Theories under Information Processing approach:

Theory of Multiple Intelligences- -Howard Gardner -according to him intelligence is not a single entity, different types of intelligences exist. Each are independent of one another. -different types of intelligences interact and work together to come up with a solution to a problem. - he described 8 types of intelligences: 1. Linguistic 2. Logical-Mathematical 3. Spatial 4. Musial 5. Bodily-Kineasthetic 6. Interpersonal 7. Intrapersonal 8. Naturalistic
Triarchic Theory of Intelligence: -Robert Sternberg -three basic types of intelligence: 1. Componential/Analytical- analysis of information to solve problems. three components- a) Knowledge Acquisition- learning and acquisition of ways of doing things. b) Meta/ high order component- planning concerning what to do and how to do. c) Performance Component- actually doing things. eg driving a car 2. Experiential/ Creative- using past experiences to solve new problems. - quickly find out what information is crucial in a given situation. eg chefs. 3. Contextual/Practical- ability to deal with environmental demands encountered on a daily basis. -also called street smartness. -eg businessmen
PASS: -Jack Naglieri, J.P Das, Kirby. - intellectual activity involves functioning of three neurological systems. these units are responsible for- PLANNING, AROUSAL/ATTENTION, SUCCESSIVE and SIMULTANEOUS processing. -planningallows us to think of possible courses of ction, implement them to reach a target. -Arousal/attention- an optimal level of arousal helps focus our attention to relevant aspects of a problem. too little or too much arousal would interfer with attention. - simulataneous-perceive relations among various concepts and integrate them into meaningful patterns dor comprehension. eg- RSPM. -successive- remember all information serially so that recall of one leads to recall of another. eg- learning of letter, digits, etc.
CAS cognitive Assessment System--Das and Naglieri -battery of tests meant for individuals between 5-18, -consists of verbal as well as non-verbal tasks that measure basic cognitive functions. -results can be used to remedy cognitive deficits of children with learning problems.

	Erstellt von Danya Sethy vor mehr als 6 Jahre

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