EPSY420 Intelligence Group Work Evaluation

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1. Evaluator’s Name

Evaluator’s Name

2. Evaluator’s Group

Evaluator’s Group Gardner-Thurstone

TURKEY Theory

Progressive Intelligence Theory

Jeopardy Smarts

Evaluate each group’s theory (except the one you were in) based on the below criteria by assigning a grade point between 1 and 10, where higher scores indicate more positive evaluations.

Facts: Are there enough facts from the textbook and/or other resources that support claims of the theory?
Examples: Are there enough real-life and/or personal examples that support claims of the theory?
Sensible: How logical, rational, and reasonable is the overall theory?

3. Gardner-Thurstone

Our theory seeks to harmonize psychometric and information-processing schools of thought. We maintain that every individual has differences in their ability to process information. According to Thurstone each individual possesses strength and weaknesses in skills rather than a full general intelligence, or g (Bukatko & Daehler, 2004, p. 350). Similarly, in Gardner's Theory of Multiple Intelligence children may show high intelligence in some domains but not in others (Bukatko & Daehler, 2004, p. 354). Therefore, a combination of both these theories leads to the "Gardner-Thurstone Theory," wherein intelligence is measured through an individual's strengths and weaknesses and their distinct intelligence in different domains.

The 7 primary mental abilities of Thurstone overlap with the 8 distinct intelligences of Gardner. They serve to further define the 8 intelligences and allow measurement of the subsets of each one. We have developed a new set of intelligences as follows based on the similar sets of Thurstone and Gardner (Bukatko & Daehler, 2004, pp. 350: 354):

Comprehension- the ability to abstract ideas coherently
Verbal- the ability to understand the functions of language
Recall- the ability to store and retrieve information
Athletic- ability to realize the space between certain things
Spatial visualization- the ability to mentally manipulate forms and symbols
Harmony-based- the ability to recognize and synthesize musical patterns
Numerical- the ability to perform concrete and abstract (i.e. algebraic) calculations
Mental agility- speed with which thoughts can be processes and organized

We do not feel that any such set can ever be comprehensive. It is our assertion that there are many different kinds of intelligences that may occur at the individual level that can not be predicted and that those at the societal level are too myriad to completely address.

Biology vs. environment: We believe individuals are born with certain abilities, but your experiences can shape your intelligence. Their influence can be said to exert equal control over intelligence. The first few years do not exert undue influence over later years.

Individual differences: Since environment plays a considerable role, individual differences in intelligence are bound to arise.

These differences should be measurable. An individual's numerical intelligence could be measured by a combination of comprehension, spatial visualization, and recall combine scores for a more complete view. We think these different intelligences are synergistic. It has been found that there are correlations among Thurstone's primarily mental abilities (Bukatko & Daehler, 2004, p.350). We would expect to see the same amongst ours.

Stages:
We assert that there is a continuous development of intelligence over time. It is a matter of quantitative instead of qualitative advancements in intelligence.

Personal Examples:
A person who is born with average athletic abilities can train to become proficient. Conversely, a person with innate biological skill could achieve a similar level of proficiency with little training.
One of us knows an individual that is very intelligent but some people may not
have said that about him before because he did not graduate from school.
This theory would say he is very intelligent because he is a very gifted and shows high intelligence in music. He can play many instruments and within a matter of minutes can play a song he heard playing on the radio. So his strength in this combined theory would be music and his weakness may be numerical or verbal (intelligences that are emphasized in the school system).
Musical intelligence can be related to numerical intelligence, but this is not necessarily the case. Different domains of intelligence can overlap to create unique individual differences.
Verbal intelligence is comprised of spatial-visual comprehension to see the words on a page, comprehension to process the words, recall to be able to remember what the speaker or author were saying and mental agility if the speaker or author was talking quickly.

