Intelligence And Learning Assignment
Intelligence And Learning Assignment
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Creativity, Intelligence, Memory And Learning Assignment
Details:
Creativity, intelligence, memory, and learning are interrelated. In this assignment, you will explore the interrelations of these ideas and predict how they can best be harnessed to enhance student outcomes.
1) Use the following information to ensure successful completion of the assignment:
a) This assignment uses a grading rubric.
b) Include two scholarly resources, other than those in the assigned readings, with appropriate references and in-text citations.
c) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
2) Write a paper in which you do the following:
a) Analyze the interrelation of creativity, intelligence, memory, and learning.
b) Describe how this interrelation can be exploited to enhance student learning outcomes.
Although learning and intelligence can be conceptually distinguished in terms of formal definitions and measurements, a review of evidence on the relationship between individual differences in measures of learning and of intelligence suggests that no clear distinction can be made between the cognitive processes that
The historical separation of the study of learning and of intelligence is seen as an anomaly in the development of scientific psychology. Although learning and intelligence can be conceptually distinguished in terms of formal definitions and measurements, a review of evidence on the relationship between individual differences in measures of learning and of intelligence suggests that no clear distinction can be made between the cognitive processes that contribute to individual differences in these two definitionally different realms. Problems of measurement and methodology in the study of individual differences in learning have often contributed to misleading results and conclusions. The results of proper analyses are consistent with the conclusion that performance on learning tasks and on conventional tests of intelligence, or IQ, both reflect common factors, principally Spearman’s g, or the general factor common to all cognitive abilities. There is no evidence of a general factor of learning ability independent of g. It is argued that the observed correlations between individual differences in learning and in g can best be understood from the viewpoint of information processing theory, in particular, in terms of individual differences in the speed of operation of the various components of the