Download Theories of Intelligence and Language Development and more Lecture notes Psychology in PDF only on Docsity!
NOVELYN P.PACE BSED2-SOCIAL STUDIES
Unit 3 B
Intelligence and Individual Differences Below are the theories and their proponent/s. Provide description on the contribution of the theorists.
- Concept of Intelligence (Binet) Binet himself believed that the intelligence test he had designed had limitations. He believed that intelligence was complex and could not be fully captured by a single quantitative measure. He also believed that intelligence was not fixed. Perhaps most importantly, Binet also felt that such measures of intelligence were not always generalizable and could only apply to children with similar backgrounds and experiences. Binet is often cited as one of the most influential psychologists in history. While his intelligence scale serves as the basis for modern intelligence tests, Binet himself did not believe that his test measured a permanent or inborn degree of intelligence. According to Binet, an individual's score can vary. He also suggested that factors such as motivation and other variables can play a role in test scores.
- General Intelligence (Spearman). Distinguish g and s aspects. According to Spearman's two-factor theory, intelligence is made up of two parts: specific ability (s) and general intelligence (g). Spearman hypothesized that the "s" component was unique to a particular aspect of intelligence to explain the differences in performance on various tasks. Spearman thought that people had general intelligence, or g, while s varied from person to person depending on the task. This theory is still greatly present in today's modern psychology. Researchers are examining this theory and recreating it in modern research. The g factor is still frequently studied in current research. For example, a study could use and be compared with various other similar intelligence measures. It has been adapted to incorporate modern psychological topics into Spearman's Two Factor Theory of Intelligence.
- Primary Mental Abilities (Thurstone). Enumerate and describe the 7 fairly distinct factors on primary mental abilities. The seven primary mental abilities in Thurstone's model were ;
verbal comprehension It refers to a person's comprehension and use of various words, phrases, and other pieces of verbal content. Vocabulary tests, jumble word tests, and verbal or reading comprehension tests are all ways to measure this ability. word fluency a person with high verbal fluency may excel in this task, while the person with low verbal fluency may have difficulty in this task. This factor is responsible for the communication skills of the person. The tests to measure this factor may involve asking participants to rapidly think of words that begin or end with a specific letter. number facility It involves the ability of an individual to do quick and accurate numerical computations. It can be measured by checking the accuracy and speed of the person in solving various arithmetic problems. spatial visualization It refers to the spatial visualization of the person. This ability comes into play when the person tries to understand the manipulation of various real/imaginary objects in space. The test that measures this ability involves solving various kinds of puzzles, understanding various geometric figures, and identifying the correct mirror image of the object, or choosing the correct image of the object when it is rotated by different angles. associative memory It refers to the ability of the person to quickly memorize the various concepts or phenomena and retaining them for a longer period of time. Various memory tests like asking the participants to learn nonsense syllables, and their ability to remember them could be a measure of their memory factor. The ability to recall the learned concepts by the students during the exams is largely dependent on this primary mental ability factor. perceptual speed It involves the ability of a person to rapidly recognize and compare the specific images, numbers, or letters, and to accurately proofread various types of content. Tests like picture recognition, rapidly crossing specific letters from the series of numbers, and finding particular words in the paragraphs are used to measure the perceptual speed factor of the person.
Have an ability to recognize and create musical pitch, rhythm, timbre, and tone. INTERPERSONAL INTELLIGENCE
- The ability to work well with other people and comprehend their intentions, motivations, and desires is known as interpersonal intelligence.be able to recognize and comprehend the feelings, desires, goals, and intentions of other people. INTRAPERSONAL INTELLIGENCE
- The ability to understand oneself, to have a useful working model of oneself, including one's desires, fears, and capabilities, and to use this information effectively in controlling one's own life is known as intrapersonal intelligence.be able to recognize and comprehend one's own emotions, aspirations, desires, and intentions. NATURALIST INTELLIGENCE
- Naturalistic intelligence is the ability to recognize and classify the numerous species that make up one's environment, also known as the flora and fauna.be able to distinguish between various species of animals, plants, and weather formations that can be found in nature.
- Triarchic Theory of Intelligence (Sternberg). Enumerate the 3 aspects of intelligent behavior and describe each. Practical intelligence
- Intelligence in the real world: Practical intelligence, according to Sternberg, is the capacity to successfully interact with the real world. The contextual sub theory is related to practical intelligence. The contextual sub theory states that a person's intelligence is heavily influenced by their day-to-day environment and is based on their need to adapt to their environment, adapt their environment to them, and to make the most of their surroundings. Essentially shrewd individuals are particularly adroit at acting in effective ways in their outer climate. Creative intelligence
- Imagination and creativity: The experiential sub theory is connected to creative intelligence, which is defined as a person's capacity to utilize previous knowledge to devise novel strategies for addressing new issues or overcoming new challenges.
