Theories of Intelligence

Intelligence tests and psychological definitions of intelligence have been heavily criticized since the 1970s for being biased in favor of Anglo-American, middle-class respondents and for being inadequate tools for measuring non-academic types of intelligence or talent. Intelligence changes with experience and intelligence quotients or scores do not reflect that ability to change. What is considered smart varies culturally as well and most intelligence tests do not take this variation into account. For example, in the west, being smart is associated with being quick. A person who answers a question the fastest is seen as the smartest. But in some cultures, being smart is associated with considering an idea thoroughly before giving an answer. A well-thought out, contemplative answer is the best answer.

Multiple Intelligences

Gardner (1983, 1998, 1999) suggests that there are not one, but nine domains of intelligence. The first three are skills that are measured by IQ tests:

Logical-mathematical: the ability to solve mathematical problems; problems of logic, numerical patterns

Linguistic: vocabulary, reading comprehension, function of language

Spatial: visual accuracy, ability to read maps, understand space and distance

The next six represent skills that are not measured in standard IQ tests but are talents or abilities that can also be important for success in a variety of fields: These are:

Musical: ability to understand patterns in music, hear pitches, recognize rhythms and melodies

Bodily-kinesthetic: motor coordination, grace of movement, agility, strength

Naturalistic: knowledge of plants, animals, minerals, climate, weather

Interpersonal: understand the emotion, mood, motivation of others; able to communicate effectively

Intrapersonal: understanding of the self, mood, motivation, temperament, realistic knowledge of strengths, weaknesses

Existential: concern about and understanding of life’s larger questions, meaning of life, or spiritual matters

Gardner contends that these are also forms of intelligence. A high IQ does not always ensure success in life or necessarily indicate that a person has common sense, good interpersonal skills or other abilities important for success.

Triarchic Theory of Intelligence

Another alternative view of intelligence is presented by Sternberg (1997; 1999). Sternberg offers three types of intelligences. Sternberg provided background information about his view of intelligence in a conference I attended several years ago. He described his frustration as a committee member charged with selecting graduate students for a program in psychology. He was concerned that there was too much emphasis placed on aptitude test scores and believed that there were other, less easily measured, qualities necessary for success in a graduate program and in the world of work. Aptitude test scores indicate the first type of intelligence-academic.

Academic (componential): includes the ability to solve problems of logic, verbal comprehension, vocabulary, and spatial abilities.

Sternberg noted that students who have high academic abilities may still not have what is required to be a successful graduate student or a competent professional. To do well as a graduate student, he noted, the person needs to be creative. The second type of intelligence emphasizes this quality.

Creative (experiential): the ability to apply newly found skills to novel situations.

A potential graduate student might be strong academically and have creative ideas, but still, be lacking in the social skills required to work effectively with others or to practice good judgment in a variety of situations. This common sense is the third type of intelligence.

Practical (contextual): the ability to use common sense and to know what is called for in a situation.

This type of intelligence helps a person know when problems need to be solved. Practical intelligence can help a person know how to act and what to wear for job interviews, when to get out of problematic relationships, how to get along with others at work, and when to make changes to reduce stress.

Compare Gardner’s Theory of Multiple Intelligences and Sternberg’s triarchic theory of intelligence. You must have at least 3 points of comparison.

Do you think that these types of intelligences are cultivated in school or at home?

Why doesn't everyone react to stressors in the same way?

How might you apply symbolic interaction approach to social patterns in college?

Discussing the ethical issues surrounding the overcrowding of our jails. Thoroughly discuss the topic including applicable solutions and their merit ethically. Search whether there is any pending legislation or applicable rules in your state regarding this matter. Assume you presenting your thoughts to a knowledgeable audience. The expectation is at least three academic sources.

Cognitive Psychology
Chapter 9

Here are 2 discussions regarding the chapter . Write your opinion on each one.

1. After analyzing the research in the book, I went ahead and tested the results in my work. I work in a shipping department were the amount of women and men are the same. My observations fell within the stereotype because women talked more than men by keeping a prolonged conversation. They usually tend to do a short statement and go into detail ending with a whole different topic. I saw that there was a lot of interrupting when women were talking since they would ask work questions all of the sudden and go back to the conversation topic after that. On the other hand, men would only make small statements or questions and retrieve from the conversation once they got an answer. Moreover, I observed the women at work and myself use a lot of tag questions.

2.) During my daily conversations with my friends and after paying attention to conversations around me I observed that women spend more time talking in conversations than men do. Almost all my anecdotal observations matched the research in the book. I did see that woman do tend to be politer when conversating. I also noticed that women have a tendency of adding more tag questions and hedges when conversating. Women would tend to interrupt more in the conversations compared to men. The investigation done in the book observed the opposite, men would interrupt more than women. My experience with this observation is interesting because I was able to compare my observation compared to the research in the book.

