Explain theories related to Psychometric Approach of ... - Zigya

(ii) Charles Spearman introduced the two-factor theory of intelligence employing a statistical method called factor analysis. — He said that intelligence ... x ChapterChosen VariationsinPsychologicalAttributes BookChosen Psychology SubjectChosen Psychology BookStore Downloadbooksandchaptersfrombookstore. Currentlyonlyavailablefor. CBSEGujaratBoardHaryanaBoard PreviousYearPapers DownloadthePDFQuestionPapersFreeforofflinepracticeandviewtheSolutionsonline. Currentlyonlyavailablefor. Class10Class12 VariationsinPsychologicalAttributes ExplaintheoriesrelatedtoPsychometricApproachofIntelligence. Thepsychometricapproachconsidersintelligenceasanaggregateofabilities.Itexpressesanindividual'sperformanceintermsofasingleindexofcognitiveabilities. (i)AlfredBinetconceptualizedintelligenceasconsistingofonesimilarsetofabilitieswhichcanbeusedforsolvingallproblemsinindividual'slife.ThistheoryofintelligenceiscalledUniorone-factortheoryofintelligence. (ii)CharlesSpearmanintroducedthetwo-factortheoryofintelligenceemployingastatisticalmethodcalledfactoranalysis. —Hesaidthatintelligenceconsistedofageneral(g-factor)andsomespecificfactors(s-factor). —Theg-factorincludesmentaloperationswhichareprimaryandcommontoallperformances. —Inadditiontotheg-factor,hesaidthatthereisans-factorwhichisnotcommonandhelptheindividualtoexcelinaparticularfield. (iii)TheoryofprimarymentalabilitieswasproposedbyLouisThurston. —Itsaysthatintelligenceconsistsofsevenprimaryabilities.Eachabilityisrelativelyindependentfromothers. Theseabilityare—(i)Verbalcomprehensions,(ii)NumericalAbilities,(iii)SpatialRelations,(iv)PerceptualSpeed,(v)Wordfluency,(vi)Memory,(vii)InductiveReasoning. (iv)ArthurJensenproposedahierarchicalmodelofintelligence,consistingofabilitiesoperatingattwolevels. Level-I:associativelearninginwhichoutputismoreorlesssimilartotheinput. Level-II,calledcognitivecompetence,involveshighorderskillsastheytransformtheinputtoproduceaneffectiveoutput. (v)Structure-of-intellect-model:ProposedbyJ.P.Guilford. (vi)Heclassifiesintellectualtraitsamongthreedimensions—operations,contentsandproducts. (vii)Operationsarewhattherespondentdoes,e.g.,memorizationofapoem. (viii)Contentsrefertothenatureofmaterialsorinformationonwhichintellectualoperationsareperformed,e.g.,poemisfamiliarorunfamiliar,learnerusingaparticularsensemodality,methoduse. (ix)Productsrefertotheforminwhichinformationisprocessedbytherespondent.e.g.,understandingandapplicationofthethemeofpoem. 645Views HowdoesTriarchictheoryhelpustounderstandintelligence? 1.RobertJ.Sternbergproposesatheoryofintelligencebasedoninformationprocessingapproachin1985knownastheTriarchictheoryofintelligence. 2.AccordingtoSternberg,intelligenceisanabilitytoadapt,toshapeandselectenvironmenttoaccomplishonesgoalsandthoseofonessocietyandculture. 3.Thistheoryattemptstounderstandthecognitiveprocessesinvolvedinproblemsolving. 4.Accordingtohimtherearethreetypesofintelligences: 1.Componentialintelligence(Analytical):Thisdimensionspecifiesthecognitiveprocessesthatunderlieanintelligentbehaviour. Thisdimensionservesthreedifferentfunctions: (a)Knowledgeacquisitioncomponents:Thesearetheprocessesusedinlearning,encoding,combiningandcomparinginformation. (b)Metacomponents:'Meta'meanshigher.Theseareexecutiveprocesses.Theycontrolmonitorandevaluatecognitiveprocessing. (c)Performancecomponents:Thesecomponentsexecutestrategiespreparedbymetacomponentstoperformatask. Forexample,Whilestudingstudentsplanthelessonchapterwise,theymakeschedules,categoriesthelearningmaterialanddointegratetheinformationtocomprehendwell. 