ePortfolio Submission 3: Entries 7, 8 and 9

Entry 7: Emotional Intelligence and Beyond IQ

A. Discuss the Similarities and Differences Between EQ and IQ as explained in

class content. Do I Have Stronger IQ or EQ Based On the Results from the
EQ Test? How Can My EQ and IQ Strengths Be Used in School or in My
Career?

IQ, or intelligence quotient, is the measure of ones cognitive abilities based on the
modern theory that the human brain functions similar to a computer (Information
Processing Model). It was originally designed by Binet to assess children and
determine who needed extra help. Today it evaluates individuals of all ages and their
level of crystalized intelligence, information processing, executive functioning,
working memory, processing speed, and fluid thinking (Week 3: Assessing Human
Intelligence, What Do IQ Tests Measure Infographic), and gives them an overall score
(g) with 100 being average. There are many other theories, such as Gardners
Multiple Intelligences, with their own methods of measurement.

EQ, or emotional intelligence quotient, is the measure of emotional and social

abilities. The general definition is the ability to identify, evaluate, control and express
ones own emotions, as well as to perceive and assess others emotions. Like IQ, there
are many theories about what it actually is and how to measure it. Some popular
theories are Golemans, Salovey and Mayers, and the Bar-On Model. However, unlike
IQ, emotional intelligence is believed to lead to success in all areas of life, the
workplace, health, relationships, etc. IQ is more useful in determining academic
success. Also unlike IQ, EQ can be developed and changed through practice and
experience (Week 8: What is Emotional Intelligence, Emotional Intelligence Prezi).
Since most IQ tests are based on general intelligence, it is not widely believed that
ones IQ score can change very much.

I think that my IQ and my EQ are pretty balanced, but there are some areas of
emotional intelligence I can work on. I scored fairly high on the sample IQ tests from
earlier entrys. I use this everyday in class when Im learning and taking notes, and
outside of class when Im studying for tests or taking what Ive learned to complete
projects. I tend to do well and get good grades. I took two sample tests for EQ. The
first tested my ability to read emotions from a person eyes only. I scored 76% on. I
consider myself to be empathetic and pretty good at determining how others are
feeling. The next test was a questionnaire on which I scored 74%. The results said
that I am reasonably skilled when it comes to identifying and perceiving others and
my own emotions, but that there is room for growth. Unfortunately, a full report must
be purchased. However, I believe the area that I could improve in the most is
managing my emotions in stressful situations. I tend to get anxious or upset when a
situation does not go according to plan, and in some cases I let my feelings get the
better of me. My ability to assess other emotions helps me with my relationships as I
try my best to make friends and family feel better when they are upset. EQ will also
help me in my ECE placement because I must be able to determine how a child is
feeling, sometimes without words if they are too young to communicate their
emotions. Also, their might be situations that cause stress or frustration and I must
use emotional intelligence in order to remain calm.
Summarize Daniel Golemans View of Emotional Intelligence by Referring to
Information from the EDpuzzle Video and the Glogster. Which of the Four
Domains is a Strength for Me, and Which is More Challenging? How Will My
Strength Help Me in School or in My Career, and How Can I Improve the EQ
Domain That I Am Not as Strong in.

Daniel Golemans theory believes that emotional intelligence can be divided into four
categories: self awareness as in assessing what emotion one is feeling and why,
self-management or the ability to regulate and control impulses and feelings, and
to adapt, social awareness or empathy which is recognizing what others are
feeling and why, and the last is social skills or relationship management which
is based on leadership and teamwork skills (Week 8: Emotional Intelligence, What is
Emotional Intelligence, EDPuzzle). I would say that I have strength in recognizing
emotions both in myself and in others. It is not always obvious, but in most cases I
can determine where those feelings are coming from. This helps me to develop and
maintain relationships with my peers, teachers and the people that I will work with in
the future. The area that I lack in is self-management. I am not at all impulsive, and I
would say I am a conscientious and trustworthy person, however I do not deal very
well with change. I tend to get anxious and stressed in new or uncomfortable
situations. It is something I am working on by recognizing when I have a negative
thought and replace it with a more positive one instead of letting it cause stress.

Summarize the Information from Week 8 About How EQ is Related to Life

Outcomes. Compare This to the Information About How IQ is Related to Life
Outcomes by Referring to the Information in Week 4 (IQ Tests and Society
Section). Would I Rather Have Higher IQ or Higher EQ?

Emotional intelligence is related to many different life outcomes. A high IQ is

associated with better health both physically and mentally. It is connected to life
satisfaction and happiness, as someone with high EQ is able to regulate their moods.
A good EQ is also a good indication of academic success because with it an individual
is likely to be motivated, responsible and eager to learn. EQ also predicts success in
the workplace as not only are employers more likely to hire someone with high EQ
over IQ, but it is also responsible for 58% of success in all job types, and those with
higher EQ make around $29, 000 more per year (Week 8: Emotional Intelligence, EQ
and Life Outcomes Visual Presentation). IQ can also have affects on a persons life
outcomes. The obvious aspect that IQ has an affect on is academic success, as those
who score high on an IQ test generally do well in school. Many tests such as EQAO,
the SATs, exams, are similar to intelligence quotient tests. The results of these can
determine whether someone passes a grade, or is admitted into a certain program or
school. Some workplaces use aptitude tests in the hiring process, and once hired IQ
accounts for 23-43% of income. IQ is also related to health as children with higher IQs
are shown to have a longer adult lifespan. There is also a relationship between low IQ
and poverty, unemployment and criminal convictions, as mentioned in earlier entries
(SES) (Week 4: Intelligence and Society, Impact of IQ Tests on Society, Intelligence
and Life Outcomes Infographic).