Dating is a practice that started in the 1920s and followed the practice of courtship. Current sociological research has focused on college students and the extent to which they are or are not dating. In addition, sociologists have examined the even newer culture of “hooking up” on college campuses.

https://www.youtube.com/watch?v=FxBOSdl-b54

1.Identify the gendered aspects of dating in the video. In other words, which roles/responsibilities/expectations are associated with men and which are associated with women?

2.Explain how you think dating today is similar and/or different in comparison to the 1950s. Here, I encourage you to think about Activity #2 to help you develop your comments.

3.How about contemporary dating compared to hooking up? How are these two practices similar and/or different? Are contemporary dating and hook up practices gendered? In other words, which roles/responsibilities/expectations, if any, are typically associated with men and which are associated with women?

Part A: Describe changes in patterns of drug abuse in the United States since the 1960’s. In your discussion, choose two drugs (one legal, one illegal) and discuss specific changes in use patterns over time. Discuss the impact (e.g., social, cultural, financial, etc.) of these changing patterns on society.

I am doing a paper on stressors and my stressor is my job. I have had an arguement with a superior who is know for being a bully, but i stood up to him and could end up unemployed. Having four kids, a wife, and bills to pay, this could be devastating. Using this stressor, what physiological changes occur in the brain due to the stress response? And what
emotional and cognitive effects might occur due to this stressful situation?

True or False:

Terrorism, or acts of violence by non-state actors, is distinguished from criminal acts on the basis of the purpose for which violence is carried out. In the case of terrorism, the purpose is making political changes.

According to a cultural explanation of terrorism, in an attempt to preserve their threatened identity and values, groups actively distinguish themselves from despised “others.” At the local level, the cultural friction may translate into conflicts divided along religious or ethnic lines that aim to safeguard identity.

Globalization has been an effective deterrent against terrorism. The processes of globalization prevent terrorist organizations from acquiring, manufacturing, and using weapons of mass destruction.

Liberal perspectives in the international political economy (IPE) contends that the global political economy is being shaped by competition among states, who seek to maximize their power and security.

Maintenance of fiscal discipline, trade liberalization, deregulation of the economy, etc. are examples of the set of policy prescriptions of the Washington Consensus promoted by the United States in developing countries.

The General Agreement on Tariffs and Trade (GATT) was transformed into the International Monetary Fund (IMF) in 1995. The IMF is responsible for managing international trade.

The most favored nation principle has been a bedrock of international trade negotiations. The principle holds that any preferential trading agreement reached with one country should be extended to other countries.

The theory of comparative advantage argues that all countries stand to benefit by specializing in the production of goods to which they are relatively most suited and then trading their surplus production with one another.

In an attrition strategy (of terrorism), Terrorists try to convince the population that the terrorists are strong enough to punish disobedience and that the government is too weak to stop them, so that people behave as the terrorists wish.

Groups engaged in outbidding (a strategy of terrorism) use violence to convince the public that the terrorists have greater resolve to fight the enemy than rival groups, and therefore are worthy of support.

A spoiler strategy of terrorism is an attempt to induce the enemy to respond to terrorism with indiscriminate violence, which radicalizes the population and moves them to support the terrorists.

Terrorists sometimes resort to hostage taking, airline hijacking, and explosions announced in advance are generally intended to use the possibility of harm to bring issues to the attention of the target audience. These actions are referred to as demonstrative terrorism.

True or False:

All international organizations (IOs) are formed by private citizens independent of state actors.

International organizations are important because they increasingly affect the lives of individuals everywhere by shaping the distribution of power and making policies that were previously left to states.

Neoliberal institutionalists argue that international organizations (IOs) are a means of maintaining the balance of power in the international systems and IOs benefit only a few powerful states.

Robert Pape argues that individuals and organizations that resort to suicide terrorism fail to achieve their stated objectives.

Explain the goals and discuss the achievements of the Lewis and Clark expedition.

Define an Unconditioned Motivating Operation (UMO). What are the nine main UMOs for humans? Define a Conditioned Motivating Operation (CMO). What are the three types of CMOs and how are they applied in Applied Behavioral Science? Your initial post should be 250 words

Of the five major world religions, which are monotheistic and which are polytheistic? Why? What part of their origin stories render them monotheistic or polytheistic? What are the primary teachings of each of the world religions? How did each of these religions influence the others as they were developing?

How do psychologists explain IQ differences among groups? What are the components of thought? What abilities do good thinkers possess? You need to use the APA format. You need to provide a minimum of three pages. Also, you need to include a cover page.

Why are negative attitudes or stereotypes associated with mental illness but not with physical illness? What are some stereotypes (positive and/or negative) associated with mental illness (be sure to provide the mental disorder for the stereotype you are using)? What could you do as an individual to help combat negative stereotypes in mental illness?