2.Experientialintelligence(Creative):Thisdimensionspecifieshowexperienceseffectintelligenceandhowintelligenceeffectsaperson'sexperiences. (i)Experientialintelligencereferstoanindividual'sabilitytomakeuseofone'spastexperiencestodealwithnovelsituationscreativelyandeffectively. (ii)Thisintelligenceismostlyhighamongscientistsandcreativepeople. (iii)Forexampleifapersonistrappedinaroom,hefindsoutawayofcomingoutoftheroomusingropeorladderetc.inacreativeway.Hehadsomeknowledgeofgettingoutfromthissituationbywatchingoutamoviefewyearsback. 3.Contextualintelligence(Practical):Thisdimensionspecifiestheabilitytodealwithenvironmentaldemandsondailybasis. (i)Itisindividual'sabilitytomakeuseofhis/herpotentialtodealwithday-to-daylife. (ii)Itmaybecalledstreetsmartnessor'businesssense'. (iii)Peoplehighinthisabilityaresuccessfulinlife. •Itdealswiththewayspeoplehandleeffectivelytheirenvironmentaldemandsandadapttodifferentcontextswithavailableresources. 976Views Anyintellectualactivityinvolvestheindependentfunctioningofthree'neurologicalsystems'.ExplainwithreferencetoPASSmodel. AccordingtoPASSmodel,theorybasedoninformationprocessingapproach,intellectualactivityinvolvestheinterdependentfunctioningofthethreeneurologicalsystemscalledthefunctionalunitsofthebrain. Theseunitsareresponsiblefor: •thearousalandattention. •thesimultaneousandsuccessiveprocessing. •theplanning. ArousalandAttention: (i)Stateofarousalhelpsinattendingtothestimuli. (ii)Arousalandattentionenableapersontoprocessinformation. (iii)Optimallevelofarousalfocusesourattentiononrelevantaspectsofaproblem. (iv)Toomuchortoolittlearousalinterfereswithattentionandperformance. Example:Arousalhelpstheindividualtofocusonesattentiononreading,learningandrevisingthecontentsofthematerialtobelearnt. SimultaneousandSuccessiveProcessing: SimultaneousProcessingreferstoperceivingrelationsamongstvariousconceptsandintegratethemintomeaningfulpatternsforcomprehension.Fore.g.,inRaven'sstandardprogressivematrices(RSPMTest)choosingappropriatepatternbycomprehendingrelationship. SuccessiveProcessingreferstorecallinginformationseriallysothatonerecallleadstoanotherrecall.Forexample,learningofdigitsandlettersandmultiplicationtables. Planning: 1.Aftertheinformationisattendedtoandprocessed,planningisactivated. 2.Planninginvolvesreachingtothetargetandevaluatingtheireffectiveness.Planningallowsustothinkofpossiblecoursesofactionandimplementingthem. 3.Ifaplandoesnotwork,itismodifiedtosuittherequirementsofthetaskorthesituation. 4.Forexample,totakeatestscheduledbyyourteacher,you'dhavetosetgoals,planatimescheduleofstudies,getclarificationsincaseofproblemsorthinkofotherwaystomeetyourgoals. 1038Views Towhatextentisourintelligencetheresultofheredity(nature)andenvironment(nurture)?Discuss. (i)Whetherintelligenceisevolvedoritisdevelopedduetotheenvironment,isaquestionofdebate. (ii)Lotofstudieshavebeendonetodeterminetheroleofnatureandnurture. (iii)Herewewilldiscussthecontroversywiththehelpofvarioustwinstudies,adoptionstudiesandenvironmentalstudies. Onthebasisoftwinstudiesco-relationresultsareasfollows: (i)Identicaltwinsrearedtogethercorrelate0.90 (ii)Identicaltwinsreportedearlyinchildhoodandrearedindifferentenvironmentscorrelate0.72 (iii)Fraternaltwinsrearedtogethercorrelate0.60 (iv)Siblingsrearedtogethercorrelate0.50 (v)Siblingsrearedapartcorrelate0.25 •AdoptionStudiesbeforetheAgeof6-7Years Thesestudiesofadoptedchildrenshowthatchildren'sintelligenceismoresimilartotheirbiologicalparents. Thesestudiesprovideevidencethatintelligenceisdeterminedbecauseofnature. •AdoptionStudiesaftertheAgeof6-7Years Accordingtothesestudiesaschildrengrewoldertendstomoreclosertothatoftheiradoptiveparents. EnvironmentalStudies Evidencefortheinfluenceofenvironment(Nurture)onthebasisofTwinstudies. (i)Theintelligencescoreoftwinsrearedapartastheygrewolder,tendstomoreclosertothatoftheiradoptiveparents. (ii)Onthebasisofdifferencesinenvironment,childrenfromdisadvantagedhomesadoptedintofamilieswithhigher,socio-economicstatusexhibitanincreaseintheirintelligencescores. (iii)Environmentaldeprivationlowersintelligence.Factorssuchasnutrition,goodfamilybackgroundandqualityschoolingincreasegrowthrateofintelligence. (iv)Thereisgeneralconsensusamongpsychologiststhatintelligenceisaproductofcomplexinteractionofheredity(Nature)andenvironment(Nurture). (v)Heredityprovidesthepotentialsandsetsarangeofgrowthwhereasenvironmentfacilitatesthedevelopmentofintelligence. 