I would not rather have either IQ or EQ as I think both are equally important. It would
be ideal to have high levels of each. As I mentioned above, high EQ and IQ both have
positive affects on many aspects of life.

Explain What Creativity is and How It Relates to Divergent Thinking by

Referring to the Information in Week 9. How is the Uses for a Sock Test an
Example of Divergent Thinking and Creativity? Should IQ Testing Add a Test
Similar to This to Better Represent Human Intelligence? Why or Why Not?
Creativity is the ability to think and come up with solutions or ideas that are different
and original. Sternberg defines creativity as synthetic intelligence, and believes
that an important factor involved in this process is divergent thinking. Divergent
thinking is the ability to come up with many different solutions or answers for an
abstract problem, avoiding traditional or convergent ways of thinking (Week 9:
Beyond IQ, Creativity, Passion and Imagination, Sternberg and Creativity Video).
Along with divergent thinking, Sternberg believed creativity required analytic
intelligence, which is the ability to analyze relationships between ideas, and practical
intelligence which is the ability to come up with new ideas based on past experiences
(Week 9: Beyond IQ, Creativity, Passion and Imagination, Sternberg and Creativity
Video). While creativity is hard to measure, there are ways to assess the processes
involved, such as divergent thinking. One test, as demonstrated in the BBC
documentary, is the sock test. Participants are required to come up with as many
uses for a sock as possible. Those who are able to think divergently should be able to
come up with the most creative ideas (Week 9: Beyond IQ, Creativity, Passion and
Imagination, Creativity Video).

Divergent thinking is a large part of creativity, so I think that should be assessed in a

similar way to the sock experiment, but also considered in other sections of IQ tests.
Kaufman mentions in a journal article, Why Creativity Isnt in IQ Tests, Why It
Matters, and Why It Wont Change Anytime Soon Probably, that doing so could
eliminate some of the bias that IQ tests are criticized for. He says that some scholars
believe that the reason why individuals from other cultures are marked incorrectly on
certain questions, such as hearing a story and recounting specific details, is because
they answer more creatively and in a way the test creators did not expect. It can also
reduce the effect of the stereotype threat, as creativity tends to show no differences
among ethnicities (Why Creativity Isnt in IQ Tests, Why It Matters, and Why It Wont
Change Anytime Soon Probably, James Kaufman).

Referring to the Information in Week 9, Summarize What Wisdom Is by

Referring to Both Implicit and Explicit Theories of Wisdom Discussed in
Class. What are Some of the Issues Identified by Sternberg That Cause
Smart People to Do Dumb Things? Refer to the Balance Theory of Wisdom.

Wisdom can be divided into two theories, implicit and explicit. Implicit theories are
based around peoples everyday understanding of what it means to be wise. There
are five factors involved in this and they are as follows: exceptional understanding,
which is basically g intelligence, sound judgment and communication skills, general
competence, interpersonal skills or EQ, and social adeptness (Week 9: Beyond IQ,
Wisdom and Human Intelligence, Implicit Theories of Wisdom). Explicit theories are
research based. Robert Sternberg developed one of the most well known models of
wisdom, the Balance Theory of Wisdom. This theory combines his previous triarchic
theory, and creativity theory. In order to be wise one must find a balance between
their own interests, the interests of others, and the interests of context, time both
long-term and short-term, and the environment, and how they adapt to, shape or
change it. A person who is wise will have the main goal of using their knowledge and
skills for the common good of most people (Week 9: Beyond Intelligence, Wisdom and
Human Intelligence, Balance Theory of Wisdom Prezi). People can be intelligent, but if
they lack the will do to things for the common good, they are not wise. People can
also be smart but act in foolish ways, Sternbergs Balance Theory can also be used to
explain why. People can be egocentric, believing that the world revolves around
them, omniscientific, believing that they know more than they actually do,
omnipotent, believing that they have more power than they do in reality, or
invulnerable, believing that nothing bad can happen to them (Week 9: Beyond
Intelligence, Wisdom and Human Intelligence, Balance Theory of Wisdom Prezi). If we
look at this from the Balance Theory point of view, individuals who have these beliefs
are very out of balance. They are concerned with their own interests, ignoring the
interests of others, of context, and their environment, which can lead to foolish or
damaging behaviors.

Summarize the Five Factor Model of Personality and Explain How It Relates
to Intelligence. What Are Some of the Traits Mentioned in Class That Are
Highly Related to Intelligence (Including Both Multiple Intelligences and
G)? Explain What the Average Person Thinks About the Personality of
Intelligent People. Do I Believe This to Be True? Why or Why Not?

