MOTIVATION, EMOTION
AND INTELLIGENCE
Ray Ann B. Cagampang, PhL.,
M.A
MOTIVATION
• This is a story about a girl.
• While at the funeral of her mother,
she met a man whom she did not
know. She thought he was amazing,
her dream guy, and she fell in love
with him but never asked for his
number and could not find him after
the funeral.
• A few days later the girl killed her
sister.
• Question: What was her motive in
MOTIVATION
• Answer: She was hoping that the
guy would appear at the sister's
funeral.
• If you answered this correctly, you
think like a psychopath. This was a
test used to test if one has the same
mentality as a killer. Many arrested
serial killers have taken this test and
answered it correctly.
• If you didn't answer correctly, good
BASIC TERMS
• Motivation – factors that
activate, direct and sustain goal-
directed behavior
• Motive – needs or wants that
drive goal-directed behavior
• Instinctive Behaviors –
genetically programmed, innate
patterns of response that are
specific to members of a
particular species
THEORIES OF MOTIVATION
• Instinct Theory – the belief that
behavior is motivated by instinct
• Instinct – innate, automatic dispositions
toward responding in a particular way
when confronted with a specific stimulus
• William McDougall : self-assertion,
reproduction, aggresiveness, sociability
THEORIES OF MOTIVATION
• Drive Reduction Theory – the belief
that behavior is motivated by drives
that arise from biological needs that
demand satisfaction
• Motivation arises from imbalances in
homeostasis
• Homeostasis – the tendency of the body
to maintain a steady internal state
• Need – a state of deprivation or
deficiency
•
THEORIES OF MOTIVATION
• Drive Reduction Theory
• Drive Reduction – satisfaction of a drive
• Primary Drives – innate drives, such as
hunger, thirst, and sexual desire, that
arise from basic biological needs
• Secondary Drives – drives that are
learned or acquired through experience,
such as the drive to achieve monetary
wealth.
THEORIES OF MOTIVATION
• Drive Reduction Theory and
Homeostasis
Drive
(psychological
Unbalanced Need
state that
Equilibrium (Biological
provides
Disturbance)
motivation to
satisfy need)
Behavior that
Equilibrium satisfies need
restored and reduces
drive
THEORIES OF MOTIVATION
• Arousal Theory – theory of motivation
stating that people are motivated to
behave in ways that maintain what is
for them, an optimal level of arousal.
• Stimulus Motives - internal states that
prompt inquisitive, stimulation-seeking,
and exploratory behavior
ARE YOU A SENSATION-
SEEKER?
• Do you pursue thrills and adventure?
Or do you prefer quiet evenings at
home?
• To evaluate whether you fit the
profile of a sensation-seeker or not
answer each question according to
the way you feel. Answer true (T) if it
is at least somewhat true for you.
Answer false (F) if it is not very true
or not at all true for you.
ARE YOU A SENSATION-
SEEKER?
• 1. If it were safe, I would like to take a drug that would
cause me to have strange new experiences.
• 2. I can become almost painfully bored in some
conversations.
• 3. I would rather go to a new place I may not like than go
back again to a place I know I like.
• 4. I would like to try a sport that creates a physical thrill,
like skiing, rock climbing, or surfing.
• 5. I get restless if I stay home for long.
• 6. I don't like waiting with nothing to do.
• 7. I rarely watch a movie more than once.
• 8. I enjoy the unfamiliar.
• 9. If I see something unusual, I will go out of my way to
check it out.
ARE YOU A SENSATION-
SEEKER?
• 11. My friends say it is hard to predict what I will want to
do.
• 12. I like to explore a new area.
• 13. I avoid having a daily routine.
• 14. I am drawn to art that gives me an intense experience.
• 15. I like substances that make me feel "high."
• 16. I prefer friends who are unpredictable.
• 17. I look forward to being in a place that is new and
strange to me.
• 18. To me, if I am spending the money to travel, the more
foreign the country the better.
• 19. I would like to be an explorer.
• 20. I enjoy it when someone makes an unexpected sexual
joke or comment that starts everyone laughing a little
nervously.
ARE YOU A SENSATION-
SEEKER?
• FOR WOMEN
• If you answered true to 11 or more of the questions, you're
probably a sensation seeker.
