Question

List all of the qualities and skills that you believe are important for academic and vocational success. How many of these qualities and skills are assessed by traditional intelligence tests? Are any consistent with Sternberg’s triarchic theory of successful intelligence or Gardner’s theory of multiple intelligences? Do you think these qualities and skills are important for people in different cultures? Why or why not?

Answer 1

QUALITIES AND SKILLS

• Organization. Whether it's keeping track of research materials or remembering to bring home a lunch box, children need to be organized to succeed in school. ...
• Time Management. Learning to schedule enough time to complete an assignment may be difficult for your student
• Prioritization
• Concentration
• Motivation
• Commitment
• Setting Attainable Goals

Intelligence tests are among the oldest devices in the psychometric arsenal of the psychologist and are likely the most frequently used category of tests in the evaluation of exceptional children, especially in the cases of mental retardation, learning disabilities, and intellectual giftedness. Intelligence and aptitude tests are used frequently in adult assessment as well and are essential diagnostic tools when examining for the various dementias. They are used with adults in predicting a variety of other cognitive disorders and in the vocational arena.Many of these tests measure very limited aspects of intelligence (e.g., Peabody Picture Vocabulary Test, Columbia Mental Maturity Scale, Ammons and Ammons Quick Test), whereas others give a much broader view of a person's intellectual skills, measuring general intelligence as well as more specific cognitive skills (e.g., the various Wechsler scales). Unfortunately, while intelligence is a hypothetical psychological construct, most intelligence tests were developed from a primarily empirical basis, with little if any attention given to theories of the human intellect. Empiricism is of major importance in all aspects of psychology, especially psychological testing, but is insufficient in itself. It is important to have a good theory underlying the assessment of any theoretical construct such as intelligence.

Sternberg has proposed a triarchic (three-part) theory of intelligence that proposes that people may display more or less analytical intelligence, creative intelligence, and practical intelligence. Sternberg (1985, 2003) argued that traditional intelligence tests assess analytical intelligence, the ability to answer problems with a single right answer, but that they do not well assess creativity (the ability to adapt to new situations and create new ideas) or practicality (e.g., the ability to write good memos or to effectively delegate responsibility).

As Sternberg proposed, research has found that creativity is not highly correlated with analytical intelligence (Furnham & Bachtiar, 2008), and exceptionally creative scientists, artists, mathematicians, and engineers do not score higher on intelligence than do their less creative peers (Simonton, 2000). Furthermore, the brain areas that are associated with convergent thinking, thinking that is directed toward finding the correct answer to a given problem, are different from those associated with divergent thinking, the ability to generate many different ideas for or solutions to a single problem (Tarasova, Volf, & Razoumnikova, 2010) “Test Your Divergent Thinking.” On the other hand, being creative often takes some of the basic abilities measured by g, including the abilities to learn from experience, to remember information, and to think abstractly .

Another champion of the idea of multiple intelligences is the psychologist Howard Gardner (1983, 1999). Gardner argued that it would be evolutionarily functional for different people to have different talents and skills, and proposed that there are eight intelligences that can be differentiated from each other (“Howard Gardner’s Eight Specific Intelligences”). Gardner noted that some evidence for multiple intelligences comes from the abilities of autistic savants, people who score low on intelligence tests overall but who nevertheless may have exceptional skills in a given domain, such as math, music, art, or in being able to recite statistics in a given sport (Treffert & Wallace, 2004)

Yes , these qualities and skills are important for people in different cultures.Developing a sense of cultural intelligence is important to learn how to deal positively with people from different cultures. Enhancing cultural intelligence is possible and doing so will allow you to become more compassionate and sensitive to other people.Cross-cultural competence refers to your ability to understand people from different cultures and engage with them effectively. Being able to communicate and work with people across cultures is becoming more important all the time

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