The Five Factor Model of Personality was developed by modern trait researchers,
Robert McCrae and Paul Costa, as a way to organize and describe our 5 fundamental
personality traits. These traits, which can vary from person to person, are
conscientiousness, agreeableness, neuroticism or emotional stability/instability,
openness and extraversion (Week 9: Beyond IQ, Personality and Human Intelligence,
Trait Theory Explained Video). Conscientiousness involves how organized, and careful
someone is, or is not. Agreeableness is how trusting and helpful someone is, or is not.
Neuroticism explains how anxious and insecure or calm and confident someone is.
Openness describes whether someone is practical or imaginative. Finally,
extraversion is how reserved or social someone is. There are some traits that are
related to IQ and the processes involved. Conscientiousness is related to executive
functioning (the ability to manage cognitive resources in order to achieve goals as
mentioned in week 3). Neuroticism is related to executive functioning as well, and
also emotional intelligence. As with intelligence, personality traits can also be
described as g or, in this case, GFP which means general factor of personality. If
one scores high on all of the traits they are said to have this GFP. What is interesting
is that people with GFP also tend to score high on IQ tests (Week 9: Beyond IQ,
Personality and Human Intelligence, Does Personality Have a G Factor Too). Research
has shown that the Big Five traits also share a relationship with Howard Gardners
Multiple Intelligences. Those with high scores on agreeableness tend to have low
logical-mathematical intelligence, but do well in other areas such as interpersonal
intelligence. Those with high logical-mathematical, visual-spatial, naturalistic, and
verbal intelligences usually have high scores on introversion, emotional stability, and
openness. Those with interpersonal, intrapersonal, musical and bodily-kinesthetic
intelligences tend to score high on extraversion and openness (Week 9: Beyond IQ,
Personality and Human Intelligence, Trait Theory and Multiple Intelligences).

As I discussed earlier, there are implicit theories, which are basically theories that
most people believe to be true but that are not supported by research or evidence.
There are many implicit theories about personality traits and people with high IQ. For
example, there are many who believe that smart people are not nice, trustworthy or
compliant, therefore they do not have high scores on agreeableness,
conscientiousness or extraversion (Week 9: Beyond IQ, Personality and Human
Intelligence, Implicit Beliefs About Personality and Intelligence). I do not think that
this is true for every intelligent person. I believe that people can be intelligent in
different ways. Looking at multiple intelligences, someone with great interpersonal
skills would obviously score high on extraversion and agreeableness because they
can empathize and get along with others. Someone with musical abilities, a musical
theatre singer for example, would most likely be extraverted and open because they
perform in front of crowds, they empathize with their character as well as the
audience, and they use their imagination. Even those with general intelligence do not
necessarily all have the same personality traits. They may share some similarities,
but not others, or they may not share any. Sheldon from the Big Bang theory is a
 common example used to demonstrate someone who is highly intelligent but who is
not always nice, trustworthy or compliant. I think that I am an intelligent person. I
may not be at the same level as Sheldon, but I did well in school and on the sample
IQ tests in this course. I am also very introverted, but on the Five Factor Personality
test I scored high on traits like agreeableness, openness and conscientiousness. I
consider myself to be a nice person, I try to empathize and help others as much as I
can.

B. What Did I Learn About Intelligence by Completing This Entry?

I learned that intelligence is much more broad than I had previously thought. I always
believed in multiple intelligences but I had not considered that one can have
emotional intelligence as well, or that being creative involves different intelligences
like analytical intelligence, as well as processes associated with g intelligence such
as fluid thinking. I discovered how these aspects have an affect on ones life from
health to relationships to their jobs. I also learned how personality traits and human
intelligence are related.

What Did I Learn About Myself by Completing This Entry?

I learned that I have emotional intelligence as well. I can read emotions in peoples
eyes (74% of the time), and I can identify and perceive how others are feeling.
However, I can work on managing my own feelings, especially in stressful situations. I
also discovered that I am able to think divergently, according to the sock test, and
that I have a harmonious passion for art. By completing the 5 factor personality test I
found that I am agreeable, open, introverted, and conscientious, as well as how these
traits are related, or not related, to my intelligence. For example, it is interesting that
those who score high on agreeableness tend to score low in logical-mathematical
skills, but I scored high on both. This idea probably contributes to the stereotype that
intelligent people are not friendly or compliant, which is not always true.

What Stands Out for Me About This Entry?

What stands out to me is how many processes are involved in creativity, like fluid
thinking, divergent thinking, analytical thinking, yet creativity is not considered when
discussing intelligence, and it is not measured on tests of IQ. Kaufman believes that
including creativity in these tests would help reduce bias and stereotyping, and allow
for a more accurate analysis of intelligence across cultures.

How Does My Learning from This Section of the Course Relate to Other
Courses I Have Taken or to My Own Life?

I have learned what makes someone emotionally intelligent and that has allowed me
to identify the areas that I can work on. I will use the information in the section,
Developing Emotional Intelligence, to work on building my own.

Entry 8: Diversity in Intelligence

A. Explain What an Intellectual Disability is by Referring to Content from the

Prezi, and Give at Least 4 Examples of Things That a Person with an
Intellectual Disability Would Have Difficulty with. How Would These
Difficulties Interfere with a Persons Everyday Life?
Today, those with an intellectual disability must meet the following in order to be
diagnosed as such, according to the DSM-5 criteria. First, they must lack abilities in
processes involved with intellectual functioning such as reasoning, problem solving
and abstract thinking. For this reason, their IQ scores are usually 70 or less. Two, they
have a deficiency in skills needed to live on their own, also known as adaptive
functioning. Last, these insufficiencies must be present during childhood or
adolescence (Week 10: Diversity in Intelligence, Intellectual Disabilities Prezi). Some
examples of intellectual disabilities include down syndrome and autism. While
individuals can lead typical lives, there are difficulties that they may face. As
mentioned above, they struggle with adaptive behaviors. This can be broken down
into three categories: conceptual skills, social skills, and practical skills. Conceptual
skills include reading, writing, understanding written and verbal communication and
money concepts (Week 10: Diversity in Intelligence, Intellectual Disabilities, What Is
Intellectual Disability Video). Most daily activities require some form of these skills.
Social skills involve following rules, obeying laws, and interacting with others (Week
10: Diversity in Intelligence, Intellectual Disabilities, What Is Intellectual Disability
Video). Rules are important for safety, and maintaining relationships, and jobs involve
at least some social interaction. Practical skills are routine tasks like dressing,
housekeeping (Week 10: Diversity in Intelligence, Intellectual Disabilities, What Is
Intellectual Disability Video). Limited practical skills would make living alone
challenging. Some individuals with intellectual disabilities have trouble focusing and
are easily distracted, like Jason (Week 10: Diversity in Intelligence, Intellectual
Disabilities, Autism Video). This would also cause maintaining a job difficult, as well
as keeping up in school. Last, some people with intellectual disabilities may become
frustrated or anxious when they do not understand something, or when in new and
unfamiliar situations (Week 10: Diversity in Intelligence, Intellectual Disabilities,
Autism Video). I imagine this would be very challenging as our world is changing
everyday and requires us to be able to adapt.