- The creative intelligence definition is all about coming up with solutions to novel situations and improving skills until they become automatic. People
with strong creative intelligence often enjoy solving puzzles. Creative intelligence examples include: o Ability to solve logical problems using a variety of different approaches o Synthesizing existing knowledge to make new connections o Looking at things in new ways to figure out how they work Analytical intelligence
- Analytical intelligence is used to solve problems and is the kind of intelligence that is measured by a standard IQ test. The componential sub theory is related to analytical intelligence, which is essentially academic intelligence.
- The componential theory outlines the various intelligence-producing mechanisms. Sternberg says that there are three kinds of mental processes or parts in this sub theory:
- We are able to monitor, control, and evaluate our mental processing with the help of meta components, allowing us to make decisions, solve problems, and make plans.
- We are able to implement the plans and decisions made by the meta components thanks to performance components.
- We are able to learn new information that will assist us in carrying out our plans thanks to components of knowledge acquisition.
- Cognitive Information Processing Theory (Atkinson and Shiffrin). Enumerate and describe the 3 subsections of human memory. Sensory Register
- This is where any sensory information that has been collected by the brain will enter a person’s memory.
- For the sensory register component, Atkinson and Shiffrin recognize two types of memories that are collected most commonly: visual and auditory, or iconic and echoic respectively. It is important to note, however, that every human sense collects a memory. Each sensory memory is limited to the actual senses that were encountered. Iconic memories, for example, come only from a person’s field of vision. Short-Term Store
- It could also be called “working memory.” These are the short-term memories of recent events that may need to be immediately recalled for some reason, like when you last ate or what you had for breakfast this morning.
- Short-time period garage is the mind's answer for preserving essential sensory statistics that it would not need to lose. Since the statistics decay
Morphology
- The structure of words and the construction of word forms. Syntax
- The order and combination of words to form sentences
- Relationships among the elements within a sentence. Phonology
- The sound system of a language
- Rules that govern the sound combinations. Semantics
- The system that governs the meanings of words and sentences. Pragmatics
- The system that combines the above language components in functional and socially appropriate communication.
- Enumerate and define the 4 stages of speech development. PREVERBAL OR PRELINGUISTIC PERIOD
- In the first year of life, the sounds of the babies advance from the first reflex vocalizations, such as grunts and cries, to the lullabies (consonants, vowels, or simple combinations such as “gu”) and babble, consisting of the production of syllable chains; initially, these are repeated, but later different syllables are combined. HOLOPHRASTIC PERIOD
- The “holophrastic will constitute the core of the linguistic development: despite the lack of grammaticality of these constructions, its appearance indicates that the baby understands that verbalizations have the basic objective of transmitting a certain meaning to other people. THE FIRST WORD COMBINATION
- Subjects and predicates appear explicitly for the first time, although it is not yet clear that the child distinguishes between word categories. Between the ages of two and three, children begin to combine three or more words on a regular basis, arriving at surprisingly rich phrases.
- The first combinations of words are known as “telegraphic speech” because the little ones ignore the less informative components of the phrases, such as the determinants and conjunctions, giving priority to verbs and nouns; The latter constitute the bulk of the words learned during this stage of the linguistic explosion. ADVANCED LANGUAGE DEVELOPMENT
- In the period between 16 months and 4 years, approximately, the vocabulary of children increases exponentially.
- At this age, their linguistic ability begins to approach that of adults progressively, although it will take many years until they improve both vocabulary and grammar.
- Enumerate and describe the 8 main factors influencing language development of a child. 1.General Health and Physical Status
- The development of speech is unquestionably slowed down by severe and prolonged illness, as well as poor health, particularly during the first two years of life. The child cannot learn to speak because of illness and isolation from others.
- He likewise needs fearlessness in view of consistent sickness and feeble wellbeing which might impede his unconstrained craving for successful self- articulation. The child doesn't want to talk to other people because he or she feels sick most of the time. Children who are hard of hearing or slightly deaf may develop speech more slowly. Deafness may be the cause of speech delay. If a child does not begin speaking at the appropriate age, a specialist should examine his ear and vocal cord .A healthy mind comes from a healthy body. A child in good health is always content, active, full of life, and growing. He possesses a positive personality, environmental curiosity, motivation, and a desire to learn.
- A sick child exhibits all types of regression and backwardness in development. As a result, every reasonable step should be taken to improve the baby's health so that it can be checked for delayed language development before it causes more harm. 2. Intelligence and Cognitive Development
- Language and intellectual development are so highly correlated that it is said
The childs speech is the best single indicator of his I.Q.` This is absolutely true. - A child who is early in speech is above normal in I.Q. on the contrary, a delay in some months due to illness or other factors does not mean that he is dull.
