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Intellectual Attributes of Personality

Topic: Intellectual Attributes of Personality

Welcome Notes:
WELCOME TO ALTERNATIVE DELIVERY MODE (ADM) ON PROFESSIONAL
DEVELOPMENT AND APPLIED ETHICS
Get ready to be challenged…
Learn something new every day by adapting the
‘New Normal’

I. INTRODUCTION:

This module focuses on Intellectual Attribtues of Personality. Moving forward, you are able to
challenge yourself to identify and explain the theory of multiple intelligences. You will have also the
opportunity to describe the factors affecting intelligent behavior. It is also your chance to apply the
ways to make effective decision making in real life situation.

II. OBJECTIVES:

At the end of the lesson, you should be able to:

1. Identify and explain the theory of multiple intelligences.
2. Describe the factors affecting intelligent behavior.
3. Apply the better ways to make effective decision making in real life situation.
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III. PRELIMINARY ACTIVITIES:

Before you proceed to the main lesson, test yourself in this activity.

AUTOGRAPH & MEMORY!

Write an autobiography that includes what you like to do, things you’re good at, and your
accomplishments.
Realization Questions:
1. What is an intelligent person to you?
-For me Intelligence Is the ability To acquire and apply Knowledge Skill

2. How do you know whether or not someone is intelligent?

-They juggle home, work and personal interests with dexterity and never fall back on the tired
Old refrain about “work life balance”. And when they’re juggling, they some how manage to
seem 100% engaged with what they’re doing, on all fronts simultaneously, even though you
know They’re taking appropriate steps behind the scenes to make sure their lives are perfectly,
Serenely balanced.
3. Do you know anyone who is intelligent yet struggles in school?
-I began to struggle in subjects that didn’t capture my interests, to procrastinate and struggle
With time management, and perfectionism. My grades started to become more average later in
Elementary and into middle school

EXCELLENT!!!

You may now proceed to the main lesson.

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IV. LESSON PROPER:

LET’S BEGIN!

Based on the preliminary activities, how did you feel?

THAT’S GREAT!
You may now proceed to the lesson.
What
Is an
Intelligent Personality?
Intelligence is highly regarded, but also has
some undesirable associations. The concept of
intelligence and what exactly it means for a
person to be intelligent are the subject of
considerable controversy and debate. In general,
people consider intelligence to be highly
desirable, hence the controversy about how to
define it. Some theorists have argued that
intelligence is also linked with socially desirable personality traits, although this is debatable. Still others
have argued that academic definitions of intelligence, based on IQ tests are overly narrow and do not
reflect how ordinary people understand what makes a person intelligent. A survey of laypeople’s beliefs
about the qualities possessed by an intelligent person did find that people associated intelligence with a
number of socially desirable personality traits that are unrelated to IQ. However, an exception to this
trend was that laypeople think that intelligent people may be lacking in traits related to  agreeableness,
particularly, trust, honesty and obedience to social rules. This is in spite of the fact that these traits are
also considered socially desirable. Other research has found that people who consider themselves to
be highly intelligent also tend to be disagreeable. This suggests that according to lay beliefs smart
people are not necessarily nice and that stereotypes about intelligence are not completely socially
desirable. Perhaps intelligence and socially desirable personality traits serve different functions, which
sometimes conflict with each other.

If this theory is correct, it seems to imply that those lucky people who are high in the K-factor possess
all the advantages, having both great personalities and high intelligence, while those low in the  K-factor
have drawn the short end of life’s stick in most important respects. However, the existence of a general
factor of personality is still being debated and has a number of conceptual problems. Additionally,
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socially desirable personality traits have both strengths and weaknesses, while the ‘dark side’ of
personality can often be strangely attractive (Sherman, Figueredo, & Funder, 2013). 

