Chapter 8: Intelligence

Cognitive development is the basis for the wide variety of intelligence tests available for assessing children's mental abilities

Identifies sets of test items that cluster, meaning the test-takers who do well on one item in a cluster tend to do well in others

-General intelligence-

Questioned the importance of 'g" - called them primary mental abilities

- Came up with two braod theories of intelligence: Crystalized and Fluid

Skills that depend on accumulated knowledge and experience, good judgment, and mastery of social customs.

Depends more heavily on baisc info-processing skills- the ability to detect relationships among stimuli, the speed with which the individual can analyze info, and the capacity of working memory.

Came up with the Three-stratum theory of intelligence

Elaborates the models proposed by spearman, Cattell, and Carroll.

Childrens tests scores looking fro relationships between aspects of information processing and childrens intelligence test performance

Made up of three broad, interacting intelligences: a.) analytical intelligence or info processing skillsb.) Creative intelligence or the capacity to solve novel problemsc.) Practical intelligence or application of intellectual skills in everday situations

Defines intelligence in terms of distinct sets of processing operations that permit individuals to solve problems, create products, and discover new knowledge in a wide range of culturally valued activities

Came up with the Theory of Multiple Intelligences-Linguistic-Logicomathematical-Musical-Spatial-Bodily Kinesthetic-Naturalistit-Interpersonal-Intrapersonal

Creator of the Stanford- Binet Intelligence Scales

Fourth edition of a widely used test for 6-16 year olds