Week 9: Intelligence Theory

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Source: Harris, Morgan. “Teaching High School Adolescents: Chapter 4 Intelligence Theory.” EDPR Morgan Harris, n.d. https://sites.google.com/site/edrpmorganharris/home/chapter-4-intelligence-theory

 "Intelligence Development: Whenever we think intelligence, we think of how levels of intelligence are determined. At different points throughout history, particular psychological theorists have suggested that intelligence is primarily an inherited quality or, instead, primarily something influenced by children's environment. Both of these views have merit, as it turns out. Currently, most researchers agree that a combination of both genetic and environmental factors contribute to the development of intelligence."

"One of the more recent ideas to emerge is Howard Gardner's theory of intelligence. Instead of focusing on the analysis of test scores, Gardner proposed that numerical expressions of human intelligence are not a full and accurate depiction of people's abilities. His theory describes eight distinct intelligences that are based on skills and abilities that are valued within different cultures."

The eight intelligences Gardner described are: 
Intelligence Across Lifespan
 Infancy to Early Childhood: 
  •  Attention: Process through senses.
  • Habituation: Disinterested in repeat presentations of new stimulus.
  •  Dishabituation: Renewed attention to a previously habituated stimulus 
Childhood:
  • Language
    •
  • Increase age, increases ability to answer correctly and increase intelligence.
  • Parental influence is important.
  • Television and technology assist in increasing intelligence.
Adolescence: 
  • From age 2-17 y.o., IQ can increase 28 points.
Adulthood:  
  • Fluid Intelligence: Quantitative increase in IQ from 20-25 years old. After 25 years of age, IQ begins to decrease.
  • Crystallized Intelligence: Do not decline because they are associate with: Prior knowledge, past experience.
Creativity:

  • Divergent Thinking: Looks at many different ways to solve a problem. 
  • Convergent Thinking: Good at bringing materials from many sources to solve a problem to get a correct answer

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