• If you answered true to 7 or less of the questions, you are
probably not a sensation seeker.
• If you answered true to 8, 9, or 10 of the questions, you are
probably somewhere in between on sensation seeking.
• FOR MEN
• If you answered true to 13 or more of the questions, you're
probably a sensation seeker.
• If you answered true to 9 or less of the questions, you are
probably not a sensation seeker.
• If you answered true to 10, 11, or 12 of the questions, you
are probably somewhere in between on sensation seeking.
THEORIES OF MOTIVATION
• Incentive Theory – behavior is
directed toward attaining desirable
stimuli and avoiding unwanted
stimuli
• Incentives – rewards or other stimuli
that motivate one to act
• Incentive Value – the strength of the
“pull” of a goal or a reward
PSYCHOSOCIAL NEEDS and
MOTIVATION
• Psychosocial Needs – needs that
reflect interpersonal aspects of
motivation, e.g. the need for
friendship or achievement
• Need for Achievement – the need to
excel in one’s endeavor
• Extrinsic Motivation – motivation
reflecting a desire for external rewards,
e.g. wealth or respect
• Intrinsic Motivation – motivation
reflecting a desire for internal
PSYCHOSOCIAL NEEDS and
MOTIVATION
• Achievement Motivation – the motive or
desire to achieve success
• Avoidance Motivation – the motive or
desire to avoid failure
People with High Need for People with Low Need for
Achievement Achievement
• set challenging but realistic • set very low and unrealistic
goals goals
• take failure in stride • take failure harshly
• keep pushing a head • more likely to quit than
• typically receive higher grades persevere
and seek risks • seek positions that offer
moderate levels of risks
THE HIERARCHY OF NEEDS
• Hierarchy of Needs – Maslow’s
concept that there is an order to
human needs, which starts with basic
biological needs and progresses to
self-actualization.
• Abraham Harold Maslow (April 1,
1908 – June 8, 1970) was an
American pyschologist. He is noted
for his conceptualization of a
"hierarchy of human needs", and is
THE HIERARCHY OF NEEDS
• Maslow’s Hierarchy of Needs:
• Physiological – biological needs e.g.
food, water, etc.
• Safety – such as the need to be cared
for as a child, secure income, etc.
• Love and Belonging – such as the need
to be part of groups and intimate
relationships
• Esteem – need to be respected
• Self-actualization – need that motivates
individuals to fulfill one’s unique
SEXUAL MOTIVATION
• Gender Identity – the psychological
sense of maleness or femaleness
• Sexual Orientation – the
directionality of one’s erotic interests
• Gender Roles – the cultural
expectations imposed on men and
women to behave in ways deemed
appropriate for their gender
SEXUAL MOTIVATION
• Sexual Response Cycle – the term
used by William Masters and Virginia
Johnson to refer to the characteristic
stages of physiological response to
sexual stimulation
• 5 Phases:
• Desire
• Excitement
• Plateau
• Orgasm
SEXUAL RESPONSE CYCLE
• Desire (also called libido). This stage, in which a man or
woman begins to want or "desire" sexual intimacy or
gratification, may last anywhere from a moment to many
years.
• Excitement (also called arousal). This stage, which is
characterized by the body’s initial response to feelings of
sexual desire, may last from minutes to several hours.
• Plateau. This stage, the highest point of sexual
excitement, generally lasts between 30 seconds and three
minutes.
• Orgasm. This stage, the peak of the plateau stage and the
point at which sexual tension is released, generally lasts for
less than a minute.
• Resolution. The duration of this stage—the period during
which the body returns to its preexcitement state—varies
greatly and generally increases with age.
SEXUAL RESPONSE CYCLE
• Indications of Desire. Desire is a
prelude to sexual excitement and
sexual activity—it occurs in the mind
rather than the body and may not
progress to sexual excitement
without further physical or mental
stimulation.
• Vasocongestion – swelling of tissues
with blood, a process that accounts
for penile erection and vaginal
SEXUAL RESPONSE CYCLE
• Indications of Excitement
• For both sexes: Heart rate and blood pressure
increase, body muscles tense, sexual flush
occurs, nipples become erect, genital and pelvic
blood vessels become engorged, and involuntary
and voluntary muscles contract.