Intelligence has been defined in many ways: the capacity for logic, understanding, self-

awareness, learning, emotional knowledge, reasoning, planning, creativity, critical thinking,
and problem-solving. More generally, it can be described as the ability to perceive or infer information,
and to retain it as knowledge to be applied towards adaptive behaviors within an environment or
context. Intelligence is most often studied in humans but has also been observed in both non-human
animals and in plants. Intelligence in machines is called artificial intelligence, which is commonly
implemented in computer systems using programs and, sometimes, specialized hardware.

History of the term

The word "Intelligence" derives from the Latin nouns intelligentia or intellēctus, which in turn stem from
the verb intelligere, to comprehend or perceive. In the Middle Ages, the word intellectus became the
scholarly technical term for understanding, and a translation for the Greek philosophical term  nous. This
term, however, was strongly linked to the metaphysical and cosmological theories
of teleological scholasticism, including theories of the immortality of the soul, and the concept of
the Active Intellect (also known as the Active Intelligence). This entire approach to the study of nature
was strongly rejected by the early modern philosophers such as Francis Bacon, Thomas Hobbes, John
Locke, and David Hume, all of whom preferred the word "understanding" (in place of " intellectus" or
"intelligence") in their English philosophical works. Hobbes for example, in his Latin De Corpore, used
"intellectus intelligit", translated in the English version as "the understanding understandeth", as a
typical example of a logical absurdity. The term "intelligence" has therefore become less common in
English language philosophy, but it has later been taken up (with the scholastic theories which it now
implies) in more contemporary psychology.

Definitions
Individuals differ from one another in their ability to understand complex ideas, to adapt effectively to
the environment, to learn from experience, to engage in various forms of reasoning, to overcome
obstacles by taking thought. Although these individual differences can be substantial, they are never
entirely consistent: a given person's intellectual performance will vary on different occasions, in different
domains, as judged by different criteria. Concepts of "intelligence" are attempts to clarify and organize
this complex set of phenomena. Although considerable clarity has been achieved in some areas, no
such conceptualization has yet answered all the important questions, and none commands universal
assent. Indeed, when two dozen prominent theorists were recently asked to define intelligence, they
gave two dozen, somewhat different, definitions.

Besides those definitions, psychology and learning researchers also have suggested definitions of

intelligence such as the following:

Researcher Quotation
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Judgment, otherwise called "good sense", "practical sense",

Alfred Binet "initiative", the faculty of adapting one's self to circumstances ...
auto-critique.
The aggregate or global capacity of the individual to act
David Wechsler purposefully, to think rationally, and to deal effectively with his
environment.
"...the resultant of the process of acquiring, storing in memory,
Lloyd Humphreys retrieving, combining, comparing, and using in new contexts
information and conceptual skills".
To my mind, a human intellectual competence must entail a set of
skills of problem solving — enabling the individual to resolve
genuine problems or difficulties that he or she encounters and, when
Howard Gardner
appropriate, to create an effective product — and must also entail
the potential for finding or creating problems — and thereby laying
the groundwork for the acquisition of new knowledge.
Linda Gottfredson The ability to deal with cognitive complexity.
Robert Sternberg & William
Goal-directed adaptive behavior.
Salter
The theory of Structural Cognitive Modifiability describes intelligence
as "the unique propensity of human beings to change or modify the
Reuven Feuerstein
structure of their cognitive functioning to adapt to the changing
demands of a life situation".
A synthesis of 70+ definitions from psychology, philosophy, and AI
researchers: "Intelligence measures an agent's ability to achieve
Shane Legg & Marcus Hutter
goals in a wide range of environments", which has been
mathematically formalized.
F=T∇S
"Intelligence is a force, F, that acts so as to maximize future freedom
of action. It acts to maximize future freedom of action, or keep
Alexander Wissner-Gross options open, with some strength T, with the diversity of possible
accessible futures, S, up to some future time horizon, τ. In short,
intelligence doesn't like to get trapped".

