...Intelligence: British psychologist Charles Spearman (1863-1945) described a concept he referred to as general intelligence, or the g factor. After using a technique known as factor analysis to to examine a number of mental aptitude tests, Spearman concluded that scores on these tests were remarkably similar. People who performed well on one cognitive test tended to perform well on other tests, while those who scored badly on one test tended to score badly on others. He concluded that intelligence is general cognitive ability that could be measured and numerically expressed. Louis L. Thurstone - Primary Mental Abilities: Psychologist Louis L. Thurstone (1887-1955) offered a differing theory of intelligence. Instead of viewing intelligence as a single, general ability, Thurstone's theory focused on seven different "primary mental abilities." The abilities that he described were: * Verbal comprehension * Reasoning * Perceptual speed * Numerical ability * Word fluency * Associative memory * Spatial visualization Howard Gardner - Multiple Intelligences: One of the more recent ideas to emerge is Howard Gardner's theory of multiple intelligences. Instead of focusing on the analysis of test scores, Gardner proposed that numerical expressions of human intelligence are not a full and accurate depiction of people's abilities. His theory describes eight distinct intelligences that are based on skills and abilities that are valued within different cultures...
Words: 3245 - Pages: 13
...adapt to its surroundings, a way of understanding one’s world (Shiraev, 2010). Along with understanding one’s world, intelligence allows one to make and complete goals, and overcome obstacles that may come into one’s life. This understanding of intelligence sets a good basis for understanding and defining intelligence, however, a do develop a greater understanding it is necessary to study the different theoretical testing of intelligence. This review will also examine the effectiveness of these various theories. Multiple Intelligence Theory In the late 1980’s Howard Gardner introduces a different viewpoint to the traditional theories of intelligence. He did this by including, language, logical-math, spatial relations, bodily kinesthetic, interpersonal/intrapersonal, and natural (Klein, 1997). In his theory, Gardner specifies that every individual has “all of the intelligences, although everyone has a unique cognitive profile, and the intelligences work together in a complex manner, and each intelligence as several dimensions” (Goodnough, 2002, p. 1). Gardner also stipulates that...
Words: 1088 - Pages: 5
...emotional intelligence can be traced to Charles Darwin's work on the importance of emotional expression for survival and, second, adaptation.[2] In the 1900s, even though traditional definitions of intelligence emphasized cognitive aspects such as memory and problem-solving, several influential researchers in the intelligence field of study had begun to recognize the importance of the non-cognitive aspects. For instance, as early as 1920, E.L. Thorndike used the term social intelligence to describe the skill of understanding and managing other people.[3] Similarly, in 1940 David Wechsler described the influence of non-intellective factors on intelligent behavior, and further argued that our models of intelligence would not be complete until we could adequately describe these factors.[2] In 1983, Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences[4] introduced the idea of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to appreciate one's feelings, fears and motivations). In Gardner's view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability.[5] Thus, even though the names given to the concept varied, there was a common belief that traditional definitions of intelligence were lacking in ability to fully explain performance outcomes. The first use of the...
Words: 3135 - Pages: 13
...past 20 years, the context has not.” Leaders striving for success today must be able to master three new levels of competence: • Global business acumen: The new financial, industry, functional and technical skills needed to navigate a market characterized by rapid evolution of business models, markets, products, and mergers and acquisitions. • Global mindset: The capacity to engage in a boundaryless and synthesizing cognitive process that identifies opportunity and innovation in complexity. • Global citizenship: A potent combination of geographic, political, economic, governmental, legal, cultural, technological and environmental savvy that informs business strategy formulation and execution. Global Mindset vs. Global Citizenship A global mindset includes the ability to see beyond the boundaries of the organization, national culture, functional responsibilities and corporate gain to envision and communicate the ultimate contribution and value of the work to society and sustainability. In his book Five Minds for the Future, Howard Gardner delineates five sets of cognitive capabilities leaders must master: the disciplined mind, the synthesizing mind, the...
