Developmental Psychology - Physical and Cognitive Development in Middle and Late Childhood

THE WECHSLER SCALES.

The Wechsler scales are a 

 Verbal:

[ 1 J 

The ability to think in words and use 

popular set of tests used to assess intelligence in

children and adolescents. 

language to express meaning. Occupations: 

Weschler Wechsler Preschool and Primary Scale of

Intelligence – Fourth Edition (WPPSI-IV)

 Mathematical:

authors, journalists, speakers.

The ability to carry out

mathematical operations. Occupations: 

[2] 

- used for 

children aged 2.5 to 7.25 years 

scientists, engineers, accountants.

The ability to think three-dimensionally. 

Wechsler Intelligence Scale for Children – Fifth Edition

(WISC-V)

 Spatial:

[3] 

- used for children and adolescents aged 6 to 

16 years 

 Bodily-Kinesthetic:

Occupations: architects, artists, sailors.

The ability to manipulate

objects and be physically adept. Occupations: 

[4] 

Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV)

surgeons, craftspeople, dancers, athletes. 

 Musical:

→ 

[SJ 

A sensitivity to pitch, melody, rhythm, 

- used for adults or 16 y/o and above

The WISC-V provides overall IQ scores and

composite scores for different areas of intelligence 

and tone. Occupations: composers and

musicians. 

Verbal Comprehension, Working Memory, Processing

Speed, Fluid Reasoning, and Visual Spatial

 Interpersonal:

The ability to understand and 

[6] 

→ 

interact effectively with others. Occupations: 

It allows examiners to see an individual's strengths

and weaknesses. The Wechsler scales also include 

successful teachers, mental health

professionals. 

16 verbal and nonverbal subscales. 

 Intrapersonal:

TYPES OF INTELLIGENCE. 

The ability to understand oneself. 

[7] 

Is it more appropriate to think of 

 Naturalist:

Robert Sternberg’s Triarchic Theory of Intelligence

→ 

 Analytical Intelligence

→ 

→ 

 Creative Intelligence

Occupations: theologians, psychologists.

The ability to observe patterns in

nature and understand natural and humanmade

systems. Occupations: farmers, botanists,

ecologists, landscapers.

According to Gardner, everyone has all of these

intelligences to varying degrees.

As a result, we prefer to learn and process

information in different ways.

People learn best when they can do so in a way

that uses their stronger intelligences. 

[8] 

a child's intelligence as a general ability or as a number

of specific abilities? Robert Sternberg and Howard

Gardner have proposed influential theories oriented to

this second viewpoint. 

- it 

consists of three forms: analytical, creative, and

practical intelligence. 

- the ability to analyze, 

[1] 

judge, evaluate, compare, and contrast.

- the ability to create,

design, invent, originate, and imagine. 

[2] 

Criticisms of both theories: 

 Practical Intelligence

[3] 

- the ability to use, apply, 

→ 

implement, and put ideas into practice. 

→ 

Children with different triarchic patterns may

perform differently in school. 

→ 

Sternberg and Gardner's approaches have

broadened the way educators think about

children's competencies and have led to

innovative ways of assessing intelligence and

classroom learning. 

Students with high analytic ability tend to

perform well under direct instruction 

→ 

→ 

However, some psychologists doubt the

multiple-intelligence approach and argue that a

general intelligence concept is more accurate in

predicting school and job success. 

Children with high creative or practical

intelligence may not conform to traditional

expectations in school but may excel outside of

the classroom. 

→ 

Howard Gardner's Eight Frames of Mind - he there are

eight types of intelligence, or "frames of mind." 

The ongoing debate between the two views

suggests that there is no consensus on which

approach is better, but Sternberg acknowledges

the existence of a general intelligence for

analytical tasks.