Explain How Learning Disabilities/Disorders Are an Example of the Diversity

of Intelligence by Summarizing the Information in Week 10. Refer to DSM-5
Criteria and to the Intelligence Strengths and Challenges for Individuals
with a Learning Disorder. What Can Be Learned About Human Intelligence
by Better Understanding Learning Disorders?

A learning disability, according to DSM-5 criteria, refers to someone who struggles

with learning academic skills for at least 6 months despite targeting that area, who
does not meet IQ expectations for their age in the area they struggle with, who
displays these difficulties in their early years as well as when they become school
age, and who is not diagnosed with an intellectual disability, visual or hearing
impairment, mental disorder, neurological disorder, psycho-social difficulty, or have
language differences, or lack of access to adequate instruction (Week 10: Diversity in
Intelligence, Learning Disorders, Introduction to Learning Disorders). This
demonstrates the diversity of intelligence because despite their lack in certain
intellectual functions, like executive functioning, processing speed, or memory, they
have the ability to learn as well as anyone with the right help, and possess average
to high overall IQ scores and can even be gifted (Week 10: Diversity in Intelligence,
Learning Disorders, What Are Learning Disabilities Video). This proves that
intelligence cannot be adequately measured through IQ tests, although they can be
helpful in diagnosing learning disorders. Since learning disorders affect the processes
that are measured and involved with performing well on an intelligence quotient test,
individuals might receive a low score due to the fact that they cannot read and
comprehend the question, such as with dyslexia, and not because they are not smart.
This is why it is important to look at how an individual performs a task.
What Were My Thoughts and Feelings After Watching the Power of Shame
Video by Rick Lavoie? What Did I Learn from This Video About the
Experience of Having a Learning Disorder? What Did I Learn About the
School System? Do I Think Dan Has High EQ or Low EQ? High IQ or Low IQ?
Refer to Content from the Course to Explain Why.

I felt very sad and disappointed after watching the Power of Shame video. The boy
that the story is about was so ashamed of his learning disability, due to the lack of
support from his peers and teacher, that he was willing to have surgeries on his ear
that he did not need. It displayed how isolating and scary having a learning disorder
can be. I believe that the school system should better train teachers on how to be
more supportive and accommodating towards children with learning disorders. They
should not have negative attention brought towards them, or be made to feel
embarrassed or ashamed. They should ensure that kids such as Dan get the help and
resources they need to succeed, because despite their disorder they can succeed. I
think that Dan most likely had a high or at least average IQ, because as I have
learned this week most people with learning disorders do (Week 10: Diversity in
Intelligence, Learning Disorders, What Are Learning Disabilities Video). However, I
believe his EQ was low. The Bar-On model of emotional intelligence requires
adaptability, which involves problem solving, as well as stress management.
Saloveys and Mayers model requires building emotional responses into decisions
and problem solving (Week 8: Emotional Intelligence, Theories of Emotional
Intelligence Glogster). Dan saw that the child who was deaf was not bullied for not
being able to read, and so to avoid the emotional stress he was feeling, pretended to
be deaf. This may have solved one problem that he was facing, but eventually caused
trouble when he was sent to the hospital to have ear surgeries that he did not
actually need. Dan was able to identify the emotions he was feeling, but he was not
able to manage them or use them to come up with a solution that was best for him in
the end.

In Week 10, Several Videos and Activities Illustrated What It Is Like to Have
a Learning Disability. Explain What It Would Be Like to Be an Individual with
a Learning Disability. How Would I Feel About My Own IQ, My Own EQ and
My Own Academic Intelligence If I Was an Individual with a Learning
Disability? How Did These Activities Affect My Understanding of Human
Intelligence?

Daniel Britton, an English designer, created the Dyslexia Font that simulates what it
might be like to read with a reading disability. Victor Widell created a Gif that rotates
certain letters in order to simulate a similar situation. Finally, a video simulates how
some people with learning disorders can read words properly but they interpret the
meaning of those words incorrectly (Week 10: Diversity in Intelligence, Learning
Disorders: Practice Activity). Each one of these tasks were very frustrating, I can not
imagine what it must be like for individuals living with a learning disability. I think that
my IQ score and my academic intelligence would suffer. I gave up trying to make out
a few of the words which would affect my comprehension if I were trying to read a
textbook, or write notes. It took me twice as long to read a single sentence as it
would normally, so it slowed down my processing speed. In school, it would be almost
impossible to keep up with lectures, to participate in presentations and discussions or
to complete tests and assignments. It would also impact my motivation to do the
work, since I would not understand it. As demonstrated through The Power of Shame
Video, many individuals with learning disorders feel embarrassed and are subject to
bullying or people who do not understand. I imagine I would feel very isolated and
reluctant to ask questions or for help, which would further affect my academic
performance. In terms of my emotional intelligence, my self esteem would be
diminished. I would be less likely to go out with friends if I knew my disability would
be more noticeable. Since my processing speed would be slower, I would also have a
hard time keeping up with texts, and emails. Learning disabilities may affect ones IQ
score if they cannot read or comprehend the questions, but that does not mean they
are less intelligent. With the right resources and tools their true intelligence can be
brought out.