• For women: The vagina lengthens and widens,
the clitoris swells and enlarges, breasts increase
in size, the labia swell and separate, the vagina
becomes lubricated, and the uterus rises slightly.
Vaginal lubrication is the key indicator of sexual
excitement.
• For men: The penis becomes erect, the scrotum
SEXUAL MOTIVATION
• Indications of the Plateau Stage.
• For both sexes: Breathing rate, heart rate, and
blood pressure further increase, sexual flush
deepens, and muscle tension increases. There is
a sense of impending orgasm.
• For women: The clitoris withdraws, the
Bartholin’s glands lubricate, the areolae around
the nipples become larger, the labia continue to
swell, the uterus tips to stand high in the
abdomen, and the “orgasmic platform” develops
(that is, the lower vagina swells, narrows, and
tightens).
• For men: The ridge of the glans penis becomes
SEXUAL RESPONSE CYCLE
• Indications of Orgasm. The intensity of orgasm can vary
among individuals and can vary for an individual from one
sexual experience to another. Orgasm may involve intense
spasm and loss of awareness, or it may be signaled by as
little as a sigh or subtle relaxation. Orgasm can be
communicated between partners verbally, through body
language, through behavior, or through any of the following
physiological changes:
• For both sexes: Heart rate, breathing, and blood pressure
reach their highest peak, sexual flush spreads over the
body, and there is a loss of muscle control (spasms).
• For women: The uterus, vagina, anus, and muscles of the
pelvic floor contract five to 12 times at 0.8-second intervals.
• For men: Ejaculation (contractions of the ejaculatory duct
in the prostate gland cause semen to be ejected through
the urethra and penis) occurs, and the urethra, anus, and
SEXUAL RESPONSE CYCLE
• Indications of Resolution.
• For both sexes: Heart rate and blood pressure dip below normal,
returning to normal soon afterward; the whole body (including the
palms of hands and soles of feet) sweats; there is a loss of muscle
tension, increased relaxation, and drowsiness.
• For women: Blood vessels dilate to drain the pelvic tissues and
decrease engorgement; the breasts and areolae decrease in size;
nipples lose their erection; the clitoris resumes its prearousal
position and shrinks slightly; the labia return to normal size and
position; the vagina relaxes; the cervix opens to help semen travel
up into the uterus (closing 20–30 minutes after orgasm); and the
uterus lowers into the upper vagina (location of semen after male
orgasm during penile-vaginal intercourse).
• For men: Nipples lose their erection; the penis lightens in color
and becomes softer and smaller; the scrotum relaxes, and the
testes drop farther away from the body. Depending on a number
of factors (including age), the refractory period in men may last
anywhere from five minutes to 24 hours or more.
SEXUAL MOTIVATION
Male Female
SEXUAL ORIENTATION
• Refers to the nature of a person’s
enduring emotional, romantic and
sexual attraction to others.
• Heterosexual – referring to sexual
motivation that is focused on members
of the opposite sex
• Homosexual – referring to sexual
motivation that is focused on members
of one’s own sex
• Bisexual – referring to sexual motivation
that is focused on members of both
CLASSIFICATION OF
MOTIVES
• Physiological Motives or Survival Motives –
directly related to normal body functioning
• Hunger – need for food
• Thirst – need for water
• Recovery – desire for rest when one is tired
• Maintenance of Temperature Normalcy – need
to maintain body temperature at 98.6⁰ F
• Maintaining Proper Elimination – need to
eliminate waste
• Avoidance of Pain – need to avoid tissue
damage
CLASSIFICATION OF
MOTIVES
• Psychological Motives or Social Motives –
arises as a result of interaction with other
people.
• Affectional Drive – need for love, affection,
comfort and warmth
• Need for Security and Safety – desire to be
secure
• Sex Urge – need for sexual gratification
• The Need for Affiliation – desire to associate
with others
• Gregariousness – desire to be in the presence
of others
CLASSIFICATION OF
MOTIVES
• Ego-Integrative Motives or Personal
Motives – motives built around the “self”
• Recognition – need for frequent tangible proof
that they are getting ahead.
• Prestige – desire to feel better than the other
• Status – need to have a high rank in society
• Power Drive – need to control and influence
others
• Achievement Drive – drive to accomplish
something
• Autonomy Drive – drive for independence
• Defensiveness Drive – desire to defend oneself
from blame, criticism, ridicule and censure.
