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juliana

2021-9-26 published at Education&Career category

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1.Theories of Intelligence Piaget, Vygotsky, Sternberg, & Gardner
2.Theories of Intelligence Geographic: IQ testing, Spearman Computational: cog. neuroscience Epistemological: child development, Piaget Sociological: Vygotsky, Sternberg Systems: Sternberg, Gardner
3.Frames of MindTheory of Multiple Intelligences Sources of Theory: Piaget Vygotsky Sternberg
4.Jean Piaget 1896 - 1980
5.Piaget: Child as Scientist Discovers & creates knowledge of world Discovers & creates methods of knowing the world Stages of Development Stable periods: equilibrium Transitional / crisis periods: reorganization
6.Piaget: Basic Processes Adaptation: agreement of thought with external world Assimilation: adding new info to old schemas Accommodation: adapting schemas to new info Organization: internal coherence of knowledge
7.Equilibration and Reorganization Confirmation of knowledge  equilibration & stability Disconfirmation of knowledge  disequilibrium & reorganization
8.Stages Sensorimotor (0 - 2 yrs) Symbolic / pre-operational (2 – 7 yrs) Concrete operations (7 – 11 yrs) Formal operations (11 – 15 yrs)
9.Sensorimotor Stage Coordination of reflexes Beginning of object permanence Emergence of causality Active experimenting on world Invention of new means by mental combination (18 – 24 months)  beginning of symbolic thought
10.Symbolic / “pre-operational” Use of symbols: language, numbers, etc. Concrete: limited to here & now failure to recognize conservation Egocentric: focus on child’s relations to objects, not relationships of objects with other objects
11.Concrete Operations Basic logical & mathematical operations (including conservation of substance, volume, weight; classification) Can think in ways that contradict immediate impressions Can’t manipulate systems of abstractions (can’t do proofs of theorems)
12.Formal Operations Operations on operations (Given bucket of water & objects -- asked to figure out why some float and some don’t -- can figure out notion of density.) Mental exploration of possible worlds
13.Piaget: Main Criticisms Periods achieved gradually, with little discontinuity Can perform some higher-level tasks when procedures modified Operations often don’t generalize, but remain specific to tasks
14.Lev Vygotsky 1896 - 1934
15.Lev Vygotsky Intelligence is social & cultural Growth of intelligence based on internalization of social processes Intelligence is product of history; resides in culture
16.Vygotsky: Key Ideas Tools & symbols Zone of Proximal Development (ZPD) Apprenticeship Learning
17.Robert Sternberg
18.Robert Sternberg Analytic: what IQ & achievement tests measure Practical: real-world problem-solving Creative: art, music, literature, etc.
19.Studying Practical Intelligence Formulating Hypotheses Test In-Basket Exercises  Both use panels of expert raters
20.Howard Gardner
21.Frames of Mind Artificial Intelligence software central processor Single Neuroscience hardware modules Multiple
22.Sources of Evidence Prodigies Brain damage (eliminates or spares) Information-processing systems Developmental history Evolutionary history or plausibility Lab experiments Correlational research (intelligence tests) Encoding in symbol system
23.Criteria for “Intelligence” Neurobiological system Symbol system
24.Intelligences Linguistic Logical-mathematical Musical Spatial Bodily – Kinesthetic Personal: knowledge of self & others
25.Stages of Development Novice  Apprentice  Journeyman  Expert

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