Human intelligence
Human intelligence is the intellectual power of humans, which is marked by complex  cognitive feats and
high levels of motivation and self-awareness. Intelligence enables humans to remember descriptions of
things and use those descriptions in future behaviors. It is a cognitive process. It gives humans
the cognitive abilities to learn, form concepts, understand, and reason, including the capacities
to recognize patterns, innovate, plan, solve problems, and employ language to communicate.
Intelligence enables humans to experience and think.
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Much of the above definition applies also to the intelligence of non-human animals.

Nonhuman animal intelligence

The common chimpanzee can use tools. This chimpanzee

is using a stick to get food.
Although humans have been the primary focus of
intelligence researchers, scientists have also attempted to
investigate animal intelligence, or more broadly,
animal cognition. These researchers are interested in
studying both mental ability in a particular species, and
comparing abilities between species. They study various
measures of problem solving, as well as numerical and verbal reasoning abilities. Some challenges in
this area are defining intelligence so that it has the same meaning across species (e.g. comparing
intelligence between literate humans and illiterate animals), and also operationalizing a measure that
accurately compares mental ability across different species and contexts.

Artificial intelligence
Artificial intelligence (or AI) is both the intelligence of machines and the branch of  computer
science which aims to create it, through "the study and design of intelligent agents" or "rational agents",
where an intelligent agent is a system that perceives its environment and takes actions which maximize
its chances of success. Kaplan and Haenlein define artificial intelligence as “a system’s ability to
correctly interpret external data, to learn from such data, and to use those learnings to achieve specific
goals and tasks through flexible adaptation”. Achievements in artificial intelligence include constrained
and well-defined problems such as games, crossword-solving and optical character recognition and a
few more general problems such as autonomous cars. General intelligence or strong AI has not yet
been achieved and is a long-term goal of AI research. Among the traits that researchers hope
machines will exhibit are reasoning, knowledge, planning, learning, communication, perception, and the
ability to move and to manipulate objects. In the field of artificial intelligence there is no consensus on
how closely the brain should be simulated.

Theory of multiple intelligences

The theory of multiple intelligences differentiates human intelligence into specific 'modalities', rather
than seeing intelligence as dominated by a single general ability. Howard Gardner proposed this model
in his 1983 book Frames of Mind: The Theory of Multiple Intelligences . According to the theory, an
intelligence 'modality' must fulfill eight criteria:
1. potential for brain isolation by brain damage
2. place in evolutionary history
3. presence of core operations
4. susceptibility to encoding (symbolic expression)
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5. a distinct developmental progression

6. the existence of savants, prodigies and other exceptional people
7. support from experimental psychology
8. support from psychometric findings

Gardner proposed eight abilities that he held to meet these criteria:

1. musical-rhythmic,
2. visual-spatial,
3. verbal-linguistic,
4. logical-mathematical,
5. bodily-kinesthetic,
6. interpersonal,
7. intrapersonal,
8. naturalistic

Intelligence Modalities

Musical-rhythmic and harmonic

This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical
intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play
musical instruments, and compose music. They have sensitivity to rhythm, pitch, meter, tone, melody or
timbre.

Visual-spatial
This area deals with spatial judgment and the ability to visualize with the mind's eye. Spatial ability is
one of the three factors beneath g in the hierarchical model of intelligence.

Verbal-linguistic
People with high verbal-linguistic intelligence display a facility with words and languages. They are
typically good at reading, writing, telling stories and memorizing words along with dates.  Verbal ability is
one of the most g-loaded abilities. This type of intelligence is measured with the Verbal IQ in WAIS-IV.

Logical-mathematical
This area has to do with logic, abstractions, reasoning, numbers and critical thinking. This also has to
do with having the capacity to understand the underlying principles of some kind of causal
system. Logical reasoning is closely linked to fluid intelligence and to general intelligence (g factor).

Bodily-kinesthetic
The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the
capacity to handle objects skillfully. Gardner elaborates to say that this also includes a sense of timing,
a clear sense of the goal of a physical action, along with the ability to train responses. People who
have high bodily-kinesthetic intelligence should be generally good at physical activities such as sports,
dance and making things. Gardner believes that careers that suit those with high bodily-kinesthetic
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intelligence include: athletes, dancers, musicians, actors, builders, police officers, and soldiers.

