Karteikarten
Intelligence - Personality and Individual Differences
Karten in diesem Stapel (20)
- 1Sternberg (2001)4 reasons why ITOI are important.
1. Drives the way we perceive and evaluate our own / others' intelligence.
2. Gives rise to more formal theories of intelligence.
3. Provides us with useful avenues to investigate when we believe explicit theories of intelligence are wrong.
4. Allows us to investigate psychological concepts such as cross-cultural aspects of intelligence. - 2Sternberg et al. (1981) MethodInvestigated ITOI asking 61 people in a library, 62 people waiting for train, 63 people entering supermarket to list behavioural characteristics of intelligence, academic intelligence, everyday intelligence, unintelligence. Got 122 others to rate how closely they reflect intelligence.
- 3Sternberg et al. (1981) Findings 13 dimensions of intelligence:
1. Practical problem-solving ability = be practical and logical at solving problems we face in situations/relationships. Good PPS' analyse situations well, engage in decision-making that invovles reason, create possible solutions to problems and address them effectively. - 4Sternberg et al. (1981) Findings 23 dimensions of intelligence:
2. Verbal ability being the ability to express yourself and converse with eloquence. Those high in this can use language confidently, show comprehension when reading written tasks and talk to people in a way they understand. This includes the use of antonyms (words that have directly opposite definition to another), and analogies (seeing similarity between otherwise dissimilar words). - 5Sternberg et al. (1981) Findings 33 dimensions of intelligence:
3. Social competence refers to skills necessary to be accepted and fulfilled socially. Those high in this show good levels of confidence, knowledge, social awareness and interpersonal skills. They have a level of personal responsibility, balance between independence and interdependence and positive regard for others. - 6Sternberg (1985) Method and FindingsAsked 47 adults to think of behavioural characteristics of an ideally intelligent person. 40 descriptors were subsequently rated by 40 Yale college students into factors 'likely to be found together' in a person.
Found similar results to 1981 but 6 aspects.
1. Practical problem solving
2. Verbal ability
3. Intellectual balance and integration (can identify similarities/differences)
4. Goal orientation and attainment
(ability for high achievement)
5. Contextual intelligence
(gains information from past mistakes/successes)
6. Fluid thought
(thinks quickly) - 7Sternberg et al. (1981) Intelligence and CultureImplicit theories of intelligence change across cultures. Western ideas of intelligence emphasise speed of mental processing being the ability to quickly and effectively deal sort info. Highly intelligent person in West can see answers to problems quickly and act clearly and verbally.
- 8Demetriou and Papadopoulous (2004)Compared ITOI in Western and non-Western cultures. In W cultures, good cognitive ability and memory only relate to the individual, but in non-W cultures these views of intelligence extend to social, historical and spiritual aspects of decision making. E.g.consideration of family and friends perhaps for advice, historical knowledge of ow people approached the problem in the past, spiritual knowledge of the consequences of the solution on the soul.
- 9Baral and Das (2004)Compared Indian and Western ITOI. Indian cultures suggested intelligence = high levels of thinking, judgement and knowledge but Western cultures suggest their interaction is crucial in defining intelligence.
- 10Yang and Sternberg (1997)Used method similar to Sternberg's earlier research. Asked 68 Chinese P's, later rated by 434 other P's on their importance in showing intelligent behaviour.
5 Factors:
1. General cognitive factor = like problem solving in Western cultures
2. Interpersonal intelligence = refers to interacting harmoniously with others
3. Intrapersonal intelligence = refers to knowledge about yourself and being able to look at oneself objectively
4. Intellectual intelligence = Being aware of your own intellect and deriving self-worth from this
5. Intellectual self-effacement = refers to modesty or humility surrounding a person's self-intellect. - 11Lim et al. (2002) SPCSP5 factors of intelligence among 384 Korean adults using similar methods to Sternberg which weren't that different to Western views of intelligence.
These were problem solving ability, social-competence, coping well with novelty, self-management ability, practical competence.
Participants valued problem-solving ability and social competence the most (similar to the west)
Presence of other aspects may influence P's ITOI and unintentionally reshape cultural definitions. This accounts for why Korean and Western views are similar. - 12Fang and Keats (1987)Compared Chinese and Australian ITOI. They were similar both = willingness to think, independent thinking, observation.
However Australians = problem-solving and logical reasoning
Chinese = sharp thinking and confidence - 13Chen and Chen (1988)Compared English and Chinese language students' ITOI. Both = non-verbal and verbal reasoning, social skills, numeracy, memory.
Chinese rated verbal skills as less important than English. - 14Sigler and Richards (1982)Assess how intelligent we expect people to be at different ages.
Assessed ITOI of US adults asked to describe ideal intelligence at 6 months (recognition of people/objects, social awareness, makes verbalisation), 2 years (awareness of people/environment, learning ability, verbal ability), 10 years (verbal ability, learning ability, reasoning, problem solving), adulthood (verbal ability, reasoning, problem solving, creativity) - 15Fry (1984)Assessed how intelligent we expect people to be at different ages. Assessed ITOI across 3 stages of development. Asked teachers to rate expected intelligence at primary (social aspects: friendliness, popularity, respect for rules), secondary (energy and verbal fluency) and college level (broad knowledge, problem solving ability, logical thinking, reasoning).
- 16Yussen and Kane (1985)Assess how our idea of what constitutes intelligence changes with age. Asked 71 high school students aged 11-16. Older students categorized intelligence into social, physical and academic, younger believed it to be 1 dimensional. All students believed knowledge constitues intelligence, and that academic skils are more important than social.
- 17Cheng and Hau (2003)Suggest 2 reasons for the shift from younger to older students ITOI in Yussen and Kane's (1985) study.
1. older students have matured cognitively as their understanding of intelligence becomes more complex and they are aware that a number of factors constitute intelligence.
2. they've undergone a process of socialisation by teachers who emphasise level of intelligence expected in class, friends who emphasise important aspects to the group like communication, and parents who encourage other aspects of intelligence like respect for elders and engaging in out-of-school activities. - 18Detterman (1986) and CriticismsAsked 24 experts for their definitions of intelligence. These included adaptability to environment, to life problems and abstract thinking.
Jenson (1999) suggested no consensus in these definitions of intelligence.
Sternberg's (2000) analysis suggested consensus in adaptability to environment, basic mental processes and higher level ones. Sternberg suggests the differences in expert ITOI emphasise the argument as to whether intelligence is comprised of 1 or a multitude of aspects. - 19Sternberg (1985) Expert ITOIEmphasised his point from his (2000) analysis. He asked 25 art, 26 business, 26 physics and 20 philosophy professors at US universities for ITOI of students in their respective fields. Then rated by 200 professors. Arts (emphasised ability to use knowledge to weigh up alternative solutions, not to find one), Business (emphasised logical thinking, ability to focus on essential aspects), Physics (emphasised mathematical thinking, to see un-obvious relations), philosophy (emphasised logical thinking, follow complex arguments, criticise them to come up with new ones).
- 20Hernstein and Murray's (1994) Bell CurveNeed for expert ITOI after publication of 'the bell curve: intelligence and class structure in american life' caused huge debate over claims regarding intelligence and race.
APA established a task force to analyse major intelligence theories, roles of intelligence and test scores, and importance of genes/environment.
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