Fangon, Mark Joseph B
BSEd-MATH 2A
EXERCISE #8
1. Sternberg's theory of intelligence, known as the Triarchic Theory of Intelligence.
● Componential Intelligence (Analytical Intelligence): This refers to the ability to
analyze, evaluate, and compare information. It involves problem-solving skills and the
ability to work with abstract concepts. Componential intelligence is often measured by
traditional IQ tests and includes cognitive processes like memory, reasoning, and
attention. In essence, it's how well a person can use logical thinking to solve problems
and make decisions.
● Experiential Intelligence (Creative Intelligence): This type of intelligence is related to
creativity and the ability to deal with novel situations. It involves the ability to adapt to
new experiences, think outside the box, and apply existing knowledge in innovative
ways. Experiential intelligence also involves the ability to transfer skills and insights
learned in one context to other, new contexts.
● Contextual Intelligence (Practical Intelligence): Contextual intelligence refers to how
well a person adapts to their environment, especially the "real-world" environment. It
involves practical problem-solving and the ability to understand the dynamics of social
and environmental contexts. Essentially, this component focuses on how effectively
someone can navigate everyday challenges and manage tasks in their personal, social,
and work life.
2. Howard Gardner's Theory of Multiple Intelligences challenges the traditional view of
intelligence as a single, unified ability that can be measured through IQ tests. Instead, Gardner
proposes that humans possess a range of different types of intelligences, each representing
unique ways of processing information. Gardner originally identified seven intelligences, and
later expanded the theory to include more
● Linguistic Intelligence: The ability to use language effectively, whether in writing,
speaking, or understanding. People with high linguistic intelligence excel in activities
such as writing, reading, storytelling, and public speaking. Examples: Writers, poets,
journalists.
● Logical-Mathematical Intelligence:
The ability to think logically, reason abstractly, and solve mathematical problems. People
with this intelligence are good at working with numbers, patterns, and logical reasoning.
Examples: Scientists, mathematicians, engineers.
● Spatial Intelligence: The ability to think in three dimensions and visualize with the
mind’s eye. Individuals with spatial intelligence are skilled at tasks involving navigation,
architecture, design, and art. Examples: Architects, artists, pilots.
● Musical Intelligence: The ability to understand, create, and appreciate music. People
with high musical intelligence are sensitive to rhythm, tone, and pitch and often excel in
playing instruments, composing, or singing. Examples: Musicians, composers,
conductors.
● Bodily-Kinesthetic Intelligence:
The ability to use the body effectively to express ideas and solve problems. This
intelligence involves physical coordination, dexterity, and the ability to manipulate objects
skillfully. Examples: Dancers, athletes, surgeons.
● Interpersonal Intelligence:
The ability to understand and relate to other people, to recognize and respond to their
emotions, motivations, and desires. People with high interpersonal intelligence are
effective in social interactions and often excel in leadership or teaching roles. Examples:
Teachers, therapists, leaders.
● Intrapersonal Intelligence: The ability to understand oneself and one's own emotions,
motivations, and inner states. This intelligence involves self-reflection and a deep sense
of self-awareness. Examples: Philosophers, psychologists, spiritual leaders.
● Naturalist Intelligence (added later): The ability to recognize, categorize, and draw
upon certain features of the environment. This intelligence is helpful for understanding
and working with nature, including plants, animals, and natural phenomena. Examples:
Biologists, environmentalists, farmers.
● Existential Intelligence (added later): The ability to ponder deep questions about
existence, such as the meaning of life, death, and the universe. People with high
existential intelligence are often drawn to philosophical, spiritual, or theological pursuits.
Examples: Philosophers, theologians.
3. Raymond Cattell and John Horn developed a theory of intelligence that focuses on the
structure and nature of intelligence over time.
● Fluid intelligence refers to the capacity to reason and solve novel problems,
independent of acquired knowledge or experience. It is considered a more innate,
biological form of intelligence, often associated with the ability to think abstractly, solve
puzzles, and recognize patterns.
● Crystallized intelligence refers to the accumulated knowledge and experience that a
person has gained over their lifetime. It is based on education, learning, and cultural
experiences.
● Visual and Spatial reasoning are critical components of fluid intelligence, reflecting the
brain's capacity to manage novel visual-spatial tasks and abstract problem-solving.
4. David Perkins’ theory of intelligence
● Neural intelligence forms the base or biological foundation of cognition, providing the
hardware (the brain) that supports all mental activities.
● Experiential intelligence builds on neural intelligence by incorporating knowledge
gained from real-world experiences, which allows individuals to adapt and solve practical
problems.
● Reflective intelligence goes beyond just executing tasks or applying past knowledge. It
involves thinking critically about one’s cognitive processes and improving them, leading
to better problem-solving and decision-making over time.
