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COGNITIVE/ INTELLECTUAL INTELLIGENT

Piaget proposed four major stages of Cognitive Development and called them:

1. SENSORIMOTOR INTELLIGENCE

- Defines as period when infants “thinks” by means of all their senses and motor actions.

2. PREOPERATIONAL THINKING

- Children use their new ability to present Objects in a wide variety of activities but they do not yet do it
in ways that are Organized or Fully logical.

3. CINCRETE OPERATIONAL STAGE

- They become able to represent ideas and events more flexibly and logically. Their rules of thinking
operate Unconsciously but allowed to solve problems More systematically than before.

4. THE FORMAL OPERATIONAL STAGE

- The child becomes able to reason not only about tangible objects and events but also about
Hypothetical or abstract ones.

Vygotsky’s Two Common Social Interaction Stages:

1. ZONE PROXIMAL DEVELOPMENT

- Helps determine the mental function of the child which have not yet matured, but are on the process
of maturing.

2. SCAFFOLDING

- This term was introduced by wood et a.l (1976) means to create or scaffold or to provide an external
support something that helps construct a building.

Human GardnersTheory of Multiple Intelligence

What is Theory?

- an idea or sets of ideas that is intended to explain facts or events.

What is Intelligence?

- the ability to learn or understandor to deal with new or trying situations.

Who is Gardners?

Howard Gardner, (born July 11, 1943, Scranton, Pennsylvania, U.S.), American cognitive psychologist and
author, best known for his theory of multiple intelligences.

8 multiple intillegence

1.logical - mathematical Intelligence

- Their problem-solving ability is very striking and is often related to a type of non-verbal intelligence,
i.e. they can know the answer to a certain problem long before they verbalize it.

Children with this type of intelligence are good at solving mysteries or brain teasers, doing puzzles, logic
exercises, counting or doing calculations, computer problems and playing strategy games.

2.Linguistic Intelligence

-Children with this type of intelligence are skilled and have preferences for activities such as reading,
talking, telling stories and jokes, writing poems, learning languages and playing word games.
Spatial intelligence

This type of intelligence shows patterns that prove the kid’s capacity to think in three dimensions.
People who develop spatial intelligence are good at solving spatial problems such as drawing and
painting, reading maps, looking at pictures, solving mazes, or playing construction games.

4.Musical Intelligence

-It is typical of children with an innate ability to learn different sounds, which translates into a great
ability to sing, listen to music, play instruments, compose songs, enjoy concerts and follow different
rhythms.

5.Body kinesthetic Intelligence

-It is the ability to use the whole body in the expression of ideas and feelings, and the facility in the use
of the hands to transform elements.

Children who show kinesthetic intelligence are good at dancing, acting, imitating gestures or
expressions, playing sports, running, moving and jumping.

6. Intrapersonal intelligence

-It distinguishes those who know themselves best. These children like to work independently, set goals
and focus on achieving them, understand their feelings and know their strengths and weaknesses.

7.Interpersonal

-As opposed to intrapersonal intelligence, it is common among kids that are good at talking, working in
teams, helping others, mediating conflicts and meeting new people.

8. Naturalistic Intelligence

-Related to the attraction towards environmental issues, plants and animals. People with this kind of
intelligence enjoy doing activities such as camping, hiking, caring for animals, learning about nature,
recycling and caring for the environment.
BIOCULTURAL

Biocultural refers to the interconnected relationship between biological and cultural aspects of human
existence.

Cultural inheritance" refers to the transmission of cultural knowledge, beliefs, values, practices, and
artifacts from one generation to the next within a society or community.

Biological inheritance, also known as genetic inheritance, refers to the process by which traits,
characteristics, and genetic information are passed from one generation to the next within a species.

Biocultural aspects refer to the interconnection between biological and cultural factors in shaping
human behavior, beliefs, and practices.

Coevolution in the context of humans refers to the reciprocal evolutionary changes that have occurred
between humans and other species, as well as among humans themselves, due to their interactions and
relationships

BIOCULTURAL THEORIES
1.Cultural Consensus Theory: Cultural consensus theory explores how cultural knowledge and beliefs are
shared and transmitted within a group. It focuses on the collective agreement and consensus within a
cultural group regarding specific knowledge domains, such as food preferences, social norms, or
religious beliefs.

2. Embodied Cognition: Embodied cognition theory suggests that cognitive processes are influenced by
the body and its interactions with the environment. It emphasizes the role of sensory-motor experiences
and bodily interactions in shaping cognitive processes, including language, perception, and decision-
making.

3. Evolutionary Psychology: Evolutionary psychology applies principles of evolutionary biology to

understand human behavior and cognition. It explores how natural selection has shaped psychological
mechanisms and adaptive behaviors that are universal across cultures, such as mate selection, parental
investment, and cooperation.

4.Gene-Culture Coevolution: Gene-culture coevolution theory examines the interaction between genetic
and cultural factors in shaping human evolution. It highlights how cultural practices influence genetic
evolution through selective pressures, and how genetic traits can influence the transmission and
evolution of cultural practices.