Words: 1923 - Pages: 8
...References 21 EMOTIONAL INTELLIGENCE Introduction In the past decade, emotional intelligence has generated an enormous amount of interest both within and outside the field of psychology. It brings together the fields of emotions and intelligence by viewing emotions as useful sources of information that help one to make sense of and navigate the social environment. Emotional intelligence is powerful, and at times more powerful, than IQ in predicting success in life. This paper explores the power of emotions and various pillars of emotional intelligence. It will also discuss how Emotional intelligence has evolved over time. Defining Emotional Intelligence Emotion is defined as the state of feeling, including physiological and cognitive states, that conveys information about relationships. Intelligence is a single,...
Words: 5624 - Pages: 23
...permission of the copyright holder. Address inquiries to: Research and Development Branch Office of Learning and Teaching Department of Education and Training Level 2, 33 St Andrews Place GPO Box 4367 Melbourne 3001 Acknowledgments This resource has been developed by the Office of Learning and Teaching, Department of Education and Training, Victoria, 2004 Authors Sandra Mahar and Maddy Harford Contributions This publication was developed by the Research and Development Branch, Office of Learning & Teaching for the Department of Education and Training. Contents INTRODUCTION: THE IMPORTANCE OF LEARNING IN THE KNOWLEDGE ECONOMY 4 Defining Learning 5 Overview of the paper 6 THEORIES OF LEARNING 7 Cognitive Learning Theories 7 Social Learning Theories 7 Constructivist Theories 8 Experiential Learning 9 Adult Learning, or Andragogy 9 Multiple Intelligences 10 Situated Learning Theory and Communities of Practice 10 FACTORS AFFECTING LEARNING 12 Neurological development and functioning 12 Emotional and Social Factors 13 Generic Skills 14 The ICT Revolution 15 CONCLUSION 16 Bibliography 17 Selected Resources 17 Introduction: The Importance of Learning in the Knowledge Economy This paper is the first in a series of occasional papers developed by the Research Branch within the...
Words: 6821 - Pages: 28
...(1995)1 False facts are highly injurious to the progress of science, for they often long endure. But false views, if supported by some evidence, do little harm. (Charles Darwin, The Descent of Man and Selection in Relation to Sex, 1871)2 Since its publication in 1995, Daniel Goleman’s Emotional Intelligence: Why It Can Matter More than IQ has been the flagship of a fleet of books that Goleman has authored or co-authored, and the foundation text of a world-wide movement that claims that what has been universally regarded as intelligence is merely one type of intelligence – cognitive intelligence – and is not as important as another type of intelligence – emotional intelligence. As the dust jacket of Emotional Intelligence proclaims, it is, “The groundbreaking book that redefines what it means to be smart.” In this document, I will analyze every book and article that Goleman adduced to denigrate the importance of cognitive intelligence, and even more, the tests that measure it. I will demonstrate that not one of them says what Goleman claims it says, and many say the opposite.3 No one denies that emotional strengths and social abilities often contribute to social and occupational success. But Goleman knew two crucial facts about them that he did not tell his readers. In the introduction to Emotional Intelligence, Goleman wrote (pages xi-xii), This mapping [of emotional intelligence] offers a challenge to those who subscribe to a narrow view of intelligence, arguing that IQ is a genetic...
Words: 20789 - Pages: 84
...(1995)1 False facts are highly injurious to the progress of science, for they often long endure. But false views, if supported by some evidence, do little harm. (Charles Darwin, The Descent of Man and Selection in Relation to Sex, 1871)2 Since its publication in 1995, Daniel Goleman’s Emotional Intelligence: Why It Can Matter More than IQ has been the flagship of a fleet of books that Goleman has authored or co-authored, and the foundation text of a world-wide movement that claims that what has been universally regarded as intelligence is merely one type of intelligence – cognitive intelligence – and is not as important as another type of intelligence – emotional intelligence. As the dust jacket of Emotional Intelligence proclaims, it is, “The groundbreaking book that redefines what it means to be smart.” In this document, I will analyze every book and article that Goleman adduced to denigrate the importance of cognitive intelligence, and even more, the tests that measure it. I will demonstrate that not one of them says what Goleman claims it says, and many say the opposite.3 No one denies that emotional strengths and social abilities often contribute to social and occupational success. But Goleman knew two crucial facts about them that he did not tell his readers. In the introduction to Emotional Intelligence, Goleman wrote (pages xi-xii), This mapping [of emotional intelligence] offers a challenge to those who subscribe to a narrow view of intelligence, arguing that IQ is a genetic...
