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?

Since the SUTA rates changes are made at the end of each year and there is much discussion about changes to the FUTA rate, the available 2017 rates were used for FUTA and SUTA. Note: For this textbook edition the rate 0.6% was used for the FUTA tax rate for employers. Example 5-10 Applebaum Security Company is located in State H, which enables employers to reduce their contribution rates under the experience-rating system. From 2004 to 2013, inclusive, the company's total contributions to state unemployment compensation amounted to $18,135. For the calendar years 2014 to 2017, inclusive, the contribution rate for Applebaum was 3.7%. The contributions of each employer are credited to an account maintained by the State Unemployment Compensation Commission. This account is credited with contributions paid into the account by the employer and is charged with unemployment benefits that are paid from the account. Starting January 1, 2018, the contributions rate for all employers in State H will be based on the following tax-rate schedule:

SOS Idea Map and Inventory

Name two personal heroes—one real, one fictional:

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What are your favorite 2 hobbies—one serious, one silly:

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What are two things that really pis s you off?

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2.

What are two causes you are passionate about?

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2.

What are two goals you have for the future?

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2.

Name two of your guilty pleasures:

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Name two occasions/audiences in the next week that you could present to:

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What motivates you?

What’s your proudest moment in your life so far?

Where do you see yourself in the next 5 years?

What do you want your funeral to be like?

Using professional, personal, or academic experience, describe an ethical situation you encountered or an ethical situation encountered by Jeff bezos and how it was handled. Sources should be cited according to APA style.

Some part of the academic literature has studied the motives behind accounting choice (such as depreciation methods). With reference to Field et al. (2001) briefly outline the main reasons for accounting choice.

d) Islamic finance is receiving a lot of attention in academic research as well as in global business. With reference to the tenets of Islamic Finance, discuss the appropriateness of Islamic financial products as sources of project finance.   

Resources in Healthcare Simulations What main resources would you need to integrate an academic electronic health record in healthcare simulations (with and without human patient simulators)? Include staff in the discussion.

Find a cartoon/comic strip image on the Internet to illustrate your discussion. Explain the relevance of this image to your answer. Find and use at least one academic article relevant to your discussion.