Although these careers can be duplicated through virtual simulation, they will not produce the actual
physical learning that is needed in this intelligence.

Interpersonal
In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to
others' moods, feelings, temperaments, motivations, and their ability to cooperate in order to work as
part of a group. According to Gardner in How Are Kids Smart: Multiple Intelligences in the Classroom ,
"Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other
people..." Those with high interpersonal intelligence communicate effectively and empathize easily with
others, and may be either leaders or followers. They often enjoy discussion and debate." Gardner has
equated this with emotional intelligence of Goleman. Gardner believes that careers that suit those with
high interpersonal intelligence include sales persons, politicians,
managers, teachers, lecturers, counselors and social workers.

Intrapersonal
This area has to do with introspective and self-reflective capacities. This refers to having a deep
understanding of the self; what one's strengths or weaknesses are, what makes one unique, being able
to predict one's own reactions or emotions.

Naturalistic
Not part of Gardner's original seven, naturalistic intelligence was proposed by him in 1995. "If I were to
rewrite Frames of Mind today, I would probably add an eighth intelligence – the intelligence of the
naturalist. It seems to me that the individual who is readily able to recognize flora and fauna, to make
other consequential distinctions in the natural world, and to use this ability productively (in hunting, in
farming, in biological science) is exercising an important intelligence and one that is not adequately
encompassed in the current list." This area has to do with nurturing and relating information to one's
natural surroundings. Examples include classifying natural forms such as animal and plant species and
rocks and mountain types. This ability was clearly of value in our evolutionary past as hunters,
gatherers, and farmers; it continues to be central in such roles as botanist or chef. This sort of
ecological receptiveness is deeply rooted in a "sensitive, ethical, and holistic understanding" of the
world and its complexities – including the role of humanity within the greater ecosphere.

Existential
Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential" intelligence
may be a useful construct, also proposed after the original 7 in his 1999 book. The hypothesis of an
existential intelligence has been further explored by educational researchers.

Additional intelligences
On January 13, 2016, Gardner mentioned in an interview with BigThink that he is considering adding
the teaching-pedagogical intelligence "which allows us to be able to teach successfully to other
people". In the same interview, he explicitly refused some other suggested intelligences like humor,
cooking and sexual intelligence. Professor Nan B. Adams (2004) argues that based on Gardner's
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definition of Multiple Intelligences, digital intelligence - a meta-intelligence composed of many other

identified intelligences and stemmed from human interactions with digital computers - now exists.

Physical intelligence
Physical intelligence, also known as bodily-kinesthetic intelligence, is any intelligence derived through
physical and practiced learning such as sports, dance, or craftsmanship. It may refer to the ability to
use one's hands to create, to express oneself with one's body, a reliance on tactile mechanisms and
movement, and accuracy in controlling body movement. An individual with high physical intelligence is
someone who is adept at using their physical body to solve problems and express ideas and
emotions. The ability to control the physical body and the mind-body connection is part of a much
broader range of human potential as set out in Howard Gardner’s theory of Multiple Intelligences.

