Nature of Intelligence

The concept of intelligence can be observed and described in many different ways. Intelligence is primarily about processes that are cognitive, higher order involved mental processes, and memory. However, many theories still exist that try to explain intelligence. These theories are: multiple intelligences, emotional intelligence, and practical intelligences. As well as, how cultural impact plays a role within these theories.

1. Donisha Young Realitie Depoyster Christie Wright Mia Carson AET500 05/18/2015 Ms. Elizabeth Pace Nature of Intelligence

2. Nature of Intelligence

3. Adults need to be accommodated based on the way they learn. Adults learn based on different intelligences according to the theory of multiple intelligences. Adults have different abilities and intelligences when it comes to learning (Tai 2014, pg. 11-25 ). Multiple Intelligence

4. Multiple Intelligence

5. The ability to apply knowledge to real world situations “Street Smarts ” Indispensable The ability to thrive in a real world environment Not get taken advantage of easily Practical Intelligence

6. Rational (thinking) vs. Emotional (feeling) and the correlation ( Goleman , 1995) Four domains of emotional intelligence defined; self-awareness, self-management, empathy, and putting it altogether in social relationships ( Goleman , 2010). The effects of emotional intelligence in women, men, and children Benefits of social learning emotional programs ( Goleman , 2010) Emotional Intelligence

7. Emotional Intelligence

8. Cultural Impact On T hese T heories All Behaviors Are Found Every Culture Culture Defines the Stages of Individual Achievement Culture for Multiple Intelligence Culture for Practical Intelligence

9. Cultural Impact On T hese T heories

10. Individualist Perspective Collectivist Perspective Students work independently; helping others may be cheating. Students engage in discussion and argument to learn to think critically. Property belongs to individuals, and others must ask to borrow it. Teacher manages the school environment indirectly and encourages student self – control. Students work with peers and provide assistance when needed. Students are quiet and respectful in class in order to learn more efficiently. Property is communal. Teacher is the primary authority, but peers guide each other’s behavior. Source:  Adapted from Individualist and Collectivist Perspectives on Education, from the Diversity Kit (2002) Providence, R.I.: The Education Alliance. Individualist & Collectivist Cultural Perspectives on Education

11. Summary

12. References Goleman, D. (2010). Learn about emotional intelligence. Media Library . Goleman , D. (1995). Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books . Merriam, S. B., Caffarella, R. S., & Baumgarter, L. (2006).  Learning in Adulthood, A Comprehensive Guide  (3rd ed.). : John Wiley & Sons . Sternberg , R. J., Forsythe, G. B., & Hedlund, J. et al(2000).  Practical Intelligence in Everyday Life  . Cambridge, : Cambridge University Press.

13. References Continued Sternberg, R. J. (1996). Successful intelligence. New York: Simon & Schuster. (Paperback edition: New York: Dutton, 1997). Tai, F. (2014). Exploring multiple intelligences. The Journal of Human Resource and Adult Learning, 10 (1), 11-21. Retrieved from http:// search.proquest.com/docview/1554975773?accountid=458