Words: 20789 - Pages: 84
...their mind and their behaviour, and attempts to understand and explain thought, emotion and behaviour (Wilhelm Wundt 1832-1920). Individual Differences Vast Variation among biological populations inspired the formulation of Darwin’s Theory of Natural Selection. Individuals are different and in fact unique based on a number of variables such as:- voice, skin tone, disposition, ethnicity, stature, attitude, physical symmetry, trainability, intelligence, aptitude, extroversion, introversion, sex, gender, neuroticism, expressiveness, memory, creativity, conscientiousness, agreeableness, values, beliefs and so on. The intelligence of the individual varies greatly. Intelligence (which is also referred to as Intelligent Quotient and Cognitive Functioning) concerns the mental ability to learn, the application of knowledge, aptitude - the ability of rational thought, and the capability of abstract thought. It involves also the memory of the candidate (J.P. Guilford’s Structure of Intellect Theory – 1967). Through...
Words: 3107 - Pages: 13
...Appendix 1: Literature Review Report to the Department of Education, Employment and Workplace Relations Scoping study into approaches to student wellbeing Literature Review PRN 18219 July 2008 Erebus International Australian Catholic University Table of Contents Appendix 1: Literature Review 1 Table of Contents 2 Executive Summary 4 Section 1: Project Overview 4 Section 2: What is Student Wellbeing? 5 Section 3: The Outcomes of Student Wellbeing and its Pathways 6 1. Physical and Emotional Safety 6 2. Pro-social values 7 3. A supportive and caring school community 7 4. Social and Emotional Learning 7 5. A Strengths-based Approach 8 6. A sense of Meaning and Purpose 8 7. A Healthy Lifestyle 9 Section 4: International Focus on Student Wellbeing 9 Section 5: Student Wellbeing in the Australian Educational Context 9 5.1: Australian Government National Frameworks in Education 9 5.2 Report on the of the Responses of State and territory and non-government education authorities to the Concept of a National Student Wellbeing Framework 11 5.3 Student Wellbeing in State and Territory Curriculum and Policy Documents 11 Section 6: Whole School Approaches to Student Wellbeing: Issues of School Leadership, Implementation and Sustainability of Student Wellbeing Initiatives 12 Section 1: Project Overview 13 1.1 Introduction 13 1.2 Project Objectives 13 1.3 Methodology 14 Section 2: Student Wellbeing and its Pathways 16 2.1 What is Student Wellbeing...
Words: 33991 - Pages: 136
...2 Understanding Diversity in the Classroom CHAPTER LEARNING GOALS After you study this chapter, you will be able to: 1. Explain the importance of understanding classroom diversity. 2. Explain the different group and individual sources of diversity. 3. Describe approaches to teaching in culturally and linguistically diverse classrooms. 4. Explain the provisions of the Individuals with Disabilities Education Act. 5. Explain the characteristics of students with exceptionalities. 6. Describe the role of the teacher in the inclusive classroom. Imagine You Are the Teacher It Is The First Teaching year at Lincoln Elementary School for Ms. Branson. She has 30 fifth-graders of whom 13 are girls and 17 are boys, 12 participate in the free and reduced lunch program, 5 are English language learners, and 4 have individualized education programs (IEPs). As she plans her lesson on paragraph writing, she is trying to keep the special needs of each of her students in mind. Because Jessica has a hearing impairment, Ms. Branson decides to make a written outline that includes the important parts of a paragraph and examples of good and bad paragraphs. She also decides to go over the outline several times because Fred and Alex have a reading disability. In her plan, there is also a note to herself to find a bigger pencil and wide-lined paper for Suzy, who requires these modifications according to her IEP. Based on past writing experiences, she expects Monica to finish writing her paragraph...