	Facts	Examples	Sensible
Gardner-Thurstone	Gardner-Thurstone Our theory seeks to harmonize psychometric and information-processing schools of thought. We maintain that every individual has differences in their ability to process information. According to Thurstone each individual possesses strength and weaknesses in skills rather than a full general intelligence, or g (Bukatko & Daehler, 2004, p. 350). Similarly, in Gardner's Theory of Multiple Intelligence children may show high intelligence in some domains but not in others (Bukatko & Daehler, 2004, p. 354). Therefore, a combination of both these theories leads to the "Gardner-Thurstone Theory," wherein intelligence is measured through an individual's strengths and weaknesses and their distinct intelligence in different domains. The 7 primary mental abilities of Thurstone overlap with the 8 distinct intelligences of Gardner. They serve to further define the 8 intelligences and allow measurement of the subsets of each one. We have developed a new set of intelligences as follows based on the similar sets of Thurstone and Gardner (Bukatko & Daehler, 2004, pp. 350: 354): Comprehension- the ability to abstract ideas coherently Verbal- the ability to understand the functions of language Recall- the ability to store and retrieve information Athletic- ability to realize the space between certain things Spatial visualization- the ability to mentally manipulate forms and symbols Harmony-based- the ability to recognize and synthesize musical patterns Numerical- the ability to perform concrete and abstract (i.e. algebraic) calculations Mental agility- speed with which thoughts can be processes and organized We do not feel that any such set can ever be comprehensive. It is our assertion that there are many different kinds of intelligences that may occur at the individual level that can not be predicted and that those at the societal level are too myriad to completely address. Biology vs. environment: We believe individuals are born with certain abilities, but your experiences can shape your intelligence. Their influence can be said to exert equal control over intelligence. The first few years do not exert undue influence over later years. Individual differences: Since environment plays a considerable role, individual differences in intelligence are bound to arise. These differences should be measurable. An individual's numerical intelligence could be measured by a combination of comprehension, spatial visualization, and recall combine scores for a more complete view. We think these different intelligences are synergistic. It has been found that there are correlations among Thurstone's primarily mental abilities (Bukatko & Daehler, 2004, p.350). We would expect to see the same amongst ours. Stages: We assert that there is a continuous development of intelligence over time. It is a matter of quantitative instead of qualitative advancements in intelligence. Personal Examples: A person who is born with average athletic abilities can train to become proficient. Conversely, a person with innate biological skill could achieve a similar level of proficiency with little training. One of us knows an individual that is very intelligent but some people may not have said that about him before because he did not graduate from school. This theory would say he is very intelligent because he is a very gifted and shows high intelligence in music. He can play many instruments and within a matter of minutes can play a song he heard playing on the radio. So his strength in this combined theory would be music and his weakness may be numerical or verbal (intelligences that are emphasized in the school system). Musical intelligence can be related to numerical intelligence, but this is not necessarily the case. Different domains of intelligence can overlap to create unique individual differences. Verbal intelligence is comprised of spatial-visual comprehension to see the words on a page, comprehension to process the words, recall to be able to remember what the speaker or author were saying and mental agility if the speaker or author was talking quickly. Gardner-Thurstone Facts	Examples	Sensible

4. Jeopardy Smarts

My group proposes a multiple intelligence approach, and we have defined key intelligences based on popular game shows. We believe there are different ways to be "smart," and do not support a hierarchy of intelligence. As pop-culture has shown, all can be useful. Originally, we thought of "Jeopardy Smart" as one type of intelligence among several. Through group discussion (and gentle provocation by instructor), we realized there are many game shows, and each one seems to provide the chance for contestants to cash-in (literally) on a specific intelligence.

"Octo-Smarts” or 8 Major Intelligences:
"Jeopardy”: based on the information processing approach, this is the ability to quickly encode, efficiently store, and successfully retrieve information.
"The Apprentice”: people strong in this intelligence possess leadership skills and the ability to plan and execute.
"Survivor”: those with "Survivor Intelligence" have strong ability to adapt to new environments
"Double Dare”: (as reminder for some of us, contestants on this game were often subjected to "physical challenges," and the game ended with an obstacle course). This intelligence is determined by a person's physical strength, speed, and agility
"Price is Right”: stresses logical, mathematical thinking.
"American Idol”: depends on musical, rhythmical ability.
"Street Smarts" : knowledge of cultural traditions, influences, and stimuli.
"Flavor of Love" : this intelligence stresses the ability to emotionally influence/connect to others.

