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Intelligence
By definition is the capacity for understanding; ability to perceive and comprehend meaning.
Sternberg believes that by instilling a more qualitative view of intelligence, you can improve critical thinking.
A theory on intelligence should be able to do the ff:
relate the intelligence to an individual’s internal world and explain what happens when a person thinks
intelligently.
Accept the relation between the external world and that person’s intelligence, and explain how intelligence
functions in the “real world”
relate intelligence to individual’s experiences.
Currently, there are 3 interpretations of intelligence that are relevant to teaching thinking skills.
Sternberg’s Triarchic Model of Intelligence:
(1) Intellectual skills and thinking skills are inseparable, although there is more to intelligence than thinking.
Three Elements of the Triarchic Model:
Componential
o Intelligence (initial segment) is composed of three components:
Metacomponents (Planning)
• Executive components of intelligence used to plan, monitor and
evaluate problem solving strategies.
Performance Components (Action)
• Implementation segments of intelligence that help execute the
instructions of the metacomponents.
Knowledge-Acquisition Components (Feedback)
• our ability to acquire and use language thus enabling us to use
contextual cues in solving problems.
• It involves three processes:
o Selective encoding- detecting relevant facts that are not
immediately obvious.
o Selective combination- combining unrelated facts.
o Selective comparison- combining old and new
information.
Experiential
o Experience increases our ability to deal with novel task and make information
processing more automatic.
Contextual
o Specifies the functions to which components are applied in coping with the external world &
ADAPTATION.
CONCEPT FORMATION
• Involves organizing concepts & events into specific mental categories.
• Cannot be taught. Acquired through “fuzzy” concepts, simply by discovering the critical defining features.
• “Prototypes” best examples of a concept. It is used to determine whether less obvious stimuli belong to the concept.
• We need to integrate concepts—permits us to learn & recall information easily; to integrate them is to form a
hierarchical organization of concepts.
PROBLEM SOLVING
Newell & Simon proposed 3 distinct stages in problem-solving:
- divided into smaller, manageable parts
- look for a rule/hypothesis that will solve a particular problem
- evaluate hypothesis