What is Giftedness and How Does It Relate to Human Intelligence? Given My

Understanding of Giftedness, Would I Want My
Child/Grandchild/Niece/Nephew to Be Diagnosed as Gifted? Why or Why
Not?

Giftedness is not a diagnoses, as with intellectual disabilities and learning disorders,

but rather a school board term (Week 10: Diversity in Intelligence, Intellectual
Giftedness, Giftedness Explained Prezi). It is generally a term used to describe
individuals with great intellectual ability in one or more areas. Usually, an individual
who is gifted masters skills very quickly, has an extensive vocabulary, an intellectual
curiosity, a strong compassion, originality in their work, and are able to think critically
(Week 10: Diversity in Intelligence, Intellectual Giftedness, Giftedness Explained
Prezi). In order for them to master concepts quickly, and to pick up widespread range
of words, they would need skills in the functions related to intelligence such as
working memory, information processing (to learn), executive functioning (to
motivate themselves to learn) and crystalized intelligence (to put their knowledge to
use) (Week 3: Assessing Human Intelligence, What Do IQ Tests Measure Infographic).
Their curiosity, compassion and motivation would be due to high emotional and
academic intelligence (intrinsic motivation, growth mindset). Originality would be
related to creativity, as discussed earlier. Like human intelligence, there are different
theories and beliefs as to what giftedness is. Sternberg created a Triarchic theory of
giftedness as well. Based on his triarchic theory of intelligence, one can be
analytically gifted meaning they are good at theorizing and thinking abstractly,
practically gifted meaning they are good at interacting with the world and problem
solving, and creatively gifted meaning they are insightful and good at coming up with
new ideas (Week 10: Diversity in Intelligence, Intellectual Giftedness, Giftedness
Explained Prezi). I dont think I would want my child to be assessed for giftedness. For
one, there is a misconception that gifted people are naturally smart and therefore do
not have to try at anything to be successful. This is not true, and Carol Dweck, who is
known for her work in growth mindset, believes that more students need to know
that academic success only becomes effortless with hard work (Week 10: Diversity in
Intelligence, Intellectual Giftedness, Beyond IQ scores). I also believe that the label
puts gifted people above others in a way. I agree with Kaufman that everyone has
gifted talents, and that we should stop signaling people out as gifted or not gifted
and focus on nurturing their abilities (Week 10: Diversity in Intelligence, Intellectual
Giftedness, Ungifted?). Finally, I discussed earlier the negative (and untrue) traits
commonly associated with being smart, such as unkind and disagreeable.

What is Savant Syndrome and How Is It an Example of the Diversity of

Human Intelligence? Choose One Individual with Savant Syndrome
Mentioned in Class Content and Explain Their Strengths and Challenges in
Terms of Intelligence (IQ, EQ, MI, etc).

Savant Syndrome is a condition in which a person will have an incredibly gifted ability
in one area of intelligence, but suffers from an often severe handicap in others. They
tend to have an autistic disorder and in more extreme cases an intellectual disability,
brain injury or disease; but amazing abilities in areas like math, art or music (Week
10: Diversity in Intelligence, Prodigies and Savants, Savant Syndrome). This shows
 how diverse intelligence is because it demonstrates the other side of the spectrum;
human intelligence to the extreme. Jason Padgett acquired his savant ability later in
life. He was attacked outside of a club, resulting in a brain injury that allowed him to
see the world in the form of mathematical formulas and geometric patterns. He has a
strength in logical-mathematical intelligence. In terms of his emotional intelligence,
his interpersonal skills increased as he became more aware of and sensitive to the
emotions of others. He also has a greater understanding of himself and his own
emotions. He says when he looks back at the way he was before the incident, he is
embarrassed because of his thoughts and what he thought was important back then.
Unfortunately, his ability brought upon challenges as well. He is hyper aware of
everything and that can cause him to become over stimulated. He also notices
things, like germs, that other people do not really pay attention to. This caused him
to develop OCD. He also has to deal with some uncontrolled muscle movements, and
the painful memory of his attack ((Week 10: Diversity in Intelligence, Prodigies and
Savants, Jason Padgett, One Mans Incredible Story Video).

B. What Did I Learn About Intelligence by Completing This Entry?

I learned about how diverse intelligence is. On one end, there are individuals who
have intellectual disabilities, low IQs but who still lead regular, fulfilling lives. On the
other end, there are geniuses or prodigies and savants who have one or more
abilities that go far and beyond what I thought was possible. It demonstrated to me
how broad intelligence is, and that there is so much about the brain and its
capabilities that we are still unaware of.

What Did I Learn About My Own Learning by Completing This Entry?

I was able to simulate what having a learning disorder might be like. This exercise
allowed me to experience the frustrations and limitations that come along with
disorders like dyslexia. It caused me to reflect on my own learning and realize how
hard it must be to go through school with a learning disorder, and how easy I have it.
I appreciate even more now the fact that I can read, write, comprehend, learn and
communicate my ideas and others.

What Stands Out for Me About This Entry?

Jason Padgetts story really stood out for me. He acquired his savant ability later in
life, which makes me wonder what our brains are really capable of. If he could unlock
the full potential of his brain, maybe eventually we could too (without the negative
side effects).