- The ability to know the meaning of words and to gain from language symbols suffers because of difference in I.Q. Mentally alert young children usually talk early.
- They also understand or comprehend early what is communicated to them through language. They very quickly grasp and understand what is told to them and recognize objects and people in their immediate environment, call them by name.
- was simply amazed at the remarkable speech development of the baby and took him in my arms and gave him a big kiss as a mark of reinforcement for his great achievement.
- This delay may not be due to low intellectual development, but other factors.
- The child feels insecure. In family children come in closer personal contact than in institutions. Those children who are reared by foster mothers or baby seaters from a very early age they lack closeness with the mother and family tie. They are slow in learning and retarded in their language development throughout their life.
- Too much pampering of the child by parents has negative effect on language development. Over protected and anxious mothers allow their children to speak less and restrict their language. Democratic and flexible attitude of mothers encourage the children to speak more. 7. Number of Family Members
- The development of language has been significantly affected as a result of this. When a family only has one child, some people believe that the child's language is well-developed, polished, and error-free. However, when a family has many children, competition causes more conflict and problems with language development.
- On the other hand, a different group of psychologists argues that when a family has a lot of kids, the kids get to talk to each other, which helps them learn to speak and write. 8. Bilingualism
- Bilingualism develops when a baby is compelled to learn two languages in the early childhood. When a child speaks in native language at home and another foreign language at school or even when he hears two languages at home (when the father and mother speak different languages) his language development is retarded for the simple reason that it creates confusion in the small baby and his thinking power is affected.
- Hence language development is delayed and adverse effect is observed on the vocabulary, spoken language etc.
- It is therefore not desirable to teach two more than one language to the child before he enters school (5-6 years age).
- By learning two languages before school going age, it becomes difficult for the child for adjustment. Read these articles: Developmental potential in the first 5 years for children in developing countries. Grantham‐McGregor et. al (2007). https://www.thelancet.com/action/showPdf?pii=S0140- 6736%2807%2960032- Why do beliefs about intelligence influence learning success? A social cognitive
neuroscience model. Mangels et. al (2006).Social Cognitive and Affective Neuroscience, Volume 1, Issue 2, September 2006, Pages 75–86, https://doi.org/10.1093/scan/nsl Based on the two journal articles you read, design an educational activity for learners. Form a group of five to accomplish the educational activities. The activities can be for helping young children learn reading, math or enhance their critical thinking. The activity should include what areas they will be developed, how it will be developed, the process of assessment and the specific areas to which the two articles were integrated. Use the format below. Description of the activities
1. Need statement: Include a well - documented, compelling description of the problem or need/s that the proposed activities to address. 2. Cognitive development theory and intelligence theory bases: Discuss what areas of the theories you made use of and why is there a need to highlight that.
- Activities Development: Develop activities for young learners focusing on the areas you learned. Areas Description Classmates’ Comments Need Assessment In today’s generation children are bound to technologies like gadgets(cellphone) that distract them. Learning difficulties may be the causes of poor habit in studying. Having a learning disorder that makes it difficult to study, organize, and/or understand the course material. Other have also different levels of intelligences or what we call multiple intelligences in high school students. Goal(s) and Objectives To assess and able to identify their intelligences. Aim to understand their different ability and where they intelligences belong. This would help them to develop their cognitive, skills, enhance their academic status and talents. Theory Used Multiple Intelligences (Gardner). Triarchic Theory of Intelligence (Sternberg). Educational activities Present anything or show your talent that gives them interest and explain it with the class.
- Asking students to justify and explain their thinking.
Parent-Child Interactions
Directions: In this activity you will be analyzing the scripts you gathered to the first and second language use of the parents/guardians/caregivers.
- Compose a group of five (This includes you.)
- Chose a parent/caregiver-child team where the child is between 1-5 old (12-60 months).
- Get the appropriate consent from the child’s parent to record the everyday conversations between the parent and/or caregiver and the child.
- Explain the purpose of the observation and recording to the parent.
- Observe and record the conversations between parent and child for 15 minutes per day for five days.
- Transcribe the recordings.
- Analyze the recordings about the scripts used. Answer the following questions: a. What are the usual topics discussed by the parent/caregiver and the child?
- Behavior which commonly the child becomes naughty and need to be corrected. b. What script does the parent tell the child when it comes to teaching the child about the environment/values/other people?
- The parents correct the child’s behaviour. Sometimes they tell a story/true life story that helps the child to realize and reflect. So that this would help the child to act in a proper way. c. How does the child respond?