EMOTIONS
At the beginning of new semester
At the 1st week
At the 2nd week
Before the midterm test
During the midterm test
After the midterm test
Before the final exam
EMOTIONS
Once know the final exam schedule
7 days before final exam
6 days before final exam
5 days before final exam
4 days before final exam
3 days before final exam
EMOTIONS
2 days before final exam
1 day before final exam
The night before the final exam
One hour before the final exam
During the final exam
Once walk out of the exam hall
After the final exam, during the holiday
EMOTIONS
• Emotions – a transitory positive or
negative experience that is felt as
happening to the self, is generated in
part by cognitive appraisal of a
situation, and is accompanied by
both learned and reflexive physical
responses
• Three Basic Components:
• Bodily Arousal – nervous system activation
• Cognition – conscious experience of the
feeling
EMOTION TEST
• Do you have a healthy attitude
towards your emotions?
• Try to answer as honestly as you
can. Remember, no one will see
your score.
EMOTION TEST
1. Do you feel guilty if you cry in public?
2. Do you think crying is a sign of weakness?
3. Do you think men and boys should be encouraged to hide
their tears?
4. Do you feel embarrassed if you find yourself crying while
watching a film or reading a book?
5. Would you try to hold back your tears if you were
attending a funeral?
6. Would you distrust a politician who shed tears in public?
7. Do you think that tears are an unnecessary expression of
emotion?
8. Do you always try to hide your disappointment?
9. Do you get embarrassed if you see grown men crying?
10. Would you pretend that you had something in your eyes if
you were unexpectedly discovered crying?
EMOTION TEST
12. Do you tend to brood about things which make
you angry?
13. Does your temper even get out of control?
14. Has your temper even got you in trouble?
15. Do you believe that it does you good to get rid
of your anger?
16. Would you allow someone to comfort you if you
were crying?
17. Do you get cross quite easily?
18. Do you touch someone you love at least once a
day?
19. Do you enjoy physical signs of affection?
EMOTION TEST
22. Do you enjoy being massaged?
23. Do you regularly tell those whom you love how
you feel?
24. Have you ever had a pet of which you were very
fond?
25. Do you enjoy being kissed and hugged by
people you love?
26. Do you ever laugh out loud when you are
watching funny films?
27. Do you ever tap your feet while listening to
Music?
28. Do you often have the last clap at concerts,
sports events and the like?
EMOTION TEST
• ANALYSIS
• Score 17 to 30
• Your attitude towards your emotions is a healthy one. You
aren't ashamed to let your emotions show occasionally, and
you will undoubtedly be much healthier because of this
attitude. You are likely to be a good social advisor.
• Score 8 to 16
• You know how to let your emotions show but you still find it
difficult to do so as often as you should. You should be
prepared to let your emotions out more often. When you feel
sad let yourself cry, when you feel angry, let your anger show,
when you feel happy allow a smile to cross your face. Allowing
your emotions out in this way will do wonders to your physical
and mental health.
• Score 7 or less
• You are definitely very uptight. You really do need to allow
your emotions flow out a little. There isn't any thing really
BIOLOGY OF EMOTION
• Incoming sensory information alerts
the brain to an emotion-evoking
situation
• Most of the information goes through
the thalamus
BIOLOGY OF EMOTION
• The cingulate cortex and
hippocampus are involved in the
interpretation of the sensory input.
• Output from the cingulate goes to
the amygdala and hypothalamus
which control the autonomic nervous
system
BIOLOGY OF EMOTION
BIOLOGY OF EMOTION
• Pyramidal Motor System – controls
the voluntary facial movements
– Includes the motor cortex
• Extrapyramidal Motor System –
controls the facial movements
associated with emotions
– Includes the areas beneath the motor
cortex
BIOLOGY OF EMOTION
UNIVERSAL EMOTIONAL
EXPRESSIONS
UNIVERSAL EMOTIONAL
EXPRESSIONS
• According to Paul Ekman, facial
expressions of emotion—anger,
happiness, disgust, surprise,
sadness, fear—are universal across
cultures
• Display Rules – the cultural customs
and norms that regulate the display
of emotion
• Women are given greater latitude for
emotions such as joy, love, fear, and
UNIVERSAL EMOTIONAL
EXPRESSIONS
• Facial-Feedback Hypothesis – the
belief that mimicking facial
movements associated with a
particular emotion will produce the
corresponding emotional state.
