Intelligences

Reporter: Domingo J. Langa, Jr.
October 15, 2016
Baliuag University
Professor: Dr. Greg Quinto, Jr.
Saturday,October 15, 2016 1

 Name: Howard Earl
Gardner
 Born: July 11, 1943 (age
73), Scranton,
Pennsylvania, United
States
 Education: Harvard
University (1966–
1971), Harvard
College (1961–1965)

 Parents: Refugees from
Nazi Germany
 Likes: Reading and
playing the piano
 First course: History
then shifted to
Cognitive
Developmental
Psychology

 Spouse: EllenWinner
 Wife’s Occupation:
Developmental
psychologist
 Number of children:
four sons and one
grandchild

 Proposed by Howard
Gardner in 1983
 Revolutionized how we
understand intelligence
 The theory of multiple
intelligences challenges
the idea of a single IQ,
where human beings
have one central
"computer" where
intelligence is housed

 Gardner (1999) developed eight criteria for classifying a
behavioral or learning pattern as an intelligence as follows:
▪ The potential of isolation by brain damage, as evidenced by
individuals who have experienced brain damage by accident
or disease.
▪ An intelligence must have an evolutionary history and
evolutionary plausibility, such that it confers some survival
value for those who possess it.
▪ An intelligence must have an identifiable core operation or
set of operations
▪ An intelligence can be encoded in a symbol system, such as
language or musical notation.

 Gardner (1999) developed eight criteria for
classifying a behavioral or learning pattern as an
intelligence as follows:
▪ An intelligence has a developmental history in that individuals
must go through a process of maturing the intelligence until they
can perform a set of expert “end-state” performances.
▪ The existence of savants, prodigies, and other exceptional people
with “special abilities” supports the identification of an
intelligence.
▪ Support from experimental psychological tasks, such as transfer of
skills to new tasks, and interferences among tasks help identify
discrete intelligences.
▪ Support from psychometric findings have been used to support
the existence of multiple intelligences.

 Gardner (1999) made two fundamental
claims about multiple intelligences:
▪ That the theory accounts for the full range of human
cognition, and
▪ Each individual has a unique blend of the various
intelligences that contributes to his/her personal
predilections and abilities.
 One of the main challenges for educators and
individuals is for each person to develop his/her
intelligences to the fullest.

 There are multiple types of human intelligence,
each representing different ways of processing
information:
 Verbal-linguistic intelligence refers to an individual's
ability to analyze information and produce work that
involves oral and written language, such as speeches,
books, and emails.
 Logical-mathematical intelligence describes the ability
to develop equations and proofs, make calculations, and
solve abstract problems.

 Visual-spatial intelligence allows people to
comprehend maps and other types of graphical
information.
 Musical intelligence enables individuals to
produce and make meaning of different types of
sound.
 Naturalistic intelligence refers to the ability to
identify and distinguish among different types of
plants, animals, and weather formations found in
the natural world.

 Bodily-kinesthetic intelligence entails using
one's own body to create products or solve
problems.
 Interpersonal intelligence reflects an ability to
recognize and understand other people's moods,
desires, motivations, and intentions.
 Intrapersonal intelligence refers to people's
ability to recognize and assess those same
characteristics within themselves.

 Spiritual Intelligence
▪ Gravitates toward religion, theology, mysticism and the
transcendent. Concern with cosmic issues, supernatural,
meaning of life's event; spends time in altered states such as
meditation, self-hypnosis, and prayer; and connects with
others in non-ordinary ways that may help and heal the
other.
Skills and Careers: Monastic lifestyles; minister; mediator,
alternative medicine, yoga and martial arts teachers,
 Existential Intelligence
▪ Is concerned with ultimate issues; continuity of spirit
between lifetimes; sense of relationship with beings of other
planes and the cosmos
Skills and Careers: Examples include spiritual masters such
as Gandhi, MotherTeresa, the Dalai LamaSaturday,October 15, 2016 13

 Born: December 8, 1949
(age 66), Newark, New
Jersey, United States
 Education: Stanford
University (1975),Yale
University (1972)
 He holds thirteen honorary
doctorates from two North
American, one South
American, oneAsian, and
nine European universities,
and additionally holds an
honorary professorship at
the University of
Heidelberg, in Germany.

 Among his major
contributions to psychology
are the triarchic theory of
intelligence, several
influential theories related to
creativity, wisdom, thinking
styles, love and hate
 He is the author of over 1500
articles, book chapters, and
books.
 A Review of General
Psychology survey, published
in 2002, ranked Sternberg as
the 60th most cited
psychologist of the 20th
century.

 Robert Sternberg is
married to Karin
Sternberg, a German
psychologist
 He has a set of triplets,
consisting of a boy and
two girls.
 Sternberg and his first
wife had a son and a
daughter.

