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Intelligence - Coggle Diagram

- - - - 9 distinct intelligences: linguistic, logical-mathematical, spatial, bodily kinaesthetic (explaining success in sport), musical, interpersonal and intrapersonal (social understanding), naturalist (interacting w/ nature), existentialist (linked to spiritual thinking)
      - intelligence as more than academic
  - - - practical problem solving = ability to be practical and logical for problems faced in various situations/relationships
      - verbal ability = expressing yourself and conversing confidently
      - social competence = skills needed to be accepted, fulfilled socially
      - when asking experts across faculties what intelligence for specific field was
        
        arts = knowledge, using it to weigh up alternatives, seeing analogies
        
        business = thinking logically, focusing on essentials of problem
        
        philosophy = critical and logical abilities, following complex arguments, find errors in them
        
        physics = precise mathematics, grasping laws
        
        BUT western/eurocentric perspective
  - - - aquired knowledge/skills, increases reflecting cumulative learning across life
      - vocabulary size, verbal fluency, working memory, numerical ability
    - - primary reasoning ability, solving abstract problems
      - less likely to be learned - so free of cultural influences
      - analogical reasoning, working memory, executive control
- - - - again relative - based on age of given sample
      - aimed for universal use for adults beyond children
      - same raw score cld differ in overall IQ depending on country - diff. "expected" score
      - aimed for universal application
      - initially standardised amg 2000 adults
      - subtests covered: arithmetic, block design (pattern matching), comprehension, digit span, picture completion, vocabulary meanings
    - - initially aimed at french children
      - 30 short tasks related to every day life ie shaking handws, counting coins, recalling no. of digits, word definitions
      - test determines child's "mental age"
      - Terman adapted this for American children - adapted items and added 40 new
  - - - by age 8, predicts adult IQ well
      - but.. based on age appropriate norms of population
      - ev. gc increases with age then declines, gf doesnt increase much but then decreases
- - - - similarities = willingness to think, observe, independantly think
      - differences = australian: problem-solving/logic vs chinese = learn/analytic ability and displaying confidence
    - - Baral and Das (2004) - high levels of thinking, judgement and decision-making but importance of how these "gel"/interact with one another
      - appreciation of others, politeness, modesty
    - - looking at within-culture diff's important
    - - Yang and Sternberg (1997) - confucian vs taoist traditions in China - intelligence through benevolence vs intelligence through freedom, responsive to change/showing full knowledge and understanding - humility and self knowledge
      - Okagaki and sternberg (1997) in california - anglo-american parents = higher value to cognitive attributes, latinx parents = more likely equate to social competence, asian parents = equate with motivation, self management, cognitive skill
      - but dated rsch
  - - - ? if aspects measured are only valued by western cultures limits rsch on tests - less applicable
      - construct v. - ? of measuring due to non-universal definitions of intelligence
    - - shows IQ test not showing predictive validity and not good measure
      - childen not familiar with types of tasks/questions