• Duchenne Smile – (Guillaume
Duchenne de Boulogne 1806-1875) a
genuine smile that involves
contraction of a particular set of
facial muscles
UNIVERSAL EMOTIONAL
EXPRESSIONS
• A Duchenne smile contracts the zygomatic muscles of the
cheek and eye, forming crow’s feet. The crow’s feet
indicate that the smile is genuine and that the smiler is
truly happy.
THEORIES OF EMOTIONS
• Common Sense View of Emotion:
– Perception of a stimulus
– Feel of emotion
– Physiologically Aroused
– Take Action
• Subjective Experience or Behavioral
Response? Thought or Feeling?
THEORIES OF EMOTIONS
• James-Lange Theory
• “Do we run from the bear because we are
afraid or do we become afraid because we
run?”
• The belief that emotions occur after
people become aware of their
physiological responses to the triggering
stimuli.
• William James
• Carl Georg Lange
• Bodily reactions precede emotions
THEORIES OF EMOTIONS
• Cannon-Bard Theory
• The belief that emotional and
physiological reactions to triggering
stimuli occur almost simultaneously.
• Walter Cannon and Philip Bard
• Emotions accompany our bodily
responses but are not caused by them
THEORIES OF EMOTIONS
• Cognitive Theory or Two-Factor
Model
• Emotions involve two factors: a state of
general arousal and a cognitive
interpretation (or labeling) of the causes
of the arousal.
• Schachter-Singer Theory
• Stanley Schachter and Jerome Singer
THEORIES OF EMOTIONS
• Dual-Pathway Model of Fear
• The brain uses two pathways (a “high
road” and a “low road”) to process fear
messages.
• Joseph LeDoux
• Stimulus is first processed by the
thalamus, then information branches
off:
• “High road” (cerebral cortex) – where it can
be processed more carefully
• “Low road” (amygdala) – allows a faster
EMOTIONAL INTELLIGENCE
• The ability to recognize emotions in
yourself and others and to manage
your own emotions effectively.
• 5 Main Characteristics:
3.Knowing your emotions – self-
awareness is a core feature of EI or
EQ
4.Managing your emotions – able to
handle emotions in appropriate ways.
EMOTIONAL INTELLIGENCE
1. Motivating yourself – able to
marshal emotions to pursue goals
and able to delay gratifications
2. Recognizing emotions in others –
ability to perceive emotions in
others
3. Helping others handle their
emotions – ability to help others
deal with their feelings.
POLYGRAPH
• A device used to detect lying based
on analysis of differences in
physiological responses to control
questions and relevant questions.
DETECTING LIES
• Warning: Sometimes Ignorance is bliss; after
gaining this knowledge, you may be hurt when it
is obvious that someone is lying to you.
• Signs of Deception:
• Body Language of Lies:
• Physical expression will be limited and stiff, with
few arm and hand movements. Hand, arm and
leg movement are toward their own body the liar
takes up less space.
• A person who is lying to you will avoid making
eye contact.
• Hands touching their face, throat & mouth.
Touching or scratching the nose or behind their
DETECTING LIES
• Emotional Gestures & Contradiction
• Timing and duration of emotional gestures
and emotions are off a normal pace. The
display of emotion is delayed, stays longer
it would naturally, then stops suddenly.
• Timing is off between emotions
gestures/expressions and words. Example:
Someone says "I love it!" when receiving a
gift, and then smile after making that
statement, rather then at the same time
the statement is made.
DETECTING LIES
• Gestures/expressions don’t match the
verbal statement, such as frowning when
saying “I love you.”
• Expressions are limited to mouth
movements when someone is faking
emotions (like happy, surprised, sad,
awe, )instead of the whole face. For
example; when someone smiles naturally
their whole face is involved: jaw/cheek
movement, eyes and forehead push down,
etc.
DETECTING LIES
• Verbal Context and Content
• A liar will use your words to make answer
a question. When asked, “Did you eat the
last cookie?” The liar answers, “No, I did
not eat the last cookie.”