THEORIES OF INTELLIGENCE

INTELLIGENCE

Intelligence is one of the most talked-about subjects in psychology, but no standard definition exists.
Some researchers have suggested that intelligence is a single, general ability. Other theories of
intelligence hold that intelligence encompasses a range of aptitudes, skills, and talents.
•Spearman's Theory of General Intelligence

Spearman's Two-Factor Theory: Spearman proposed that intelligence consists of a general factor (g-
factor) influencing performance on all cognitive tasks and specific factors (s-factors) related to specific
abilities.

•Gardner's Multiple Intelligences: Howard Gardner suggested that intelligence is not a single entity but a
collection of multiple intelligences, including linguistic, logical-mathematical, spatial, musical, bodily-
kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences.

•Sternberg's Triarchic Theory: Robert Sternberg's theory emphasizes three components of intelligence:
analytical (problem-solving), practical (adaptation to the environment), and creative (novel ideas and
thinking).

•Cattell-Horn-Carroll Theory (CHC Theory): This theory combines Cattell's fluid and crystallized
intelligence with Horn's multiple abilities and Carroll's three-stratum theory, providing a comprehensive
framework for understanding intelligence.

•Binet's Mental Age: Alfred Binet's work led to the development of the concept of mental age, assessing
a child's intellectual abilities relative to their chronological age
LEARNING THEORIES

Learning is defined as a process that brings together personal and environmental experiences and
influences for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behavior and
worldviews.

Behaviorism

Behaviorism is only concerned with observable stimulus-response behaviors , as they can be studied in a
systematic and observable manner."

•Cognitivism

Learning relies on both external factors (like information or data) and the internal thought process.

•Constructivism
The learner builds upon his or her previous experience and understanding to "construct" a new
understanding.

•Constructivism

The learner builds upon his or her previous experience and understanding to "construct" a new
understanding.

•Humanism

A "learner-centric approach " in which the potential is the focus rather than the method or materials.

•Connectivism

Informed by the digital age, connectivism departs from constructivism by identifying and remediating
gaps in knowledge.

CONDITIONING THEORY

This theory extends the discovery of John B. Watson about learning, which suggests strategy or
method to change bad habits based on this conditioning theory. Human behavior as a whole can be
seen as a series of behaviors consisting of units. It encompasses several key theories, including classical
conditioning and operant conditioning, which explain different processes through which learning occurs.

CLASSICAL CONDITIONING
Classical conditioning, first described by Ivan Pavlov, is a learning process that occurs through
associations between an environmental stimulus and a naturally occurring stimulus. It's best illustrated
by Pavlov's experiments with dogs, where he showed that dogs could learn to associate a neutral
stimulus (such as a bell sound) with an unconditioned stimulus (like food) that naturally triggers a
response.

Key components of classical conditioning include:

1. Unconditioned Stimulus (UCS): A stimulus that naturally and automatically triggers a response without
prior learning. It elicits an unconditioned response.

2. Unconditioned Response (UCR): The automatic and unlearned response to the unconditioned
stimulus.

3. Conditioned Stimulus (CS): Initially a neutral stimulus that, after being paired with the unconditioned
stimulus, triggers a conditioned response.

4. Conditioned Response (CR): The learned response to the conditioned stimulus, which occurs after the
association between the conditioned stimulus and unconditioned stimulus has been established.

OPERANT CONDITIONING

Operant conditioning, introduced by Skinner, focuses on the use of consequences to modify the
occurrence and form of behavior. It's based on the idea that behaviors followed by positive outcomes
are more likely to be repeated, while those followed by negative outcomes are less likely to be
repeated.

Key components of operant conditioning include:

1. Reinforcement

- A stimulus that increases the probability of a behavior being repeated. Reinforcement can be positive
(adding something desirable) or negative (removing something undesirable).

2. Punishment
A stimulus that decreases the likelihood of a behavior being repeated. Punishment can also be positive
(adding something undesirable) or negative (removing something desirable).

3. Extinction

- The reduction of a behavior when it is no longer reinforced or when the conditioned stimulus is no
longer paired with the unconditioned stimulus.

EXCEPTIONAL COGNITIVE DEVELOPMENT

What does it mean to be an exceptional child?

- Exceptional children is an inclusive term that refers to children with learning and/or behavior
problems, children with physical disabilities or sensory impairments, and children who are intellectually
gifted or have a special talent.

Classification and Major Categories of Exceptionality

• children and youth with mild disorders to leaming, which include communication disorders, learning
disabilities, and mild mental retardation.

• children and youth who are intellectually superior.

• children and youth with sensory disabilities, which include hearing impairments and visual
impairments.

• children and youth with significant or pervasive disabilities, which include a broad range, from physical
disabilities and impaired health to pervasive developmental disorders

Who are Exceptional learners?

1. Autism

2. Deaf-blindness

3. Deafness

4. Intellectual Disability
5. Hearing impairment

6. Multiple Disabilities

7. Specific learning disability

8. Speech or language impairment

9. Emotional Disturbance