- The child response base on their what they feel. When Sofia gets angry she will be angry and having sometimes tantrums and not listening to lectures/ advice of the parents. Day Number Topic of the Conversation Parent/Guardian Script Child’s Response Language Development Theory reflected in the conversation
1 Food and Behaviour Do not eat too much hotdog. This is not good for your health. Listen to me Sofia. But mommy I am still hungry and I want some more. Intelligence and Cognitive Development Relationship with Family Members 2 Behaviour Why you are acting like that? When I said No it is a No. You’re being naughty again. Crying due to the wants that was not get. And said MAG LAYAS NKO. Relationship with Family Members Environment Bilingualism 3 Bad words Who taught you that? You should not say it again you know that it is a bad word? I do not want to hear that again and you should not! Ok? I just hear it on TikTok! Okey mommy sorry! Di nako mag say ana kay masuko si Jesus. Intelligence and Cognitive Development Relationship with Family Members Environment Bilingualism 4 Module Ayaw sigeg tapulan Sofia unsaon nlng sa next level grade nmo ikaw ray dle kamao mo sulat ug mo identify bisag 1-10 nlng. Mommy I just cant! I’m bored and I want to watch videos on my phone. If mahuman nko ni madi pwede nko phone ha. Intelligence and Cognitive Development Relationship with Family Members Bilingualism 5 Parents love Do you love me? Yes mommy lablab you. How about me madi?. Do you love me? Learning and Maturation Relationship with Family Members Bilingualism
Module Mommy I just cant! I’m bored and I want to watch videos on my phone Ig mahuman nko ni ang module madi pwede nko phone ha. She can do whatever she wants Parents Love Madi mag buotan nko para malove nko nimo.. I love you madi … You’re the best mommy in the world. Lovable daughter
Survey of Local Literature Promoting Emergent
Literacy
This activity requires you to survey the available children’s literature in region. The children’s books maybe in English, Filipino or Sinugbuanong Binisaya. The goal of this activity is to localize the books.
- Form group of 5.
- Look for at least five children’s books that reflect the culture of the place you live in or the province you are from.
- Complete the table below. Book Title Author Storyline(What is the story about) Main characters and their characteristics BRIDGET’S NEW LOOK Lisa Harkrader Bridget is working at a beauty shop which she satisfy the needs and wants of a customer through her beauty shop. Bridget- hardworking ,bubbly with pleasing attitude. Lucy – Bridget’s partner in a beauty shop with a good sense
of humor and entertaining personality. Lucy, Hannah, Christine and Greta – are customer with demanding attitude but Bridget satisfy their wants for their beauty. TINY TRAIN BIG JOB Conor Wolf Tiny train wants to took her off on another adventure. She wants to help but tiny train is the smallest train in the yard which they think(the bigger trains) she can do nothing. But there is a lost elephant don’t know where to find the zoo and tiny train help the elephant and give her a job that fits for her. Tiny train – ambitious train that wants to help others. Positive and humble. Diesel Engine- mean to tiny train. But he thinks that the job does not fit for tiny train. Thinking also for tiny train. PATCH’S LUCKY STAR Catherine McCafferty Patch being insecure of her shell because it has a yellow star design. But later on, it helps the lost turtles due to the color of patch shell that has yellow that shape stars and they turtles follow it. And this help them return to the place. Patch- is not very proud of her uniqueness due to the bully but later on it helps the yellow star on her shell that boost her confidence. Mother- always advice patch. Turtles- didn’t ask permission to their mother when they exploring. Naughty turtles. LITTLE AIRPLANE J. Erik Gudell Helicopter and Little Airplane has a rock party which they need to go but signal tower warn them that their will be strong storm that leads them to be blown away. They didn’t listen to the signal tower until they experience that leads them to death. But Helicopter-Quiet one which allow little airplane to do whatever he wants. Little airplane- naughty and didn’t think for their safety. Signal tower- worried and helpful.
Designing a Mini – Lecture for Parents
In this activity, you are required to design a mini-lecture for parents in a community regarding the role of parental involvement in developing language and literacy among children. The output of the activity will be submitted to your corresponding communities for consideration to be implemented. ⮚ Form group of five. ⮚ Decide on what area on language and literacy development you would like to discuss with parents. ⮚ Develop a concept paper for the mini-lecture following this form. a. Title of the Lecture Understanding the special education process and how it works for the young children b. Rationale The purpose of understanding special education is to provide equal access to education for children ages birth through 21 by providing specialized services that will lead to school success in the general curriculum. If your child’s health care provider, teacher, or other interested party suggests that your child may be eligible for special education services, it is helpful to know what to expect and where to begin. The following information is an outline of the special education process with brief descriptions of its elements. c. Activity related to the topic Sharing their child skills and abilities to their academic performances d. Proposed lecture Explain the child’s growth Behaviour Levels of intelligence Impact of parent- child relationship e. Facilitation questions
How much time do you spend with your child? Is your child doing good in their academic performances? How will you handle your child in having bad attitude?