Theory
A professor of Education at Harvard University, developmental psychologist Howard Gardner, outlined
nine types of intelligence, including spatial intelligence and linguistic intelligence among others. His
seminal work, Frame of Mind, was published in 1983 and was influenced by the works of Alfred
Binet and the German psychologist William Stern, who originally coined the term 'Intelligence quotient'
(IQ). Within his paradigm of intelligence, Gardner defines it as being “the ability to learn” or “to solve
problems,” referring to intelligence as a “bio-psychological potential to process information”.  He
suggested that each individual may possess all of the various forms of intelligence to some extent, but
that there is always a dominant, or primary, form. Gardner granted each of the different forms of
intelligence equal importance, and he proposed that they have the potential to be nurtured and so
strengthened, or ignored and weakened. There have been various critiques of Gardner's work,
however, predominantly due to the lack of empirical evidence used to support his thinking.
Furthermore, some have suggested that the ‘intelligences' refer to talents, personality, or ability rather
than a distinct form of intelligence.
Impact on Education
Within his Theory of Multiple Intelligences, Gardner stated that our “educational system is heavily
biased towards linguistic modes of intersection and assessment and, to a somewhat lesser degree,
toward logical quantities modes as well". His work went on to shape educational pedagogy and
influence relevant policy and legislation across the world; with particular reference to how teachers
must assess students’ progress to establish the most effective teaching methods for the individual
learner. Gardner's research into the field of learning regarding bodily kinesthetic intelligence has
resulted in the use of activities that require physical movement and exertion, with students exhibiting a
high level of physical intelligence reporting to benefit from 'learning through movement' in the classroom
environment.

How to Make Decisions

Making the Best Possible Choices
Imagine that your company has been expanding rapidly over the past 12 months. Sales are up 50
percent, but costs and overheads have also increased, so your operating profit has fallen. Decisions
need to be made – and fast! But first you’re going to need to consider your options...
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We make decisions every single day. As we explore in this article and video, you'll see that some
decisions are simple, others are more complex.

Some of your decisions will be so routine that you make them without giving them much thought. But
difficult or challenging decisions demand more consideration. These are the sort of decisions that
involve:
 Uncertainty – Many of the facts may be unknown.
 Complexity – There can be many, interrelated factors to consider.
 High-risk consequences – The impact of the decision may be significant.
 Alternatives – There may be various alternatives, each with its own set of uncertainties and
consequences.
 Interpersonal issues – You need to predict how different people will react.

When you’re making a decision that involves complex issues like these, you also need to engage your
problem-solving, as well as decision-making skills. It pays to use an effective, robust process in these
circumstances, to improve the quality of your decisions and to achieve consistently good results.

This outlines one such process for combining problem-solving and decision-making strategies when
making complex decisions in challenging situations.

A Systematic Approach for Making Decisions

In real-life business situations, decisions can often fail because the best alternatives are not clear at the
outset, or key factors are not considered as part of the process. To stop this happening, you need to
bring problem-solving and decision-making strategies together to clarify your understanding.

A logical and ordered process can help you to do this by making sure that you address all of the critical
elements needed for a successful outcome.

Working through this process systematically will reduce the likelihood of overlooking important factors.
Our seven-step approach takes this into account:
1. Create a constructive environment.
2. Investigate the situation in detail.
3. Generate good alternatives.
4. Explore your options.
5. Select the best solution.
6. Evaluate your plan.
7. Communicate your decision, and take action.

We had just finished the discussion on intellectual attributes of personality. Let’s now
move on to the next higher level of activities or exercises that demonstrate your
potential skills/knowledge of what you have learned.
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V. ANALYSIS, APPLICATION AND EXPLORATION:

Name: GUILING, JENNILYN Year and Section: BSHM-1139

Internet Exercises:
Search and watch “What Gardner’s Theory of Multiple Intelligences” on YouTube or you may read
related literature / journal about “Gardner’s Theory of Multiple Intelligences”.

Answer the following questions:

1. How does Howard Gardner’s theory change what you think of intelligence?
-Howard Gardner’s theory of multiple intelligences proposes that people are not born with all of
The intelligence they will ever have. This theory challenged the traditional notion that there is one
Single type of intelligence,. Sometimes known as “g” for general intelligence, that only focuses on
Cognitive abilities

2. Have you seen evidence the theory changed in education or the definition of intelligence?
How?
-Major Theories Include Sternberg’s triachic theory,Gardners theory of multiple in telligences,
And Piaget Theory of development. Biological theories emphasize the relationship Between
Intelligence, and the brain and its function
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Finally, let’s WRAP UP the lesson regarding what we had discussed today!