How Does the Information from This Section of the Course Meet My
Expectations for the Course?

I learned a lot of things that I did not know, and that I was hoping to learn through
this weeks course. The sections on learning disorders and intellectual disabilities was
very helpful in helping me understand the causes, symptoms and possible ways to
help individuals who have the disorders or disabilities mentioned. I am considering
expanding my education in ECE so that I can work in special education, and being
able to understand and empathize with their situations will help me be a better
teacher.

Entry 9: Intelligence Across the Lifespan/ Human Intelligence in the Real World
A. Summarize the Important Changes in Thinking and Intelligence That Occur
in Each of Piagets Four Stages of Development. Some Researchers Feel
That There Should Be a 5th Stage of Development (Postformal Stage) That
Explains How Some Adults Are Better at Combining Their Logical
Thoughts (IQ) and Their Emotions (EQ) to Better Handle Emotional Issues
and Situations. Do I Agree or Disagree with This 5th Stage?

Piaget is known for his work and theories in cognitive development. He observed
children at different ages to determine how intelligence changes, and concluded that
there are four stages of intellectual development (Week 11: Intelligence Across the
Lifespan, Development of Intelligence Prezi). First is the sensorimotor stage from
birth to age 2. During this stage infants understand the world only in terms of their
basic senses and reflexes (touching, grabbing, tasting, seeing, hearing). They lack
object permanence, which means if they cant see something it ceases to exist. The
next stage is the preoperational stage which lasts from about age 2-7. At this
stage children are egocentric, which means they only have the ability to see things
as they see them. They cannot take the point of view of another (theory of mind) and
are not capable of abstract or complex thought (centration). The third stage is the
concrete operational stage from about age 7-12. Kids at this stage of
development are beginning to think logically about concrete events they have
experienced. They are capable of seeing beyond one aspect of a problem
(decentration). The last stage is the formal operational stage which starts at
about age 12 and continues throughout life. Individuals at this stage can reason,
think abstractly, problem solve and hypothesize (Week 11: Intelligence Across the
Lifespan, Development of Intelligence Prezi). I think the inclusion of a fifth stage of
development would make sense. As humans age they encounter more situations that
require a balance of logic and emotion. As they learn from the decisions they make,
they increase their ability to think deeper to solve problems by reflecting on their
past experiences.

In the Development of Intelligence Prezi, We Saw a Video Explaining Theory

of Mind. Explain What Theory of Mind Is and Describe How It Relates to
Emotional Intelligence (EQ). Do I Think Everyone Develops a Theory of
Mind? Use Examples from the Course (Savants for Example) and from
Experiences to Support the Response.

Theory of Mind refers to the ability to perceive and understand that others are
different than we are in terms of their thoughts, feelings and intentions (Week 11:
Intelligence Across the Lifespan, Development of Intelligence Prezi). It is similar to
emotional intelligence as it involves interpersonal skills. Gardners theory of
emotional intelligence involves social awareness, the ability to empathize (Week 8:
Emotional Intelligence, Theories of Emotional Intelligence Glogster). I believe that
people can develop theory of mind to different degrees, and some not at all. For
example, individuals with severe autistic disorder or Aspergers have difficulty
empathizing and reading the facial expressions and body language of others (Week 8:
Emotional Intelligence, Developing Emotional Intelligence Prezi). One of my friends
has a disorder which has an affect on her emotional intelligence/theory of mind. She
is a sweet person; however, she will often say or do things that seem hurtful even if
that is not her intent. She has difficulty relating to other people and seeing things
from their point of view.

Explain the Pros and Cons of Intelligence Testing in Adolescence, and

Summarize the Cognitive/Intellectual Changes at This Stage of Life. How
Might These Changes in Thinking and Brain Development Contribute to the
Risk-Taking Seen in Adolescence? How Might These Changes Make
Teenagers Seem Dumb?

One pro to IQ testing in adolescence is that they can help determine learning
disorders or intellectual disabilities, and the optimal time period for diagnosing is
from school age to 18 years of age (Week 10: Diversity in Intelligence). Another pro is
that the memory span of a teenager is high, about 7-9 digits. Their processing speed
is also increased during this time, up to 2.5 seconds faster than 10 year olds. Last,
their working memory has improved considerably (Week 11: Intelligence Across the
Lifespan, Development of Intelligence Prezi). The first con is that children and adults
tend to have intelligence quotient scores that are similar, but between the ages of 10
and 18 scores often fluctuate. For this reason, a true IQ score is not able to be
determined during adolescence (Week 11: Intelligence Across the Lifespan,
Development of Intelligence Prezi). This is because the brain is only 80% developed
and is going through many changes. The frontal lobe is still developing and that
affects attention span, goal setting, impulse control, and reasoning. Teen brains also
have not fully developed the control system but have developed the reward system
(Week 11: Intelligence Across the Lifespan, Development of Intelligence Prezi). These
changes, especially those in the frontal lobe and the reward/control systems, result in
teens making risky and often harmful decisions. As I have mentioned, the frontal lobe
manages impulses, and since it is not fully formed teenagers may act on urges
without thinking them through first, especially if the urge feels good and triggers
their reward system.

Summarize Some of the Challenges Faced in Everyday Life by Those

Individuals with Lower IQ and Those Individuals with a Higher IQ Based On
the Information Presented in Class. Suggest Two Other Challenges That
Were Not Covered in Class That Might Affect Someone with Higher IQ and
Two Other Challenges That Might Affect Someone with Lower IQ.

