2. Outcomes
By the end of the lesson, students should be able
to
– Describe the nature of intelligence
– Discuss whether intelligence should be considered
a general mental ability or many specific abilities
– Identify the factors associated with creativity, and
describe the relationship between creativity and
intelligence
– Describe efforts to correlate intelligence with
brain anatomy, brain functioning , and cognitive
processing speed.
14. Charles Spearman advocated the idea of one,
single general intelligence, or g.
• He pointed out that even though
individuals make have special talents, if an
individual has one high ability, they tend to
be high in others.
15. Howard Gardner argues that there are multiple
intelligences including
• Linguistic
• Logical-mathematical
• Musical
• Bodily-kinesthetic
• Spatial
• Interpersonal
• Intrapersonal
• Naturalist
16. Robert Sternberg argues that these multiple-
intelligences can be boiled down to three general
components of “successful intelligence”:
• Analytical problem-solving
• Creative intelligence
• Practical intelligence
17. • In addition to academic intelligences, Peter
Salovey and John Mayer point to the
importance of emotional intelligence:
• the ability to perceive, express,
understand, and regulate emotions.
• Individuals with high EQ often succeed in
careers, marriages, and parenting where
academically smarter people fail.
20. • Creativity is the ability to produce novel and
valuable ideas (textbook)
• Research finds that creativity involves:
• expertise
• imaginative thinking skills
• a venturesome personality
• intrinsic motivation
• a creative environment
22. Research finds that people are motivated to be
creative by a
• need for novel, varied, and complex
stimulation
• need to communicate ideas and values
• need to solve problems
23. the tendency to generate or recognize ideas,
alternatives, or possibilities that may be useful in
solving problems, communicating with others,
and entertaining ourselves and others
25. • There is a correlation between IQ and the
speed of processing
• There is a small correlation between head
size and IQ
• The largest correlation is between efficient
glucose consumption and IQ