1. AREA OF STUDY 2: INTELLIGENCE & PERSONALITY
UNIT 2: SELF AND OTHERS
AREA OF STUDY 2: INTELLIGENCE & PERSONALITY
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2. INTELLIGENCE TESTS
Go to the following websites to find out how intelligent you are!!! DO YOU AGREE WITH YOU RESULTS? WHY OR WHY NOT?
KK 1 - PAGE 406

3. INTELLIGENCE How would you describe intelligence?
Are there different kinds of intelligence?
Does intelligence change over time?
To what extent is intelligence inherited?
KK 1 - PAGE 406

4. So how do we know it exists?
INTELLIGENCE
INTELLIGENCE IS A
HYPOTHETICAL CONSTRUCT
(We can’t see or touch intelligence, it’s intangible)
So how do we know it exists?
KK 1 - PAGE 406

5. INTELLIGENCE
Because we can’t see it or touch it, this makes it really hard for psychologists to come up with a commonly accepted definition of intelligence A widely accepted definition of psychology is; Intelligence involves the ability to learn from experience, to acquire knowledge, to reason and solve problems, to deal with people and objects, and to adapt effectively to the environment
KK 1 - PAGE 406

6. HOMEWORK LEARNING ACTIVITY 11.1 (pg.407)
KK 1 - LEARNING ACTIVITY 11.1 (PAGE 407)

7. WAYS OF DESCRIBING INTELLIGENCE
PSYCHOLOGIST
DESCRIPTION
ALFRED BINET
INTELLIGENCE AS AN AGE-RELATED SET OF ABILITIES
DAVID WECHSLER
INTELLIGENCE AS VERBAL AND PERFORMANCE ABILITIES
HOWARD GARDNER
THEORY OF MULTIPLE INTELLIGENCES
ROBERT STERNBERG
TRIARCHIC THEORY OF INTELLIGENCE
RAYMOND CATTELL
JOHN HORN
JOHN CARROLL
MODEL OF PSYCHOMETRIC ABILITIES
PETER SALOVEY
JOHN MAYER
ABILITY BASED MODEL OF EMOTIONAL INTELLIGENCE
KK 2 - PAGE

8. WAYS OF DESCRIBING INTELLIGENCE
ALFRED BINET
Intelligence As An Age-Related Set of Abilities
Was employed by the French government to identify children in schools with learning difficulties
3 YEAR OLDS LEAST INTELLIGENT
5 YEAR OLDS
7 YEAR OLDS MOST INTELLIGENT
KK 2 - PAGE 407

9. HOMEWORK LEARNING ACTIVITY 11.2 (pg.407)
KK 2 - LEARNING ACTIVITY (PAGE 407)

10. WAYS OF DESCRIBING INTELLIGENCE
DAVID WECHSLER
Intelligence As Verbal & Performance Abilities
Believed that other psychologists focused too much on those skills that allow people to do well at school
Viewed intelligence as:
‘The global and aggregate capacity to act purposefully, to think rationally, and to deal effectively with the environment’
KK 2 - PAGE

11. WAYS OF DESCRIBING INTELLIGENCE
DAVID WECHSLER
Intelligence As Verbal & Performance Abilities
VERBAL ABILITY
PERFORMANCE
ABILITY
KK 2 - PAGE 408

12. WAYS OF DESCRIBING INTELLIGENCE
DAVID WECHSLER
Intelligence As Verbal & Performance Abilities
Wechsler suggested 4 conditions that need to be present for any behaviour to be described as intelligent
Awareness
Goal Directed
Rational
Worthwhile
KK 2 - PAGE 408

