1994 52 intelligence researchers came up with this definition at a conference:

A very general mental capability that, among other things involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill , or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings-”catching on,” “making sense of things,” or “figuring out what to do.”

Alfred Binet: “judgment, otherwise called good sense, practical sense, initiative, the faculty of adapting one’s self to circumstances.. Self-critiquing. “

Carolus Slovinec: “Intelligence is the ability to recognize connections.”

Howard Gardner “to my mind, a human intellectual competence must entail a set of skills of problem solving- enabling the individual to resolve genuine problems or difficulties that he of she encounters and, when appropriate, create an effective product.”

Cyril Burt: “innate general cognitive ability.”

D. Samuel Nuessle: “A mind’s ability to apply knowledge to a problem solving situation.”

Alfred Binet-French school children had to attend school, did they need help?

Test is made to identify students with problems

Comes to U.S. and Stanford University modifies it to make the Stanford Binet IQ.

Identify students for College.

Identify strengths for U.S. army

I. Q. = intelligence quotient

Mental age/chronological age x 100

Examples?

Most of the pop. ~ 95% between two standard deviations of the mean score which is 100 = avg.

70-130= 95% of pop.

Mensa was founded in England in 1946 by Roland

Berrill, a barrister, and Dr. Lance Ware, a scientist and lawyer. They had the idea of forming a society for bright people, the only qualification for membership of which was a high IQ. The original aims were, as they are today, to create a society that is non-political and free from all racial or religious distinctions. The society welcomes people from every walk of life whose IQ is in the top 2% of the population, with the objective of enjoying each other's company and participating in a wide range of social and cultural activities.

Mensa has three stated purposes: to identify and foster human intelligence for the benefit of humanity, to encourage research in the nature, characteristics and uses of intelligence, and to promote stimulating intellectual and social opportunities for its members.

60 questions

30 minutes.

Number one -60 in your journal.

Why timed?

Note we are so much more interested in your analysis of the test than the results of the test. As you take it consider the following: what types of questions are being asked? Is the test biased in any way? What problems or issues are there with the questions? What variables might impact your results on the test?

In your group discuss the following aspects of the I.Q. test. Include points from your discussion in your journal.

What types of questions are being asked? (What are you being asked to do?)

Is the test biased in any way? How?

What problems or issues are there with the questions? Provide examples.

What variables might impact your results on the test? List them.

What is E.Q. ?

What are some of the fundamental factors that determine E.Q.?

Do you see any relationship between E.Q. and being an positive/optimistic person?

Why do you think that people with high E.Q.’s are generally “more successful” than people with just high I.Q.’s?

What about those people who seem to have both a high E.Q. and high I.Q.?

Self-awareness: Knowing what you feel and using your gut sense to make decisions you can live with happily.

Management of Feelings: controlling impulses, soothing your anxiety, having anger that is appropriate.

Motivation: zeal persistence and optimism in the face of setbacks.

Empathy: reading and responding to unspoken feelings.

Social skills: handling emotional reactions in others, interacting smoothly, managing relationships effectively.

Howard Gardner identifies areas of intelligence. It isn’t all that simple.

People can excell in some areas and challenged in others.

Originally Gardner came up with seven areas of intellect including the following: Verbal/Linguistic Mathematical/Logical Spatial/Visual Musical/Rythmic Interpersonal Intrapersonal Body/kinesthetic.

Today there are nine multiple intelligences including the original seven + existential and naturalistic.

See pages 104-107

Which of the seven intelligences might be used in an I.Q. test or I.Q. equivalency test?

Logical Mathematical, verbal/linguistic, visual/spatial.

Which of the seven might be used to determine a person’s e.q.?

Interpersonal & Intrapersonal

Take M.I. inventory.

There are ten responses, consider each as it either applies to you or not.

4-6 responses is considered average.

Once you have completed the inventory, make a bar graph of your results. See attached graph.

If you are “sensitive to color” you may want to make a colorful bar graph

Have fun learning more about yourself.

Your teacher will show you how to place the profile in your journal.

On the following page you will write an analysis of the profile discussing why you believe you got the score you did for each of the seven intelligences.

Make sure to address all of the intelligences with some discussion. The analysis should be directly across from the profile so that anyone looking at the profile could see the analysis.

Take a moment to look over your M.I. profile. (it should be in your journal )

Note the score and look at your response?

Consider that Spatial/Visual Intelligence is really a collection of abilities and skills that deal with the ability to form mental images and manipulate them.

This intelligence deals with the sense of sight and being able to visualize an object and create internal mental images/pictures such as…

Reminder of Inventory Questions: I often see clear images when I close my eyes. I’m sensitive to color. I frequently use a camera or “device” to record what I see

around me. I enjoy doing jigsaw puzzles, mazes, or other visual puzzles. I have vivid dreams I can find my way around unfamiliar territory. I like to draw or doodle. Geometry was easier for me than algebra. I can see things from a bird’s eye view. I like looking at reading material and text that is heavily

illustrated.

Not just one test.

Today and next class we will look at visual spatial intelligence and demonstrate how we can get some idea as to our ability in this intelligence.

Recall our activities from last class.

Why do you think many of the students could make the washer move with their mind?

Your ideas:

Mall/plaza

More rotations took longer

The washer activity

How can we exploit this connection to improve our human potential?

Your ideas?

Video. (If time permits)

How did you score on the MI profile in music?

Why might your score be more heavily biased for teens over adults?

Remember consider 4-6 is average.

How central to your life is music?

Do you play an instrument?

Do you listen to a lot of music?

