Reference no: EM133623951
Preface: Intelligence: what is it? Many theories have been postulated, but they generally differ in their focus on whether or not intelligence is one ability or many.
Alfred Binet was hired by the French government to develop a method of detecting children who, because of low intelligence, could be better educated in special schools. He coined the term IQ and based it on mental age and chronological age. Terman, from Stanford, was intrigued by Binet's test because he was collecting data on gifted children and needed a way to assess them. He adapted Binet's test for children in the U.S., which became known as the Stanford-Binet, a test still used today. Wechsler thought that the Stanford-Binet had too much emphasis on verbal skills and devised his to measure verbal and performance skills. Eventually, theorists like Spearman, Thurstone, and Guilford became interested in defining intelligence. Most of them used factor analysis to determine if intelligence was one or many abilities. Most agree now that intelligence is hierarchical with a general, overall intelligence - "g," which consists of a number of special abilities that influence overall intelligence. Cattell and Horn thought intelligence could be divided into two major dimensions: fluid and crystallized. Alternatively, Gardner and Sternberg thought that intelligence was multiple, not one-dimensional, and should include items besides mathematical, verbal, or visual-spatial skills. Gardner believes there are at least seven intelligences and that all of us have each of them in some degree. Sternberg's triarchic theory of intelligence takes into account those intelligent behaviors typically measured on IQ tests (analytical) in addition to "street smarts," the ability to successfully adapt to the environment (practical), and the ability to generate novel responses and fresh insights (creative). Both Sternberg and Gardner have written extensively on the educational implications of intelligence.
For this week, I would like you to discuss these theories in greater detail and consider the implications and reliance on Intelligence testing and its relationship to academic success.
Preface: Intelligence: what is it? Many theories have been postulated, but they generally differ in their focus on whether or not intelligence is one ability or many.
Alfred Binet was hired by the French government to develop a method of detecting children who, because of low intelligence, could be better educated in special schools. He coined the term IQ and based it on mental age and chronological age. Terman, from Stanford, was intrigued by Binet's test because he was collecting data on gifted children and needed a way to assess them. He adapted Binet's test for children in the U.S. and it became known as the Stanford-Binet, a test still used today. Wechsler thought that the Stanford-Binet had too much emphasis on verbal skills and devised his to measure verbal and performance skills. Eventually such theorists as Spearman, Thurstone, and Guilford became interested in defining intelligence. Most of them used factor analysis to determine if intelligence was one or many abilities. Most agree now that intelligence is hierarchical with a general, overall intelligence - "g", which consists of a number of special abilities that influence overall intelligence. Cattell and Horn thought intelligence could be divided into two major dimensions: fluid and crystallized. Alternatively, Gardner and Sternberg thought that intelligence was multiple, not one-dimensional, and should include items besides mathematical, verbal, or visual-spatial skills. Gardner believes there are at least seven intelligences and that all of us have each of them to some degree. Sternberg's triarchic theory of intelligence takes into account those intelligent behaviors typically measured on IQ tests (analytical) in addition to "street smarts," the ability to successfully adapt to the environment (practical), and the ability to generate novel responses and fresh insights (creative). Both Sternberg and Gardner have written extensively on the educational implications of intelligence.
For this week, I would like you to discuss these theories in greater detail and consider the implications and reliance on Intelligence testing and its relationship to academic success.
Primary: In 300, explain the nature of and the difference between fluid intelligence and crystallized intelligence; be sure to provide an original example demonstrating each. Include in-text citations in APA