1. Unit 9: Personality & Intelligence Lesson 3: Defining Intelligence
DAILY COMMENTARY:
Quick Review for Personality Quiz!
Take Survey on Multiple Intelligences
In general, what do you believe makes a person “smart?”
Take out your intelligence test from last night.
What was fun?
What were you best at?
What was most challenging?
Lesson Essential Questions
What is intelligence
Lesson Vocab (make vocab card for each term):
Fluid intellitence
Crystallized intelligence
Processing speed
Verbal intelligence
Emotional intelligence
Spatial intelligence
Kinesthetic intelligence
Intrapersonal intelligence
Interpersonal intelligence
Howard Gardner
Robert Sternberg
Charles Spearman
General intelligence

2. Unit 9: Personality & Intelligence Lesson 3: Defining Intelligence
DEADLINES & HOMEWORK:
Performance Task Deadlines:
Lesson 1: Conduct a personality analysis of a well-known celebrity or politician of your choice. Your analysis must be conducted from TWO different approaches to personality study. Choose two options between: Psychoanalysis, Humanistic Psych, social-cognitive, or trait theory)
Unit 9 Vocab Quizzes:
Lessons 1 & 2: March 24th
Lessons 3 & 4 (Intelligence): March 26th
LESSON GOAL: After this lesson, you should be able to:
compare, contrast, and evaluate historic and contemporary theories of intelligence
REQUIRED READINGS THIS UNIT:
Myers
Griggs
Students are assigned TWO of the articles below:
Cowley, Geoffrey. Testing the Science of Intelligence
Gibbs, Nancy. The EQ Factor
Paul, Annie Murphy: “How to Be Brilliant.”
Cohen, Patricia. Charting Creativity: Signposts of a Hazy Territory.”
Strauch, Barbara. “How to Train the Aging Brain.”

3. Quiz Time (12 Minutes)
921855

4. What does it mean to be intelligent?
To learn from experience
How well you retain info
Adapting to new situations
Knowing things
Problem solving

5. Fluid v. Crystallized Intelligence
Problem solving
Processing speed
Logical reasoning
Creativity
What we CAN DO
Crystallized
Knowledge
Information
WHAT WE KNOW

6. Take out your intelligence test
How long did it take you to finish?
+5 if you finished in under 20 minutes
+3 if you finished in under 30 minutes

7. Correct Answers Friday
P Y – completes the spelling of SILVER ANNIVERSARY 25
Anniversary
MENSA B B
TOM
HOUSE
JANE
9 pm
b – both grow below ground A
e – only one that is not an artistic work made by humans

8. Correct answers PARACHUTE 5 c LAND
C – the number of lines goes down opposite the stick, up on the side with the stick, and the stick alternates from the lower left to the top right

9. SCORING 1 point for each correct answer
Add 5 points if you finished in less than 20 minutes
Add 3 points if you finished in less than 30
25 – excellent Mensa candidates
24-25 – will almost surely pass the Mensa supervised test
14-19 – good candidates
10-13 – fair candidate
<10 – not your day?

10. Howard Gardner Gardner proposes eight types of intelligences
speculates about a ninth one — existential intelligence. Existential intelligence is the ability to think about the question of life, death and existence.

11. Multiple Intelligence Survey
Verbal
Logic/Math
Visual-spatial
Kinesthetic / body
Musical
Intrapersonal
interpersonal

13. Robert Sternberg
Sternberg (1985, 1999, 2003) also agrees with Gardner, but suggests three intelligences rather than eight.
Analytical Intelligence: Intelligence that is assessed by intelligence tests.
Creative Intelligence: Intelligence that makes us adapt to novel situations, generating novel ideas.
Practical Intelligence: Intelligence that is required for everyday tasks (e.g. street smarts).

14. Emotional Intelligence
Emotional intelligence is the ability to perceive, understand, and use emotions (Salovey and colleagues, 2005). The test of emotional intelligence measures overall emotional intelligence and its four components.
OBJECTIVE 4| Describe the four aspects of emotional intelligence, and discuss criticisms of this concept.

15. Emotional Intelligence: Components
Description
Perceive emotion
Recognize emotions in faces, music and stories
Understand emotion
Predict emotions, how they change and blend
Manage emotion
Express emotions in different situations
Use emotion
Utilize emotions to adapt or be creative

16. Emotional Intelligence: Criticism
Gardner and others criticize the idea of emotional intelligence and question whether we stretch this idea of intelligence too far when we apply it to our emotions.

17. Intelligence and Creativity
Creativity is the ability to produce ideas that are both novel and valuable. It correlates somewhat with intelligence.
Expertise: A well-developed knowledge base.
Imaginative Thinking: The ability to see things in novel ways.
Adventuresome Personality: A personality that seeks new experiences rather than following the pack.
Intrinsic Motivation: A motivation to be creative from within.
A Creative Environment: A creative and supportive environment allows creativity to bloom.
OBJECTIVE 5| Identify the factors associated with creativity, and describe the relationship between creativity and intelligence.

18. Theories: Comparison

19. Environmental Influences
Studies of twins and adopted children also show the following:
Fraternal twins raised together tend to show similarity in intelligence scores.
Identical twins raised apart show slightly less similarity in their intelligence scores.
OBJECTIVE 16| Discuss the evidence for environmental influences on individual intelligence.

20. Ethnic Similarities and Differences
To discuss this issue we begin with two disturbing but agreed upon facts:
Racial groups differ in their average intelligence scores.
High-scoring people (and groups) are more likely to attain high levels of education and income.
OBJECTIVE 17| Describe ethnic similarities and differences in intelligence test scores, and discuss some genetic and environmental factors that might explain them.

21. Gender Similarities and Differences
There are seven ways in which males and females differ in various abilities.
1. Girls are better spellers
2. Girls are verbally fluent and have large vocabularies
3. Girls are better at locating objects
4. Girls are more sensitive to touch, taste, and color
5. Boys outnumber girls in counts of underachievement
6. Boys outperform girls at math problem solving, but under perform at math computation
7. Women detect emotions more easily than men do
OBJECTIVE 18| Describe gender differences in abilities.

22. Quick Write
Based on your understanding of Gardner’s work, which intelligences do you are strongest with?
Weakest?

23. TONIGHT: Develop draft of your Personality Analysis (DUE THURSDAY)
Do your reading for THURSDAY’S socratic seminar
Complete the: Get Smart module on PsychSim5