Is the music you listen to all from the same genre?

Do you go to concerts? Is it for the music, entertainment? The event?

1756-1791 http://www.youtube.com/watch?v=NlpxjBgG-7E He was a prolific and influential composer of the

Classical Era. Child prodigy, composing, playing violin and

keyboard. Composed over 600 works! Mozart learned voraciously from others, and

developed a brilliance and maturity of style that encompassed the light and graceful along with the dark and passionate Joseph Haden wrote that "posterity will not see such a talent again in 100 years."

What was the first Mozart Effect?

Study done U. of California Irvine

What was the study and what did it prove?

Web site and answer = 3 pts.

http://www.glenbrook225.org/north/Pages/default.aspx

This song brought attention to child abuse.

What were some of the symptoms of abused children?

Blame themselves for the abuse.

Protect their parents.

Withdrawn.

Why?

Power write: Your ideas based on class so far?

Brain development videos.

Watch them with the charge of considering what information can support the answer above.

See how many stereotypes of teen behavior you can generate in 1 minute.

Remember the article, “Self-fulfilling Stereotypes?”

Why would any sane person want to come to work with these people everyday?

What are some of the more positive stereotypes of teens?

Reward system develops before the prefrontal cortex develops.

Thickening of the prefrontal cortex, flurry of growth of these neurons.

Takes time to “wire them up.”

New perceptions form when sex hormones enter the scene.

Learning how to navigate new feelings.

Desire to be with peers.

Flurry of growth in the cerebellum.

Melatonin production clock changes.

Hormones influence thoughts, behaviors, and relationships.

New perceptions require new learning.

What is appropriate vs. what is not.

Again consider the role of the prefrontal cortex and the reward/consequence concept.

Maturation process involves some trial and error.

Desire to be with peers.

Melatonin, a hormone that brings on sleep.

Teens produce theirs’ later in the day.

Result: go to bed later, wake up later.

How has the environment and genetics shaped your brain?

You all have fairly similar backgrounds and experiences, shouldn’t you all have the same brains?

Today we will look at learning style preferences. You will take yet another self-diagnostic test.

Read each statement carefully and then answer it as honestly as you can by reflecting on the situation and recalling how you have responded to it in the past.

Follow the instructions at the bottom of the answer sheet to determine your learning style preference.

If you have questions about the calculations, ask.

Once you have determine your learning preference put your name on the board under the appropriate column.

School buses haven’t changed much over the years.

In your group prepare a white board presentation of your school bus of the new millennium.

You will have ~12 minutes to prepare the white board presentation. I will come around and determine a spokesperson for the group to present to the class.

The only rules are that you may not discuss or share ideas with other groups, and you must have a white board presentation.

See handout. I like to think of Left brain learners as Logical,

Linear (things in order) and Language oriented. They like words, organized, symbols, writing, it needs to make sense, be realistic and useful.

So if that is left brain, what do right brain learners like to do?

How do your designs/presentations reflect your learning style preference?

Consider the presentation and we will critique if it followed the learning style preference.

What factors come into play for the bus design the C.E.O. will want?

Should your design team be all of the same type of people? Why or why not?

How do you go about learning with regard to your learning style?

Consider your notes for the assignment on Beautiful Minds?

Are you swimming upstream as a learner?

Take 4 minutes to write about what we did in the bus activity. Include the learning styles inventory, the design task, and the presentation.

Include examples from the activity to support the idea of how preferences were demonstrated.

In your journal write the following:

Bilateral manipulation is the use of both sides of the body to accomplish a given task. The corpus callosum is part of the brain that allows for communication between the hemispheres of cerebrum to aid in processing sensory, motor, and cognitive information.

Often times people don’t realize that both sides of the body are actually involved in accomplishing a given task. They believe they only need their dominant side. However we use both sides more than we think. For example what do we use our non-dominant hand and arm for when we write?

Needle and thread

Water bottle

How would a left brained learner like to learn a task?

How about a right brained learner?

How about a whole brained learner?

How do teachers teach their classes? What should they be doing to ensure success of the

Instructions both written and verbal

Demonstrations

Trial and error with constructive critiques

Practice with feedback.

Step by step-sequential.

Movies.

http://www.youtube.com/watch?v=2lCH5JgWCZY

If there are physical differences between men and women are there differences in their brains?

Word recall activity

Drawing activity.

However, despite being 10% larger men and women have the same number of neurons. Men’s brains just take up more space. The neurons in a women’s brain are more compact.

Average I.Q. is virtually the same in men and women.

Women may have a thicker corpus callosum.

Women think differently than men. Women are tuned into words and emotions, while men are tuned into visual/spatial abilities.

Women have a sharper memory for details.

Men and women navigate differently. .

Most of these differences arise from small differences in infancy that are magnified by the environment/culture as the child matures.

Remember the second evolution of the brain.

The environment can shape the brain.

Most of the observed differences between men and women’s brains are based on our evolution and roles in a hunter/gatherer family unit.

Much of the thinking differences can be attributed to our environment. It is 100% genetic and 100% environmental.

Many scientific studies show the environment plays the biggest role in brain/thinking differences between the sexes.

First stage of love is considered LUST which is controlled by the hormone testosterone. The chemical of desire.

Men 10x more!

Implications?

The second stage of love is Romantic Love:

This is a chemical cocktail created by the neurotransmitters dopamine and norepinephrine.

It allows the people in love to have tremendous energy and is considered a eustressor.

The last stage of love is Attachment.

It is driven by the hormones oxytocin in women and vasopressin in men.

Secure feelings and ownership.