 Robert J. Sternberg has articulated a model of mental self-
government that reproduces the structure of concern
under one of its facets (Sternberg, 1997). Sternberg sees
thinking style not as something that defines a person.
According to him, we all command a variety of styles.
These nevertheless do leave us with a certain style profile,
and life is better if we can find social roles to match our
profile.
 In Sternberg’s schema, there are five facets of thinking
styles.Thinking styles have functions, form, levels, scope
and leanings. All can be discussed in terms of the structure
of concern, but the lowest-hanging fruit here is his
typology of the forms of thinking styles, which plainly
exhibit the four-part pattern.

 P – Monarchic Self-Government: Single-minded, driven, determined,
focused, pushes past obstacles. Expects things to be done, no ifs, ands or
buts.
 A – Hierarchic Self-Government: Carefully ranks and prioritizes goals,
considers many angles before deciding, comfortable in large
organizations, except when the organization’s priorities/principles and
theirs diverge.
 E – Anarchic Self-Government: A potpourri of wants, needs and goals that
nobody can figure out. Random approach to problems, rejecting systems
and constraints. Because they gather information from all over, they are
more likely to find solutions others will overlook. If they can focus their
efforts, they may succeed where all others fail.
 I – OligarchicSelf-Government:Willing to focus and prioritize but torn by
several competing goals all of equal perceived importance. Feel
pressured and uncertain over what to do next and how much time to
allot to each task. Given even a minimum of guidance about the priorities
of the organization or team however, they can become as or more
productive than any of the other styles.
Sternberg, R. J. (1997). Thinking Styles.Cambridge,UK:Cambridge University Press.Saturday,October 15, 2016 19

 Individuals with a Legislative Style:
1. Enjoy creating, formulating, and planning
for problem-solving.
2. Make their own rules
3. Prefer an independent way of doing things
4. Find original problems to solve
5. Enjoy creative and constructive activities
such as writing, project design, and creating
new systems in fields such as business and
education.

 Individuals with an Executive Style:
1. Implementers
2.Work well with rules and pre-existing
systems
3. Prefer to work with prestructured problems
4.Work best with predefined activities such
as solving engineering or legal problems,
giving talks or lessons based on others' ideas
5. Good at enforcing rules and traditions

 Individuals with a Judicial Style:
1. Good at analysis and criticism
2. Evaluative problems
3. Good at forming and giving opinions
4.Tend toward judging people, work, and
programs

 Sternberg (1990) discussed classroom implications for his
metaphor, stating that primary and secondary schools
tend to reward executive types most. Students who work
within the existing rule systems and seek the rewards the
schools or teachers value (grades, performance, good
behavior) tend to produce the best academic performance
at these levels.
 Judicial types are rewarded more in college and post-
graduate programs where criticism and judgment are
more highly valued.
 Legislative types may not be rewarded until graduate
school, where originality in research, writing, and
presentations are valued.The fit between students and
teachers is a factor in the success of a course or program.
Sternberg gives examples for a variety of classroom
situations.

 Globalists:
1. Prefer large, abstract issues
2. Ignore or dislike detail
3.Work best with concepts and ideas
4. Can easily lose focus and get lost in
abstraction

 Localists:
1. Prefer concrete problems
2. Detailed work
3. Pragmatic and down-to-earth
4. Difficulty seeing the larger picture

 Internalists (Domestic affairs):
1. Introverted
2.Task-oriented
3. Aloof,
4. Less socially sensitive
5. Like to work alone

 Externalists (foreign affairs)
1. Extroverted
2. People oriented
3. Socially sensitive
4.Work best in groups or teams

 Born in 1940 in Utica,
NewYork
 also known as "JSB”
 Alma mater: Brown
University and
University of Michigan

 Education: Brown University,
B.S., 1962; University of
Michigan, M.S., 1964, Ph.D.,
1970.
 Career: Assistant professor,
University of California at
Irvine, 1969–73; senior
scientist, Bolt Baranek and
Newman, Cambridge, MA,
1973–78; principal scientist in
cognitive and instructional
sciences, Xerox Corporation,
Palo Alto Research Center
(PARC), 1978–84

 Brown’s work on cognitive
apprenticeship evolved from
the work of Lave on situated
learning, a model of learning
derived from the notion that
cognitive tools are acquired in
the same way as apprentices
learn a craft or trade.
 This method of instruction is
a synthesis of formal
schooling and traditional
apprenticeship.

 Learners enter a culture of
practice.
 Acquisition, development
and application of cognitive
tools in a learning domain is
based on activity in learning
and knowledge.
 Enculturation (social
interaction) and context
(learning environment) are
powerful components of
learning in this model.

 Instructors and other
students provide modeling in
situ and scaffolding for
students to enter into
learning activity.
 As students learn and gain
skills and self-confidence
they are prepared for more
autonomy, and begin to have
conscious participation in the
learning culture.

 In traditional classroom
approaches, the teacher’s
thinking processes are usually
invisible and operate outside
of conscious awareness, even
for the teacher.
 The goal of cognitive
apprenticeship is to make the
thinking processes of a
learning activity visible to
both the students and the
teacher.