Words: 31653 - Pages: 127
...The Emerald Research Register for this journal is available at http://www.emeraldinsight.com/researchregister The current issue and full text archive of this journal is available at http://www.emeraldinsight.com/0268-3946.htm JMP 18,8 788 The relationship between emotional intelligence and work attitudes, behavior and outcomes An examination among senior managers Abraham Carmeli Graduate School of Business Administration, Department of Political Science, Bar-Ilan University, Ramat-Gan, Israel Keywords Job commitment, Job satisfaction, Altruism, Family friendly organizations Abstract The literature suggests that managerial skills in general, and emotional intelligence in particular, play a significant role in the success of senior managers in the workplace. This argument, despite its popularity, remains elusive. This can be attributed to the fact that although a few studies have provided evidence to support this argument, it has not received an appropriate empirical investigation. This study attempts to narrow this gap by empirically examining the extent to which senior managers with a high emotional intelligence employed in public sector organizations develop positive work attitudes, behavior and outcomes. The results indicate that emotional intelligence augments positive work attitudes, altruistic behavior and work outcomes, and moderates the effect of work-family conflict on career commitment but not the effect on job satisfaction. Introduction What makes a...
Words: 11388 - Pages: 46
...Examining the Relationship Between Emotional Intelligence of Managers and Organizational Commitment of Subordinates Dissertation Submitted to Northcentral University Graduate Faculty of the School of Business and Technology Management in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY by DANIEL R. BENNETT Prescott Valley, Arizona March 2011 UMI Number: 3452478 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT Dissertation Publishing UMI 3452478 Copyright 2011 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 Copyright 2011 Daniel R. Bennett APPROVAL PAGE Examining the Relationship Between Emotional Intelligence of Managers and Organizational Commitment of Subordinates by Daniel R. Bennett Approved by: air: Robert Miller, Ed.D Member: Jaime J. Klein, Ph.D. Member: Penny Ann Wilkins, D.M. Date -14- Certified by: School Dean: Arthur Lee Smith, Ph.D. Date ABSTRACT Evidence from numerous studies suggests that Organizational Commitment (OC) among employees...
Words: 13124 - Pages: 53
...Learning with Technology Evidence that technology can, and does, support learning. A white paper prepared for Cable in the Classroom James M. Marshall, Ph.D. San Diego State University May 2002 Executive Summary “We’ve wired the schools — now what?” This question resonates with educators, and troubles them at the same time. After countless local and national efforts have boosted the infrastructure of our schools, the significant issues now arise. Should we continue to pump money into educational technology for our schools? Do computers really help students learn? How can students and teachers best learn from the World Wide Web and its content? These questions are not new, nor unique to the dawn of Internet-connected schools. Earlier technologies, from textbook and illustration to film, television, and multimedia computer, have prompted similar ponderings. If technology is to have a significant role in schools, we need assurance that it works. More emphatically, we need confidence that use of educational technology results in learning. Research, both historical and contemporary, suggests that technology-based instruction can and does result in learning. Witness these examples of television, multimedia, and computer technologies delivering content to support learning: • Watching the television program Blue’s Clues has strong effects on developing preschool viewers’ flexible thinking, problem solving, and prosocial behaviors (Bryant, Mullikin, McCollum...
Words: 19667 - Pages: 79
...Research Report DCSF-RR051 Independent Learning Literature Review Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Learning and Skills Network Research Report No DCSF-RR051 Independent Learning Literature Review Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Learning and Skills Network The views expressed in this report are the authors’ and do not necessarily reflect those of the Department for Children, Schools and Families. © Learning and Skills Network 2008 ISBN 978 1 84775 239 0 Contents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Executive summary...............................................................................2 Introduction .........................................................................................10 Policy context ......................................................................................12 Methodology........................................................................................14 Defining independent learning.............................................................15 Key elements of independent learning ................................................21 Models of independent learning ..........................................................25 Skills required for independent learning ..............................................28 How teachers can promote independent learning ...............................32 How schools can promote independent learning.............
Words: 26482 - Pages: 106