• A statement with a contraction is more
likely to be truthful: “ I didn't do it”
instead of “I did not do it”
• Liars sometimes avoid "lying" by not
making direct statements. They imply
answers instead of denying something
DETECTING LIES
• The guilty person may speak more than natural,
adding unnecessary details to convince you...
they are not comfortable with silence or pauses in
the conversation.
• A liar may leave out pronouns and speak in a
monotonous tone. When a truthful statement is
made the pronoun is emphasized as much or
more than the rest of the words in a statement.
• Words may be garbled and spoken softly, and
syntax and grammar may be off. In other
words, his sentences will likely be muddled rather
than emphasized.
DETECTING LIES
• Visual Accessing Cues
DETECTING LIES
• When asked a question a "normally
organized" right-handed person looks
(from your viewpoint, looking at them):
• Up and to the Left
Indicates: Visually Constructed Images
(Vc)
If you asked someone to "Imagine a purple
buffalo", this would be the direction their
eyes moved in while thinking about the
question as they "Visually Constructed" a
DETECTING LIES
• Up and to the Right
Indicates: Visually Remembered
Images (Vr)
If you asked someone to "What color was
the first house you lived in?", this would be
the direction their eyes moved in while
thinking about the question as they
"Visually Remembered" the color of their
childhood home.
DETECTING LIES
• To the Left
Indicates: Auditory Constructed (Ac)
If you asked someone to "Try and create
the highest the sound of the pitch possible
in your head", this would be the direction
their eyes moved in while thinking about
the question as they "Auditorily
Constructed" this this sound that they
have never heard of.
DETECTING LIES
• To the Right
Indicates: Auditory Remembered (Ar)
If you asked someone to "Remember what
their mother's voice sounds like ", this
would be the direction their eyes moved in
while thinking about the question as they
"Auditorily Remembered " this sound.
DETECTING LIES
• Down and to the Left
Indicates: Feeling / Kinesthetic (F)
If you asked someone to "Can you
remember the smell of a campfire? ", this
would be the direction their eyes moved in
while thinking about the question as they
used recalled a smell, feeling, or taste.
DETECTING LIES
• Down and To the Right
Indicates: Internal Dialog (Ai)
This is the direction of someone eyes
as they "talk to themselves".
DETECTING LIES
• The Gist of it...
• Example: Let's say your child ask's you
for a cookie, and you ask them "well, what
did your mother say?" As they reply "Mom
said... yes." they look to the left. This
would indicate a made up answer as their
eyes are showing a "constructed image or
sound. Looking to the right would
indicated a "remembered" voice or image,
and thus would be telling the truth.
DETECTING LIES
• Final Notes:
• Looking straight ahead or with eyes that are
defocused/unmoving is also considered a sign of
visual accessing.
• A typical left-handed person would have the
opposite meanings for their eye-directions.
• As with other signs of lying, you should first
establish and understand a persons base-
behavior before concluding they are lying by the
direction of their eyes.
INTELLIGENCE
• Cognitive Psychology – the branch of
psychology that focuses on such
mental processes as thinking,
problem solving, decision making
and use of language.
• Thinking – the process of mentally
representing and manipulating
information
• Mental Image – a mental picture or
representation of an object or event
INTELLIGENCE
• Psychologists have found that the farther you have to rotate an
object mentally, the longer the comparison takes. The speed at
which you can complete the tasks provides a general measure of
your spatial ability. The answers are (1) A and (2) B.
INTELLIGENCE
• Count the number of "F"s in the
following sentence. Take your time,
but only count once.
• FINISHED FILES ARE THE RESULT OF
YEARS OF SCIENTIFIC STUDY
COMBINED WITH THE EXPERIENCE
OF YEARS.
INTELLIGENCE
• Whoever counts the six 'F' the first
time is a genius, four is rather
frequent, five is rather rare, three is
normal. Less than three, and you
must change glasses ; -)
• For some obscure resaons, we (or our
brain) do not count the "f" in "of", maybe
because the phonetic is similar to "ov", or
because during (quick) reading the brain
focus on "lexical" words, and not so much
on "grammatical" words (articles,
INTELLIGENCE
INTELLIGENCE
• Concepts – mental categories for
classifying events, objects, and ideas
on the basis of their common
features or properties
• Logical Concepts – concepts with clearly
defined rules for membership
• Natural Concepts – concepts with poorly
defined or fuzzy rules for membership
• E.g. furniture, mammals, fruit, games, work,
sports, justice, honor, freedom.