 The teacher is then able to
employ the methods of
traditional apprenticeship
(modeling, coaching,
scaffolding, and fading) to
effectively guide student
learning.

 Procedures are seen as
flexible and evolving.
 Both algorithms and
heuristics are assessed in
context and with respect to
desired outcomes and
objectives.
 This flexibility allows
students to generate unique
solutions to problems, and
makes them more active,
conscious, and creative
participants in the learning
culture.Saturday,October 15, 2016 36

 It can be especially effective
when teaching complex,
cognitive skills such as
reading comprehension,
essay writing, and
mathematical problem
solving.
 It leads to students’ greater
understanding of the
material.
 It also combats “inert
knowledge” helping students
to apply their knowledge and
skills in novel situations.Saturday,October 15, 2016 37

 The teacher models the
processes involved in a
complex task initially, by
thinking aloud or describing
the cognitive strategy for the
task.
 As soon as possible, the
teacher turns the role of
“teacher” over to students.
 The teacher coaches and
scaffolds students’ efforts,
decreasing active
participation as they become
more proficient in their skills.Saturday,October 15, 2016 38

 Born inVancouver, British
Columbia in 1947
 Entered the university with
hopes to become a writer, but
left with the dream of
practicing psychology as a
precise and qualitative
science.
 Graduated at the head of his
class in Arts and Science in
1968

 Earned his Ph. D. from
Stanford in 1972
 Spent one year atYale as an
assistant professor
 Three years at the University
of Michigan as a Junior Fellow
 One year atYale as associate
professor and a final year as a
full professor
 Has been at Carnegie Mellon
University since 1978

 It means Adaptive Character ofThought
 It is a cognitive theory dealing primarily with memory
structures.
 The model describes a spreading activation model of semantic
memory, combined with a production system for executing
higher level operations.
 According to ACT*, there are
three types of memory and
learning.

 1. Declarative memory (WHAT) encompasses factual
components and their associations and sequences.
 2. Procedural memory or
production memory (HOW) are
sequences of behaviors
(productions) based on conditions
and actions stored in declarative
memory. A production is a series of
“if-then” rules: if x happens, then do
y. New productions are formed by
linking up existing ones, adding
components, and deleting
components.

 3. Working memory is the part of the long-term memory
which is currently in consciousness.
 These three parts of
long-term memory
work closely together,
and each has its own
functions and
processes.

 Generalization – in which procedures (productions) are cross-
contextualized or more widely applied.
 Discrimination – in which
procedures (productions)
become more
specialized.
 Strengthening – in which
procedures (productions)
are applied more
frequently.

 The theory includes
notions of goal structure,
problem-solving context,
and feedback.
 Research with ACT* has
showed that reaction
time for fact retrieval
increase as a function of
the number of times the
items sought were
mentioned in a story.

 Unique content in stories
is easier for the reader to
retrieve.
 Memory ACTIVATION
determines the
probability of access to
memory, and the rate at
which a memory can be
accessed, after a subject
is cued to recall
information.

 SPREADING ACTIVATION
proposes that activation
travels along a network of
connections, so that once
cued, a subject may have
multiple responses based
on the connections
among bits of
information in memory.

 Spreading activation is not believed to be entirely
under the subject’s control, but cueing may activate
remote connections without the subject’s volition
being involved.This tendency for memories to be
activated is called ASSOCIATIVE PRIMING.

 Joy Paul Guilford
 Born: March 7, 1897
 Birthplace: Marquette,
Nebraska
 Died: November 26, 1987
 Best remembered for his
psychometric study of
human intelligence,
including the distinction
between convergent and
divergent production

 In Guilford's Structure of Intellect (SI)
theory, intelligence is viewed as
comprising operations, contents, and
products.
 There are 5 kinds of operations
(cognition, memory, divergent
production, convergent production,
evaluation), 6 kinds of products (units,
classes, relations, systems,
transformations, and implications),
and 5 kinds of contents (visual,
auditory, symbolic, semantic,
behavioral).
 Since each of these dimensions is
independent, there are theoretically
150 different components of
intelligence.

 Guilford researched and
developed a wide variety
of psychometric tests to
measure the specific
abilities predicted by SI
theory.
 These tests provide an
operational definition of
the many abilities
proposed by the theory.
Factor analysis was used
to determine which tests
appeared to measure the
same or different abilities.

 It is interesting to note that a major impetus for
Guilford's theory was his interest in creativity
(Guilford, 1950).
 SI theory is intended to be a general theory of
human intelligence.

 SI theory is intended to be a general theory of
human intelligence. Its major application (besides
educational research) has been in personnel
selection and placement.

 Reasoning and problem-solving skills (convergent
and divergent operations) can be subdivided into 30
distinct abilities (6 products x 5 contents).
 Memory operations can be subdivided into 30
different skills (6 products x 5 contents).
 Decision-making skills (evaluation operations) can
be subdivided into 30 distinct abilities (6 products x
5 contents).
 Language-related skills (cognitive operations) can
be subdivided into 30 distinct abilities (6 products x
5 contents).

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