The word feel may be used often. In Kinaesthetic Modality you would feel a future where you eventually get your desires within your grasp. LEM for this modality will usually be down to the right. In auditory state we tend to think in terms of sounds or language, our speech and writing will tend to contain auditory words such as hear and listen, refer to things by their loudness or quietness, or by their frequency. An auditory person may try to get into harmony with the situation and listen for any hints to the solution.
A lot of resources will refer to intellect as the ability to learn or reason. Piaget was particularly interested in this area in relation to the cognitive development of the child. In the history of psychology, as it progressed throughout the 18th century, various 'schools of psychology' developed. Two examples of the schools are Behaviourism and Structuralism. Constructivism is another school of psychology, and focuses directly on how people learn; specifically how knowledge is acquired and how it is transformed into learning.
Intelligence Definition Name PSYCH525 Date Instructor Intelligence Definition Introduction: Intelligence is the ability to acquire and apply knowledge. It deals with reasoning skills, understanding and how we use what we have learned in our lives. There are many ways to test how intelligent someone is including many I.Q. tests. To accurately check for someone’s intelligence you have to check multiple items, tests can be useful in that, checking verbal and non-verbal skills, how cleaver someone is, and if they can solve puzzles.
Gardner Intelligence Paper Page 1 Gardner Intelligence Paper PSY/300 General Psychology By: Jamie Berthelette April 4, 2011 Instructor: Karin Detweiler Gardner Intelligence Paper Page 2 In the recent years, intelligence has come to be recognized as multifaceted, functional, and culturally defined. According to Kowalski and Westen (2009), “intelligence is the application of cognitive skills and knowledge to learn, solve problems, and obtain ends that are valued by an individual or culture” (Kowalski, 2009). As you read further into it, she or he will learn the different ways to intelligence, especially Gardner’s theory of multiple intelligences, as well as how those intelligences can change one’s life. There has been three different concepts over the years that have tried to describe intelligence. These types of concepts consist of the information-intake, the theory of multiple intelligences, and the psychometric approach.
Vygotsky's theories are constantly compared to that of Piaget's because they are both considered to be constructivists in the field of cognitive development. While there are many differences in their theories in the field of cognitive development, there are some similarities among the way they both, Piaget and Vygotsky, view the nature, or development, of human intelligence. For example, they both believe that students learn by fitting new information together with the information that they already know. They also believe that learning is affected by the context in which an idea is taught, as well as by beliefs and attitudes because the boundaries of cognitive growth are established by societal influences. They also agree that children's speech is an important part of their cognitive development and that it occurs in distinct stages.
One theory to the psychometric theory is the multi-factorial model, this suggests that intelligence is composed of a range of abilities and highlight the role of environmental factors. An example of this type of theory was developed by Thurstone, who argued that there were different types of intelligence rather than a single mental ability (‘g’). Thurstone used a sample of students who were asked to carry out a large number of different tasks and from these he reduced intelligence down to a set of 7 factors which he called primary mental abilities. These primary mental abilities include Verbal comprehension (the ability to define and understand words), word fluency (the ability to produce words rapidly), numerical ability (the ability to solve arithmetic problems), memory (the ability to memorise), reasoning (the ability to use rules to deal with problems), perceptual (ability to see similarities and differences between things) and spatial (the ability to visualise items). Therefore individuals could score highly in one type of intelligence (e.g.
There are many different factors to consider, Such as sensory ability, cultural backgrounds, language skills, physical ability, and self confidence hearing loss, visual impairment and level of learning. The best way to do this would be to ask them, if not possible you can observe them. Asking colleagues who have worked with them before, reading care planes/notes. 2.2 Demonstrate communication methods that meet an individuals communication needs, wishes and preferences Language differences the use of Interpreters, flash cards and signals to indicate their needs. You can also use them to find out what
Intelligence as well as being something we own, is something we do, more in depth it is our ability and potential to think. We measure intelligence by our ability to think, not just the amount of facts and capacity we hold to store those facts. Our minds have the potential to pursue relevant ideas and truths, analyse and decipher them, as well as use them to solve problems, explain life’s questions, and potentially develop new ideas. We all have been blessed with the innate aptitude to think, but also to think consciously which makes us unique from the animals, plants, and bacteria. We should also know that the further this potential advances the more intelligent we become.
Pierce NCREL, Oak Brook, 1990 New Learning and Thinking Curricula Require Collaboration In Guidebook 1, we explored a "new" vision of learning and suggested four characteristics of successful learners: They are knowledgeable, self-determined strategic, and empathetic thinkers. Research indicates successful learning also involves an interaction of the learner, the materials, the teacher, and the context. Applying this research, new guidelines in the major content areas stress thinking. Guidebook 2 describes these new guidelines and provides four characteristics of "a thinking curriculum" that cut across content areas. The chief characteristic of a thinking curriculum is the dual agenda of content and process for all students.
These hemispheres have been responsible for the development of human language, abstract thought, imagination, and consciousness. The neocortex is flexible and has almost infinite learning abilities. The neocortex is also what has enabled human cultures to develop. These three parts of the brain do not operate independently of one another. They have established