1256Views Howdopsychologistscharacterizeanddefineintelligence? Psychologicalmotionofintelligenceisquitedifferentfromthecommonsensedmotionofintelligence. Generallypeoplesawintelligenceasmentalalertness,readyart,quicknessinlearningandabilitytounderstandrelationships. Oxforddictionaryexplainedintelligenceasthepowerofperceiving,learningunderstandingandknowing. AccordinglyAlfredBinetalsousedtheseattributesanddefinedintelligenceasabilitytojudgewell,understandwellandreasonwell. LaterWechslergaveacomprehensivedefinitionintermsofitsfunctionality,i.e.,itsvalueforadaptationtoenvironment.Hedefinedintelligenceastheglobalandaggregatecapacityofanindividualtothinkrationally,actpurposefullyandtodealeffectivelywithhis/herenvironment. PresentdaypsychologistssuchasGardnerandSternbergemphasizedthatIntelligentindividualnotonlyadaptstotheenvironment,butactivelymodifiesorshapesit.Sternbergviewsintelligenceastheabilitytoadapt,toshapeandselectenvironmenttoaccomplishonesgoalsandthoseofonessocietyandculture. 2008Views ExplainbrieflythemultipleintelligencesidentifiedbyGardner. Gardner'stheorybasedoninformationprocessingapproachesfunctionsonthreebasicprinciples: (i)Intelligenceisnotasingleentity,thereexistmultipleintelligences. (ii)Theintelligencesareindependentfromeachother. (iii)Differenttypesofintelligencesworktogethertoprovideasolutionofproblem.Gardnerhassofarproposedeightintelligences,howeverallindividualsdonotpossesstheminequalproportion.Theparticularsituationorthecontextdecidestheprominenceofonetypeofintelligenceovertheothers. Followingaretheeighttypesofintelligence: 1.Linguistic:Thisisrelatedtoreading,writing,listening,talking,understandingetc.Poetsexhibitthisabilitybetterthanothers. 2.Logical-Mathematical:Thistypeofintelligencedealswithabstractreasoningandmanipulationofsymbolsinvolvedinnumericalproblems.Itisexhibitedinscientificwork. 3.Spatial:Thistypeofintelligenceisinvolvedinperceivingthirddimensionformationofimages.Itisusedwhilenavigatinginspace,forming,transformingandusingmentalimages.Sailors,engineers,surgeons,pilots,caredrivers,sculptorsandpaintershavehighlydevelopedspatialintelligence. 4.Musical:Personswithmusicalintelligenceshowsensitivitytopitchandtonerequiredforsinging,playingandinstrument,composingandappreciatingmusicetc. 5.BodilyKinesthetic:Itrequirestheskillsanddexterityforfinecoordinatedmotormovements,suchasthoserequiredfordancing,athletics,surgery,craftmakingetc. 6.Inter-personal:Itrequiresunderstandingofmotives,feelingsandbehavioursofotherpeople.Salespeople,politicians,teachers,cliniciansandreligiousreadershavehighdegreeofinter-personalintelligence. 7.Intra-personal:Itisrelatedtounderstandingone'sselfanddevelopingasenseofidentity,e.g.,philosophersandspiritualleaders. 8.Naturalistic:Itisrelatedtorecognizingthefloraandfauna,i.e.,naturalworldandmakingadistinctioninthenaturalworld.Itismorepossessedbyhunters,farmers,tourists,studentsofbiologicalsciencesetc. 687Views Flagit Incomplete Incorrect Repetitive SuggestEdit Submit Switchto Type Category AllQuestions FillintheBlank MultipleChoiceQuestion ShortAnswerType LongAnswerType ZQ ZigyaQuestions TB TextbookQuestions BE ExamQuestions Shareit Facebook WhatsApp Twitter GooglePlus Linkedin CopyLink https://www.zigya.com/share/UFNFTjEyMDI4MDM0 Shareit WhatsApp Facebook Twitter GooglePlus Linkedin CopyLink