While people may be born with certain innate skills (nature), we believe that the way in which the child interacts with his/her environment, and the way in which the environment interacts with the child (nurture), can help strengthen intelligences in any of these
areas. Nurture can play an astonishing role. Development of different intelligences is due largely to availability of experiences and whether or not the environment encourages the skill.

As noted earlier, we do not believe any one intelligence is better than another, but we do feel that some may be more beneficial in certain contexts, and strength in multiple areas can add to those benefits. For example: In the Final Jeopardy round, contestants' mathematical/ numerical skill can help them get ahead in the game, as can their ability to successfully evaluate their opponents. Evaluating another's skills and placing a strategic cash wager can help a contestant win, even with the wrong answer.

	Facts	Examples	Sensible
Jeopardy Smarts	Jeopardy Smarts My group proposes a multiple intelligence approach, and we have defined key intelligences based on popular game shows. We believe there are different ways to be "smart," and do not support a hierarchy of intelligence. As pop-culture has shown, all can be useful. Originally, we thought of "Jeopardy Smart" as one type of intelligence among several. Through group discussion (and gentle provocation by instructor), we realized there are many game shows, and each one seems to provide the chance for contestants to cash-in (literally) on a specific intelligence. "Octo-Smarts” or 8 Major Intelligences: "Jeopardy”: based on the information processing approach, this is the ability to quickly encode, efficiently store, and successfully retrieve information. "The Apprentice”: people strong in this intelligence possess leadership skills and the ability to plan and execute. "Survivor”: those with "Survivor Intelligence" have strong ability to adapt to new environments "Double Dare”: (as reminder for some of us, contestants on this game were often subjected to "physical challenges," and the game ended with an obstacle course). This intelligence is determined by a person's physical strength, speed, and agility "Price is Right”: stresses logical, mathematical thinking. "American Idol”: depends on musical, rhythmical ability. "Street Smarts" : knowledge of cultural traditions, influences, and stimuli. "Flavor of Love" : this intelligence stresses the ability to emotionally influence/connect to others. While people may be born with certain innate skills (nature), we believe that the way in which the child interacts with his/her environment, and the way in which the environment interacts with the child (nurture), can help strengthen intelligences in any of these areas. Nurture can play an astonishing role. Development of different intelligences is due largely to availability of experiences and whether or not the environment encourages the skill. As noted earlier, we do not believe any one intelligence is better than another, but we do feel that some may be more beneficial in certain contexts, and strength in multiple areas can add to those benefits. For example: In the Final Jeopardy round, contestants' mathematical/ numerical skill can help them get ahead in the game, as can their ability to successfully evaluate their opponents. Evaluating another's skills and placing a strategic cash wager can help a contestant win, even with the wrong answer. Jeopardy Smarts Facts	Examples	Sensible

5. Progressive Intelligence Theory

Definition: Intelligence is a property of mind that encompasses many related mental abilities, such as the capacities to reason, plan, solve problems, think abstractly, comprehend ideas and language, and learn. Although intelligence is sometimes viewed quite broadly, psychologists typically regard the trait as distinct from creativity, personality, character, or wisdom.

Theory:
- Before age five, biological intelligence is the prominent. The basis of intelligence is the child’s parents. Parents instill language, morals, and values which becomes the basic intelligence of the child.
- After age five, school starts, and the child’s intelligence begins to grow in a more formal, and broad sense. Parents, at this point, are no longer the only influence in the child’s life. The child has more social and environmental influences (school, educators, and friends).
- After age eleven, school, environment, and other socio-cultural influences affect the child’s own thoughts and interests.
- At age eleven to eighteen, biological and social factors combine to create interests. The child’s aptitude becomes more specialized. Therefore, intelligence has progressed from a general, broad, unspecialized form of intelligence into a much more specialized intelligence.
- Intelligence doesn’t develop in terms of intellect, but builds into terms of development at the end result.