People with both high IQ and low IQ face challenges in their daily life. For people with
low intelligence levels, medical prescriptions with complex directions are harder to
take because their vocabulary is reduced and so they may take the incorrect dosage.
This is also related to reading compression, which would make filling out government
forms a challenge. Low IQ results in misunderstandings about health and safety as
well, which is why it is associated with more accidents and a shorter lifespan. Since
those with low IQ often lack problem-solving abilities, they do not understand how to
use technology like computers and phones. They might also have difficulty
processing complex visual information which is involved in reading transportation
maps (Week 12: Human Intelligence in the Real World, Intelligence in Daily Life
Presentation). Some other challenges individuals with low IQ might face that are not
mentioned in class are physical health. Since they may lack problem-solving skills
and general intelligence they might not understand the importance of healthy
nutrition as well as medical and preventative care. A combination of all these
limitations might cause individuals with low IQ to be bullied or shamed which could
possibly lead to low self esteem or even mental illnesses like depression.
People with high IQs also face challenges. In many cases, highly intelligent people
have difficulties dealing with EQ like relating to others and sharing their knowledge.
For this reason, building and maintaining relationships can be hard which can lead to
frustration and loneliness. Also, if their high IQ is identified early on in life, such as
the case of Termans Termites, they may feel a heaviness throughout their life; a
pressure to live up to a certain expectation (Week 12: Human Intelligence in the Real
World, Intelligence in Daily Life, High IQ and Everyday Life). Those with high IQ are
also shown to have increased feelings of anxiety, usually about mundane things.
They are less likely to ask for help, and more likely to overestimate themselves which
can lead to bad decisions. Those with higher IQ are also generally more curious and
therefore likely to experiment with substances like alcohol. IQ over 125 is linked to
binge drinking (Week 12: Human Intelligence in the Real World, Intelligence in Daily
Life, How High IQ Can Impact Daily Life). An article from Business Insider collected
responses from a Quora thread entitled When Does Intelligence Become a Curse.
One response was that those with high IQ often think instead of feel. They may
understand their own emotions but are not able to feel the relief of adequately
expressing them. Instead they use words as a screen. Another mentioned the
expectations from others that those with high IQ must be top performers in
everything. This causes them to fear failure and avoid asking for help when they may
need it (7 Surprising Downsides of Being Extremely Intelligent, Lebowitz).

After Reviewing the Intelligent Parenting Interactive Image, Summarize

What It Means to Be an Intelligent Parent.

An intelligent parent is aware of the diversity of intelligence, of child development,

and strategies they can use to foster IQ, EQ, creativity, passion, motivation, etc., in
both themselves and their children. One of the most important factors is the
importance of uninstructed play. While it may seem insignificant to adults, play is a
childs way of learning. Sergio Pellis, a researcher at the University of Lethbridge,
says that the experience of play changes the connections of the neurons at the front
end of the brain. Without play experience, those neurons arent changed. A majority
of the change is seen in the prefrontal cortex, responsible for executive functioning
(Scientists Say Childs Play Helps Build a Better Brain, Hamilton). Play also fosters
development in the right brain, which is responsible for self regulation, creativity and
empathy (Modern Parenting Techniques That Hinder Brain Development, Narvaez).
Parents must also understand when it is important to back off. A study that compared
the families of creative children (the most creative 5% in their school system) found
that the parents of the most highly creative children had less rules, allowing their
child more freedom. There are other studies support this, many finding that fostering
intrinsic motivation is essential. Encouraging children to find happiness doing
whatever it is they love, rather than overwhelming them with pressure and
bombarding them with rules (How to Raise a Creative Child. Step One: Back Off,
Grant). Intelligent parents must also be aware of the many myths there are about
parenting. There are many parenting practices that are used commonly despite the
fact that they hinder brain development in young children. For example, importance
of responsive and loving caregivers, especially in infancy. One myth that many
parents believe is that responding too quickly to a babys cries will spoil it, and that
allowing them to comfort themselves will be beneficial to their development. In
actuality, consistent responsiveness and almost constant touch is linked to the
development of consciousness, a boost in IQ and empathy, and reduced stress.

Discuss Whether or Not We Should Be Searching for the Genes Responsible

for Human Intelligence by Referring Back to What Was Learned About the
Eugenics Movement Back in Week 5 of the Course (The Eugenics
Controversy).
 Researchers at BGI in China are trying to find and isolate the genes related to human
intelligence. I think there are pros and cons to this investigation, although I think I
learn more towards the side against it. A pro for identifying the genes responsible for
intelligence would be the benefits for individuals with learning disabilities, intellectual
disorders and perhaps restoring memory and other cognitive processes in older
individuals. One experiment found that inserting the gene NR2B stimulated the
hippocampus and improved the memory, processing speed and ability to learn in
mice. Not only that, but these processes remained unchanged even as the mice got
older (Week 12: Human Intelligence in the Real World, Intelligence and Genetic
Research, Can You Genetically Enhance Yourself Video). However, gene manipulation
has already been used on humans, and where the genes being inserted go cannot
always be controlled. Out of 30 people treated with gene therapy for severe
combined immunodeficiency, 5 developed cancer (Week 12: Human Intelligence in
the Real World, Intelligence and Genetic Research, Can You Genetically Enhance
Yourself Video). Before that can happen, the genes responsible for intelligence have
to be found, and before that can happen a concrete definition intelligence must be
identified. The more I advance through this course, the broader my definition of what
intelligence is becoming. There is still so many different theories and so many factors
involved, not to mention that only 50% of intelligence is due to genes, the other half
is determined by the environment (Week 5: Controversial Issues in Intelligence,
Nature/Nurture Controversy, Intelligence Nature Nurture Video). Last, this knowledge
can be used for the wrong reasons. Hsu, one of the BGI researchers, says that our
work has nothing to do with IQ selection of human embryos, except that in the long
run it could impact those areas. As I mentioned in earlier entrys, IQ tests were
originally created by Alfred Binet in order to identify and help those struggling
academically. Once he passed away, the knowledge of intelligence quotient testing
was taken and used as an attempt to improve the human population, when in reality
it isolated and hurt people, aka the Eugenics movement (Week 5: Controversial
Issues in Intelligence, The Eugenics Controversy, Eugenics Movement Video). The
researchers at BGI say that what they are doing has nothing to do IQ selection but
that sounds very similar to the Eugenics movement so there is a possibility that is
what it would lead to. By manipulating intelligence genes humans could be set
against each other. Those who could not afford to undergo the process would be
looked down upon (morons, idiots, imbeciles).