Theory of Style
[Link] Style refers to the way individuals prefer to think, process information, and solve
problems. It represents the characteristic manner in which people approach cognitive tasks and
challenges.
● Field-dependent individuals are those who rely heavily on the surrounding context or
external environment when processing information. They tend to perceive and interpret
stimuli in a global, context-sensitive way.
● Field-independent individuals tend to focus on specific, discrete elements of
information and are less influenced by the surrounding context or background. They are
able to separate details from the overall environment and process information in a more
analytical and isolated manner.
2. Scanning refers to the process of examining a set of information or environment
systematically to identify relevant details or patterns. It involves actively searching for specific
cues, facts, or pieces of information while disregarding irrelevant stimuli.
● Leveling is the tendency to simplify or reduce complex information or details to a more
general or less specific form while Sharpening is the opposite of leveling, where
individuals emphasize certain details or aspects of an experience, often exaggerating
certain features or making them more distinctive
● Reflective individuals tend to carefully think through decisions and problems, weighing
different options and considering the potential consequences before taking action. They
may deliberate longer before making a choice while Impulsivity is someone who
accepts a job offer quickly without much thought or research about the company's
culture or long-term prospects.
● Conceptual differentiation refers to the ability to distinguish between different concepts
or ideas and understand the nuances or subtleties that separate them. This cognitive
skill involves recognizing distinctions between concepts that may be similar but not
identical, and it plays an important role in critical thinking, problem-solving, and
decision-making.
3. Thinking Style are the individuals who are often categorized based on how they process and
organize information, particularly with respect to how they approach tasks, solve problems, and
make decisions.
● Concrete sequential thinkers prefer structured, organized, and factual information.
They tend to focus on details, follow step-by-step procedures, and are good at handling
tasks that require precise, systematic approaches.
● Concrete random thinkers tend to prefer experimentation, flexibility, and exploring new
possibilities. They are not as concerned with rigid structure but more focused on
trial-and-error and exploring different ideas or approaches.
● Abstract random thinkers are more focused on the big picture and personal
experiences. They are imaginative and creative, often processing information intuitively
and holistically, rather than relying on structured logic or concrete facts
● Abstract sequential thinkers prefer logical analysis, theory, and abstract thinking. They
focus on concepts, theories, and patterns and like to understand things through logic
and structure.
LEARNER STYLE PREFERENCES
● Visual learners prefer to learn through seeing. They retain information better when it is
presented in the form of images, diagrams, charts, videos, or written text.
● Aural or auditory learners prefer to learn through listening. They grasp and retain
information more effectively when it is presented through spoken words, sounds, and
auditory stimuli.
● Verbal learners, sometimes referred to as linguistic learners, prefer to learn through the
use of words. They are skilled at using both spoken and written language to process
information.
● Sensing learners are practical, detail-oriented learners who prefer to learn through
direct experience and focus on facts and real-world applications. They tend to be more
grounded in reality and prefer concrete, factual learning experiences.
● Kinesthetic learners prefer to learn through movement and hands-on activities. They
process information best by engaging in physical activities and experiments.
1. Felder and Solomon
● Active learners prefer to learn through doing. They tend to be more engaged when they
can apply knowledge through activities like group work, hands-on experiences, or
practical exercises while Reflective learners prefer to think about the information before
applying it. They tend to process information more thoroughly by analyzing and reflecting
on what they've learned, often working alone or in quiet settings.
● Sensing learners prefer concrete, practical information. They focus on facts, details,
and real-world applications and tend to be more grounded in reality while Intuitive
learners focus on abstract concepts and theories. They prefer to see the big picture and
make connections between ideas.
● Visual learners learn best through seeing. They prefer information to be presented
through diagrams, charts, graphs, pictures, and written notes while Verbal learners
prefer to learn through words, both written and spoken. They excel at processing and
retaining information that is presented verbally.
● Sequential learners tend to learn in a linear, step-by-step fashion. They prefer
information to be presented in a logical sequence, where one concept builds upon
another while Global learners understand information better when they see the big
picture first. They prefer to get an overview or general understanding before focusing on
the details.
2. Harvey Silver’s framework, often discussed in the context of learning and cognitive styles.
● Sensing Thinking (Mastery):
This style is characterized by a focus on facts, details, and practical applications
combined with a preference for logical reasoning and objective decision-making.
● Intuitive Thinking (Understanding):
This style involves a preference for theoretical concepts and abstract ideas, combined
with an emphasis on understanding underlying principles rather than focusing on specific
details.
● Sensing Feeling (Interpersonal):
This style emphasizes a focus on concrete facts and personal experiences, combined
with a preference for making decisions based on empathy, values, and interpersonal
considerations.
● Intuitive Feeling (Self-Expression):
This style is characterized by a focus on abstract concepts and the exploration of
possibilities, combined with a preference for making decisions based on personal values
and self-expression.