Examples:
- On page 364 of the text, in figure 10.5, the graph shows the connection between IQ scores and age. From birth to age two, intelligence appears to actually drop from birth to six months, but from six months to two years, intelligence seems to increase a great deal (a difference of 60 IQ points). From age two to three, intelligence seems to very level, but then at age three to four, intelligence again seems to gain very quickly. But, from ages four to eleven, intelligence steadily increases (by about 40 IQ points). After age eleven, intelligence actually evens out even more, even possibly receding by 10 IQ points, which may be the result of specializing the type of intelligence.
- In Josh’s case, he started off in school being in band, which is a musical intelligence. Then, in high school, he became interested and began participating in athletics, which is more of spatial intelligence.
- Caite started off interested in both sciences, which is a more memory intelligence. In high school, she became more interested in art, and in college became an art major. Art involves the person to be spatially intelligent.
- Katie began interested in specific school subjects, which also can be considered a general intelligence, since it covers a broad array of things. But, over time she became interested in sports, specializing in soccer. She went from a broad general academic intelligence to a special intelligence.
- Laura volunteered in community, which is more of a social intelligence. But, in college became a psychology major, which is more of a social intelligence.
- Mike, in first and second grade, was in advanced reading classes, but, over time was not in the advanced reading classes, but, began competing in sports. Mike progressed from a visual comprehension and word fluency form of intelligence, to a spatial intelligence.
- Jena was brought up playing sports, but, over time went against playing sports and went into education. Jena progressed from a spatial intelligence to a social intelligence.
- Tarilyn, in elementary school, had won a literary award progressed to being more interested in sciences. Tarilyn went from a visual comprehension and word fluency form of intelligence to a more scientific form of intelligence.
- Jared was good at math in elementary school, and in high school became more interested in and participated in baseball. His numerical intelligence progressed to spatial intelligence.
- Mollie, in high school, was more artistic, but now has moved into wanting to teach. She progressed from a spatial awareness to a social awareness.

	Facts	Examples	Sensible
Progressive Intelligence Theory	Progressive Intelligence Theory Definition: Intelligence is a property of mind that encompasses many related mental abilities, such as the capacities to reason, plan, solve problems, think abstractly, comprehend ideas and language, and learn. Although intelligence is sometimes viewed quite broadly, psychologists typically regard the trait as distinct from creativity, personality, character, or wisdom. Theory: - Before age five, biological intelligence is the prominent. The basis of intelligence is the child’s parents. Parents instill language, morals, and values which becomes the basic intelligence of the child. - After age five, school starts, and the child’s intelligence begins to grow in a more formal, and broad sense. Parents, at this point, are no longer the only influence in the child’s life. The child has more social and environmental influences (school, educators, and friends). - After age eleven, school, environment, and other socio-cultural influences affect the child’s own thoughts and interests. - At age eleven to eighteen, biological and social factors combine to create interests. The child’s aptitude becomes more specialized. Therefore, intelligence has progressed from a general, broad, unspecialized form of intelligence into a much more specialized intelligence. - Intelligence doesn’t develop in terms of intellect, but builds into terms of development at the end result. Examples: - On page 364 of the text, in figure 10.5, the graph shows the connection between IQ scores and age. From birth to age two, intelligence appears to actually drop from birth to six months, but from six months to two years, intelligence seems to increase a great deal (a difference of 60 IQ points). From age two to three, intelligence seems to very level, but then at age three to four, intelligence again seems to gain very quickly. But, from ages four to eleven, intelligence steadily increases (by about 40 IQ points). After age eleven, intelligence actually evens out even more, even possibly receding by 10 IQ points, which may be the result of specializing the type of intelligence. - In Josh’s case, he started off in school being in band, which is a musical intelligence. Then, in high school, he became interested and began participating in athletics, which is more of spatial intelligence. - Caite started off interested in both sciences, which is a more memory intelligence. In high school, she became more interested in art, and in college became an art major. Art involves the person to be spatially intelligent. - Katie began interested in specific school subjects, which also can be considered a general intelligence, since it covers a broad array of things. But, over time she became interested in sports, specializing in soccer. She went from a broad general academic intelligence to a special intelligence. - Laura volunteered in community, which is more of a social intelligence. But, in college became a psychology major, which is more of a social intelligence. - Mike, in first and second grade, was in advanced reading classes, but, over time was not in the advanced reading classes, but, began competing in sports. Mike progressed from a visual comprehension and word fluency form of intelligence, to a spatial intelligence. - Jena was brought up playing sports, but, over time went against playing sports and went into education. Jena progressed from a spatial intelligence to a social intelligence. - Tarilyn, in elementary school, had won a literary award progressed to being more interested in sciences. Tarilyn went from a visual comprehension and word fluency form of intelligence to a more scientific form of intelligence. - Jared was good at math in elementary school, and in high school became more interested in and participated in baseball. His numerical intelligence progressed to spatial intelligence. - Mollie, in high school, was more artistic, but now has moved into wanting to teach. She progressed from a spatial awareness to a social awareness. Progressive Intelligence Theory Facts	Examples	Sensible