13. HOMEWORK LEARNING ACTIVITY 11.3 (pg.409)
KK 2 - LEARNING ACTIVITY 11.3 (PAGE 409)

14. WAYS OF DESCRIBING INTELLIGENCE
HOWARD GARDNER
Theory Of Multiple Intelligences
KK 2A - PAGE

15. WAYS OF DESCRIBING INTELLIGENCE
HOWARD GARDNER
Theory Of Multiple Intelligences
Linguistic
Musical
Logical/Mathematical Naturalistic
Spatial Existential
Bodily-Kinesthetic
Intrapersonal
Interpersonal
KK 2A - PAGE

16. WAYS OF DESCRIBING INTELLIGENCE
HOWARD GARDNER
Theory Of Multiple Intelligences
Believes that each intelligence is different and independent
A person can be strong in one or two intelligences, weak in others
Is body control (kinesthetic) an intelligence?
Refers to ‘Savant Syndrome’ = low overall intelligence
high intelligence in one area
KK 2A - PAGE

17. HOMEWORK LEARNING ACTIVITY 11.4 (pg.414)
KK 2A - LEARNING ACTIVITY 11.4 (PAGE 414)

18. WAYS OF DESCRIBING INTELLIGENCE
ROBERT STERNBERG
Triarchic Theory Of Intelligence
KK 2B - PAGE

19. WAYS OF DESCRIBING INTELLIGENCE
ROBERT STERNBERG
Triarchic Theory Of Intelligence
ANALYTICAL = the ability to complete academic problem-solving tasks
CREATIVE = the ability to successfully deal with new and unusual situations by drawing on existing knowledge and skills
PRACTICAL = the ability to adapt to everyday life by drawing on existing knowledge and skills
KK 2B - PAGE

20. WAYS OF DESCRIBING INTELLIGENCE
ROBERT STERNBERG
Triarchic Theory Of Intelligence
Sternberg proposes that these three parts involve abilities that are different, separate and not ‘fixed’
A person may be stronger in one and not the others
When a person is equal in all 3, Sternberg describes that person as having ‘successful intelligence’
KK 2B - PAGE

21. HOMEWORK LEARNING ACTIVITY 11.8 (pg.416)
KK 2B - LEARNING ACTIVITY 11.8 (PAGE 416)

22. WAYS OF DESCRIBING INTELLIGENCE
CATTELL/HORN/CARROLL
Model Of Psychometric Abilities
Metric = measurement
Psycho = psychological abilities
Cattel & Horn first developed a theory called the Gf-Gc theory
Gf = Fluid Intelligence = reasoning for problem solving
Gc = Crystallised Intelligence = the use of knowledge and skills we acquire through experience
KK 2C - PAGE

23. WAYS OF DESCRIBING INTELLIGENCE
CATTELL/HORN/CARROLL
Model Of Psychometric Abilities
Horn-Cattell Gf-Gc theory +
Carroll 3-stratum theory =
CHC model
(developed by Kevin McGrew & Dawn Flanagan)
KK 2C - PAGE

24. WAYS OF DESCRIBING INTELLIGENCE
KK 2C - PAGE 419

25. HOMEWORK LEARNING ACTIVITY 11.10 (pg.420)
KK 2C - LEARNING ACTIVITY (PAGE 420)

26. WAYS OF DESCRIBING INTELLIGENCE
SALOVEY & MAYER
Ability Based Model of Emotional Intelligence
Emotional Intelligence = the ability to recognise the meanings of emotions and their relationships, and to reason and problem solve on the basis of emotions
4 BRANCHES OF ABILITIES
INVOLVED IN ‘EMOTIONAL
INTELLIGENCE’
KK 2D - PAGE

27. WAYS OF DESCRIBING INTELLIGENCE
SALOVEY & MAYER
Ability Based Model of Emotional Intelligence
4 BRANCHES of ABILITIES in Emotional Intelligence
PERCEIVING EMOTIONS
FACILITATING THOUGHT
UNDERSTANDING EMOTIONS
MANAGING EMOTIONS
KK 2D - PAGE

28. HOMEWORK LEARNING ACTIVITY 11.13 (pg.424)
KK 2D - LEARNING ACTIVITY (PAGE 424)