Week Four: Sternberg's Theory of Successful Intelligence

This week I find Sternberg’s theory of successful intelligence fascinating. In this theory, there are three main abilities discussed, which are analytic, creative, and practical ability. An individual who has an analytic ability has the skill to analyze problems and create solutions. This is the first ability mentioned in this theory.  Those with creative abilities have the skill to adjust to certain situations and problems. I liked the example in the textbook where the girl is going on a long car trip and discovered her IPod is broken. She adapted to her situation and found something else to occupy her time. I think more children in this generation need to hone in on this skill. The last ability that was pointed out was the practical ability. Anyone with this skill has the intelligence to know which solution will most likely fix their problem. All three of these abilities are problem solving skills which are useful throughout our lives. 

I have a 15 year old brother who is severely lacking in the creative ability. He has to have his IPad at his fingertips and if does not have it he is at a loss of what to do to with his time, and Instead of finding something to entertain himself with. He will complain about being bored and having nothing to do.  If he had an acquired creative ability he could find many things to entertain himself. After all, this is the 21^st century, what’s not to do?

I would like to learn more about the effects technology has on one’s development. Could this be the reason why my brother cannot entertain himself unless he has his IPad?

 

Week Three: Learning

• From this week’s reading of chapter four and five, I found chapter four engaging, especially the section about learning.  On page 142 in the textbook, it states, “learning can take several forms, including habituation, classical conditioning, operant conditioning and imitation. In classical conditioning a neutral stimulus provokes a response that was initially formed by another stimulus. The textbook used Pavlov experiments as an example. Operant conditioning stresses the importance of the relationship between the consequences of behavior and the likelihood of the behavior occurring again. If a behavior has a pleasant consequence then the likelihood of the behavior recurring is strong. If a behavior has an unpleasant consequence then the behavior will most likely not happen again.  According to Kail and Cavanaugh, “Habituation is the diminished response to a stimulus as it becomes more familiar.” I liked the example in the book where the infant adapted to the car noise and was able to sleep through the sound. I think this example illustrates habituation. I do not have any children so learning that infants can imitate other is astounding to me.  Imitation is simply watching others and mimicking their behavior. Everyone does this as children and adolescents…I believe this is one way we learn what is and what’s not socially acceptable.  

 

• I have to compete with my cat for the sink, whether it is the kitchen or bathroom sink. I have unfortunately classically conditioned my cat to drink from the sink. Whenever he hears the sound of running water he darts for the sink. In this case, the sound of running water is the neutral stimulus that entices him to the sink.  Another example of classical conditioning is, and yes this one too involves my cat again.  My cat is classically conditioned to run to the pantry whenever it is opened. The neutral stimulus is the sound of the pantry opening. This provokes him to run because he thinks he will get a treat. Is there a way to undo this behavior? Can I re-classical condition him to stop these behaviors?

 

• I would like to know more about cultural differences in emotional expression because I would like to become a nurse and knowing these cultural differences in emotional expression can be a helpful tool because of diversity. There are 7 billion individuals on this planet and one day I would like to travel to other countries and work as nurse.