish and identify
various personal
thoughts and feelings
and to use them to
understand one's own
behavior
Gardner’s Theory of Intelligence
Ecology/
Environment
Core element: Ability to
discern similarities and
differences and make
classifications among the
living organisms in one’s
environment
Gardner’s Theory of Intelligence
Spiritual/
Transpersonal
Core element: Ability to
search for and connect
with (sense/perceive)
stimuli that have been
labeled non-physical or
metaphysical
Summary Page
•Pages 297 and 312
•Two per column
Gardner’s Theory of Intelligence
1. Get in subject or grade level groups.
2. Select a unit to plan lessons and activities that
incorporate Gardner’s multiple Intelligences.
3. Share unit plan with class. Include at lease one of
the activities to be done with our class.
Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")