B. What Did I Learn About Intelligence by Completing This Entry?

I learned about how intelligence develops across the lifespan, as well as methods
that can be used in order to help develop and maintain intelligence from infancy to
old age. I took a closer look at the challenges people with high and low IQs face in
their daily lives. Things I had not previously considered heavily involved the cognitive
processes we have be learning about in class. I also learned about the future of
intelligence, and how it could potentially be altered through gene manipulation in the
future.

What Did I Learn About Myself by Completing This Entry?

I learned about the adolescent brain and the changes it goes through as it develops.
In many cases the underdeveloped prefrontal cortex leads to risk taking behaviors in
teenagers. I just turned 20 and I found this interesting because I never really
experienced that. I did not take many risks in high school, I focused on my education
and I stuck with my responsible group of friends, drinking and partying did not
interest me. I know I am not the only one so it makes me wonder why some teens are
 controlled by their impulses and why others are not. My guess would be that a large
part is due to an individuals environment.

What Stands Out for Me About This Entry?

The section on manipulating genes related to human intelligence stood out to me. We
have just covered the topic of controversial issues in intelligence a few weeks ago
and it surprises and kind of scares me that history could be repeated in that way. On
the other hand, it is exciting to think that learning disorders, intellectual disabilities
and cognitive decline in old age could be eliminated or at least improved some day.

How Does My Learning from This Section of the Course Relate to Other
Courses I Have Taken, or to My Own Life?

In my ECE course we were learning about Piagets theory of development at the

same time we were discussing it in this course. This helped reinforce his theory which
will be beneficial when I am on placement. Having an understanding of where the
children are at in terms of their level of thinking and cognitive abilities will help me
plan activities that are developmentally appropriate. Also, we discussed intelligence
in adults and how it declines as one ages. The content provided me with tips that I
can use in order to combat the decline of intelligence (without manipulating any
genes), such as stimulating the brain with cognitive training tasks and living a
healthy lifestyle.

What Have I Learned?

I knew before beginning this course that intelligence is more than simply book
smarts or IQ scores, and I had a basic understanding of multiple intelligences. Now I
know the term g or general intelligence, the theorists who developed this concept
like Spearman (Week 2: Foundations of Human Intelligence, Differing Views of Human
Intelligence, One or Many Debate) and that it is what is measured in IQ tests. I know
why IQ tests were created, by whom, and the functions of the brain that they
measure like executive functioning, fluid thinking, processing speed (Week 3:
Assessing Human Intelligence, What Do IQ Tests Measure Infographic). Through
sample tests I have a small idea of what my abilities in this areas are. On the
opposite side, I have expanded my knowledge on how people can be smart in other
areas. I know Howard Gardners theory of multiple intelligences, as well as
Sternbergs Triarchic theory. In addition to this, I have come to know that there is also
academic intelligence which involves metacognition, grit, and intrinsic motivation,
and emotional intelligence which is the ability to identify and manage your own and
others emotions. I also have learned the factors that influence ones intelligence like
gender, socioeconomic status and environment (which is actually responsible for
around 50% of our level of intelligence). I have discovered how intelligence changes
and develops throughout the lifespan, and how diverse it is, with intellectual
disabilities on one end of the spectrum and the amazing, mysterious savants and
prodigies on the other. Overall my understanding of human intelligence has grown
with the progression of this course but there is still so much more to be learned.

While I have learned a great deal from this course, three things stood out to me. First
was the section on controversial issues in intelligence from week 5. One reason this
stood out to me was because we discussed the nature vs nurture debate which is a
concept that has been argued for a long time. Week looked at twin studies, and found
that environment plays as much a part in intellectual ability as genes. In week 5 we
also learned about the Eugenics movement, which stood out largely because of how
cruel and inhumane it was. Now that we have looked at gene manipulation in week
12 it has become even more prominent to me. The next section that stands out to me
is week 7, Academic intelligence. There was so much useful information in this part of
the course on what academic intelligence is and how to develop the factors involved
in it (intrinsic motivation, grit, growth mindset, metacognition). I wish I had learned
about this in high school because I feel it would have helped me greatly back then,
especially metacognition. However, I am thankful for the knowledge now and I have
been using strategies to help me in my current ECE course. The last section that
stood out to me was Emotional Intelligence in week 8. I think it is something that
many people overlook, but I have learned is extremely important. Emotional
intelligence has an impact on physical, mental and emotional health, on building and
maintaining relationships, on happiness (which determines success), education and
success in the workplace (71% of employers value EQ over IQ). We also looked at
methods that can be used to develop emotional intelligence, which I have also been
trying to put into practice.