6. TURKEY Theory

The Turkey Theory is defined as: Theory of Understanding concepts; Retaining
Knowledge, and Effectively Y-using it

Stage: 1
Age: Up to 18 months
Traits achieved: Observation of surroundings; Modeling of behaviors and facial expressions
Examples: Playing peek-a-boo; Mimicking of caretakers

Stage: 2
Age: 18 months—3 years
Traits achieved: Beginning use of language; Repetition of speech; Continuation of modeling behaviors; Beginning stage of social interaction with peers
Examples: Child will begin to follow examples of how parents act and dress;
Will repeat phrases and songs from television programs;
Child will begin to question what is surrounding them;
Learns to share with others

Stage: 3
Age: 3 to 6 years old
Traits achieved: Advanced learning of social interaction with peers; Exhibits an understanding of their environment and begins to project that knowledge in other areas; Knowledge of basic fundamental skills is learned
Examples: Child will begin to recognize letters, shapes, and colors; Child will be able to start defining more elaborate descriptions to what they know

Stage: 4
Age: 6 to 11 years old
Traits achieved: Engages in more socially advanced learning; Begins to have their behaviors influenced by peers rather than caregivers; Learns an advanced level of problem solving; Starts to understand what choices they have and the consequences of those choices
Examples: Once in school, child will begin to exhibit behaviors they have seen other children exhibit; Children will begin to seek companions of the same sex as friends; Child will begin to learn the difference between right and wrong

	Facts	Examples	Sensible
TURKEY Theory	TURKEY Theory The Turkey Theory is defined as: Theory of Understanding concepts; Retaining Knowledge, and Effectively Y-using it Stage: 1 Age: Up to 18 months Traits achieved: Observation of surroundings; Modeling of behaviors and facial expressions Examples: Playing peek-a-boo; Mimicking of caretakers Stage: 2 Age: 18 months—3 years Traits achieved: Beginning use of language; Repetition of speech; Continuation of modeling behaviors; Beginning stage of social interaction with peers Examples: Child will begin to follow examples of how parents act and dress; Will repeat phrases and songs from television programs; Child will begin to question what is surrounding them; Learns to share with others Stage: 3 Age: 3 to 6 years old Traits achieved: Advanced learning of social interaction with peers; Exhibits an understanding of their environment and begins to project that knowledge in other areas; Knowledge of basic fundamental skills is learned Examples: Child will begin to recognize letters, shapes, and colors; Child will be able to start defining more elaborate descriptions to what they know Stage: 4 Age: 6 to 11 years old Traits achieved: Engages in more socially advanced learning; Begins to have their behaviors influenced by peers rather than caregivers; Learns an advanced level of problem solving; Starts to understand what choices they have and the consequences of those choices Examples: Once in school, child will begin to exhibit behaviors they have seen other children exhibit; Children will begin to seek companions of the same sex as friends; Child will begin to learn the difference between right and wrong TURKEY Theory Facts	Examples	Sensible