VI. GENERALIZATION:

Name: GUILING, JENNILYN Year and Section: BSHM-1139

1. What value does our society put on intelligence?

- Society values and utilizes all people with all human attributes. Ideally, each person would have equal
amounts of all of the human attributes instantly, but mental function and social absorption take time to
mature in humans. Intelligence is just one of many attributes desired in humans by society. This is
because intelligence is the ability to acquire knowledge and utilize that knowledge or to learn a skill and
apply that skill, which is very valuable in society for it’s ability to learn what needs to be done and do it.

GOOD JOB!

You have come to an end of Module 8

OOPS! By the way, you still have an assignment to do. Here it is…

VII. ASSIGNMENT:

Name: GUILING, JENNILYN Year and Section: BSHM-1139

1. The time that you make a decision can determine the outcome of your destiny. The decisions you
make today will determine who you are tomorrow. You may watch an inspirational video “Make a
decision” on YouTube for your reference.
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What is your realizations or feelings about life during this time of Covid-1- Pandemic?
-I realized that life isn’t Ready because All of us are Suffering The Disease

How will you rebuild yourself in spite of the underlying life situations?
-Afraid but happy because we are with my family together during The pandemic. Take care of Yourself
because the opponent virus is cannot See

After your long journey of reading and accomplishing the module, let us now
challenge your mind by answering the evaluation part of this module.

VIII. EVALUATION:

Name: GUILING, JENNILYN Date: _____________________

Year and Section: BSHM-1139 Score: ____________________

MULTIPLE CHOICE: Encircle the letter of the correct answer.

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1.D It can be described as the ability to perceive or infer information and to retain it as knowledge to
be applied towards adaptive behaviors within an environment or context.
A. Attitude
B. Aptitude
C. Emotions
D. Intelligence

2. D The word "Intelligence" derives from the Latin nouns intelligentia or intellēctus, which in turn stem
from the verb intelligere meaning ____________.
A. to comprehend or perceive
B. to think or procrastinate
C. to read or write
D. to emote or feel

3. B He defines intelligence as an aggregate or global capacity of the individual to act purposefully, to

think rationally, and to deal effectively with his environment.
A. Alfred Binet
B. David Wechsler
C. Lloyd Humpreys
D. Howard Gardner

4. C It is the intellectual power of humans which is marked by complex cognitive feats and high levels
of motivation and self-awareness.
A. Non-human animal intelligence
B. Plant intelligence
C. Human intelligence
D. Artificial intelligence

5. B It is a psychometric construct that summarizes the correlations observed between an individual's

scores on a wide range.
A. Plant intelligence
B. General factor
C. Artificial intelligence
D. Multiple intelligence

6. D It differentiates human intelligence into specific modalities rather than seeing intelligence as

dominated by a single general ability.
A. g factor of intelligence
B. intelligence modalities
C. visual spatial
D. Theory of multiple intelligences

7. A They are typically good at reading, writing, telling stories and memorizing words along with dates.
A. Verbal linguistic
B. Logical mathematical
C. Bodily kinesthetic
D. Interpersonal
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8. C This refers to having a deep understanding of the self, what one's strengths or weaknesses and
what makes one unique.
A. Naturalistic
B. Existential
C. Intrapersonal
D. Interpersonal

9. D It is any intelligence derived through physical and practiced learning such as sports, dance, or
craftsmanship.
A. Emotional intelligence
B. Artificial intelligence
C. Intelligence quotient
D. Bodily kinesthetic intelligence

10. B He suggests that theories which overemphasize the autonomy of the domains are as simple as
the theories that overemphasize the role of general intelligence and ignore the domains.
A. Howard Gardner
B. Andreas Demetriou
C. Alan S. Kaufman
D. Linda Gottfredson

CONGRATULATIONS on reaching the end of this module! You

may now proceed to the next module. Don’t forget to submit all the
exercises, activities, portfolio, etc. during face to face.