INTELLIGENCE
INTELLIGENCE
• Problem Solving – a form of thinking
focused on finding a solution to a
particular problem.
• Trial and Error – “hit-or-miss” approach
to a problem
• Insight – a sudden awareness of a
solution to a problem
• Algorithm – a step-by-step set of rules
that will always lead to a correct
solution to a problem.
• Heuristic – a rule of thumb for solving
INTELLIGENCE
• Jane and Sue played six games of
chess, and each of them won four.
There were no ties. How was that
possible?
• Draw no more than four
lines that connect all the
dots without lifting your
Pen (nine-dot problem)
INTELLIGENCE
• Move only three of the dots to make
a downward-facing triangle. (Insight
Problem)
INTELLIGENCE
• You must slide ONE coin at a time
• When a coin is moved it must end up touching two
other coins.
• You have a maximum of THREE moves
• While moving a coin you may not push other coins
aside
INTELLIGENCE
• Mental Roadblocks to Problem
Solving:
• Mental Set – the tendency to rely on
strategies that worked in similar
situations in the past but may not be
appropriate to the present situation
• Functional Fixedness – The tendency to
perceive objects as limited to the
customary functions they serve
INTELLIGENCE
• Functional Fixedness
• Two strings hang from the ceiling but
are too far apart to be touched at the
same time. The task is to tie them
together. Except for the string and
tools on the table, the room is
empty. How would you tie the strings
together?
INTELLIGENCE
INTELLIGENCE
• Decision Making – a form of problem
solving in which we must select a
course of action from among the
available alternatives.
• Creativity – originality of thought
associated with the development of
new workable products or solutions
to problems.
INTELLIGENCE
• Intelligence – the capacity to think
and reason clearly and to act
purposefully and effectively in
adapting to the environment and
pursuing one’s goal.
• Mental Age – a representation of a
person’s intelligence based on the
age of people who are capable of
performing at the same level of
ability.
INTELLIGENCE
• Intelligence Quotient (IQ) – a
measure of intelligence based on
performance on tests of mental
abilities, expressed as a ratio
between mental age and
chronological age.
INTELLIGENCE
• Gender Difference in Cognitive
Abilities:
• Verbal Fluency:
• List as many (common) words as you can
that begins with the Letter T.
• Object Displacement:
INTELLIGENCE
• Gender Difference in Cognitive
Abilities:
• Mental Rotation
• Disembedding (Finding the Hidden
Figure)
INTELLIGENCE
• Gender Differences in Cognitive
Abilities:
• Tasks favoring men – mental rotation,
mental unfolding, target-directed motor
skills, disembedding, mathematical
reasoning
• Tasks favoring women – perceptual
speed, memory for object displacement,
ideational fluency, manual precision
task, mathematical calculation.
THEORIES OF INTELLIGENCE
• Spearman’s “G”:
– Charles Spearman (1863-1945)
– There must be an underlying general factor of
intelligence that allows people to do well on
mental tests, a factor he labeled “g” for
general intelligence.
• Thurstone’s Primary Mental Abilities:
– Louis L. Thurstone (1887-1955)
– 7 Primary Mental Abilities: verbal
comprehension, numerical ability, memory,
inductive reasoning, perceptual speed, verbal
fluency, spatial relations
THEORIES OF INTELLIGENCE
• Gardner’s Model of Multiple Intelligences
– Howard Gardner (1943 -)
– Multiple intelligences: linguistic, logical-
mathematician, musical, spatial, bodily-
kinesthetic, interpersonal, intrapersonal and
naturalist.
– These separate intelligences are independent
of one another
THEORIES OF INTELLIGENCE
THEORIES OF INTELLIGENCE
• Sternberg’s Triarchic Theory of Intelligence
– Robert Sternberg (1949-)
– Three aspects of intelligence: analytic,
creative, and practical
– People with high levels of intelligence are
better able to integrate or organize these three
aspects of intelligence in their daily lives.
THEORIES OF INTELLIGENCE
• Sternberg’s Triarchic Theory of Intelligence
