Intelligence Theories Flashcards
Intelligence
“The term denotes that combination of abilities required for survival and advancement within a particular culture” ANASTASI(1992)
John Carlyle Raven
1938 progressive matrices/ non-verbal problems/ abstract reasoning
Factor analysis
Examine the relationships between a number of intelligences and look for underlying patterns and structures
SIR FANCIS GALTON
1865/ humans differ in intelligence/ reaction time/ sight and hearing/ ability to distinguish colours
Alfred Binet
1905- first intelligence test/ binet-simon scale
Verbal comprehension index - similarities(SI)
The child is presented with two words that present common objects or concepts and describe how they are similar
Verbal comprehension index - vocabulary(VC)
For picture items, the child names pictures that are displayed in the stimulus book. For verbal items, the child gives definitions for words that the examiner reads aloud
Verbal comprehension index - comprehension(CO)
The child answers questions based on their understanding of general principles and social situations
Verbal comprehension index - Information(IN)
The child answers questions that address a broad range of general knowledge topics
Verbal comprehension index - word reasoning( WR)
The child identifies the common concept being described in a series of clues
Perceptual reasoning index - Block design(BD)
While viewing a constricted model or picture in the stimulus book, the child uses red and white blocks to recreate this design within a specified time limit
Perceptual reasoning index - picture concepts(PC)
The child is presented with 2 or 3 rows of pictures and chooses one picture from each row to form a group with a common characteristic
Perceptual reasoning index - picture completion(PCM)
The child views a picture and then points to or names the important part missing within a specified time limit
Working memory index
For digit span forward, the child repeats numbers in the same order as presented aloud by the examiner. For digit span backward, the child repeats numbers in the reverse order that presented aloud by the examiner
Thurstone and primary mental abilities
Applied factor analysis to items making up intelligence tests, discovered several broad group factors
Cattell: discovered two major factors
- Fluid intelligence: non-verbal & culture free form of intelligence
- Crystal intelligence: learned through the investment of fluid intelligence in cultural settings
Gardner
proposed that people were much more complex than standard testing suggested. He argued that traditional intelligence tests favored logical and mathematical people, but that different people had different strengths. (Gardner, 1983; 1998; Gardner et al. 1996)
Multiple intelligence types
- Linguistic and verbal intelligence
- Logical intelligence
- Spatial intelligence
- Body/ movement intelligence
- Musical intelligence
- Interpersonal intelligence
- Intrapersonal intelligence
- Naturalist intelligence
- Existentialist intelligence
Linguistic and verbal intelligence
Good with words
Logical intelligence
Good with maths and logic problems
Spatial intelligence
Good with pictures and images and “finding
Body/movement intelligence
Good with sports and movement and are highly coordinated
Musical intelligence
Good with music and rhythm
Interpersonal intelligence
Good with people and communication
Intrapersonal intelligence
Good at contemplating and analysing things
Naturalist intelligence
Good at understanding nature
Existentialist intelligence
Understanding one’s surroundings. Linked to spiritual thinking / “a concern with ultimate life issues”
Theory of multiple intelligence
The different intelligences rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems.
Robert Sternberg
Triarchic Theory of Intelligence (1085, 1988)/Recognizes that intelligence is not solely about academic success but also about practical adaptation and creativity.
Triarchic Theory of intelligence (1085,1988)
Sternberg believes that if intelligence is properly defined & measured it will translate to real-life success
Analytical Intelligence
as measured by academic problem solving, analogies and puzzles. Sternberg considers this reflects how an individual relates to his internal world.
Metacomponents
control, monitor and evaluate cognitive processing.
Higher order processes
order and organise the performance components/ Used to analyze problems and pick a strategy for solving them
Knowledge acquisition components
the processes used in gaining and storing new knowledge - i.e., capacity for learning.
Creative Intelligence
involves insights, synthesis and the ability to react to novel situations and stimuli/ reflects how an individual connects the internal world to external reality.
Practical Intelligence
involves the ability to grasp, understand and deal with everyday tasks. This is the contextual aspect of intelligence and reflects how the individual relates to the external world about him or
critique of Gardner’s Theory of Multiple Intelligences
Ongoing debates about the inclusivity and accuracy of standardized testing.
Nuanced Understanding
Highlights the need for a nuanced understanding of intelligence that goes beyond a singular factor.
Definition of Intelligence/ components
Definition: Intelligence can be defined as the ability to acquire, understand, and apply knowledge and skills in various situations.
Components: It involves cognitive abilities, problem-solving skills, learning capacity, and adaptability.
General Intelligence (Spearman’s Concept)
Spearman proposed the idea of “general intelligence” suggesting that a single underlying factor influences performance across various cognitive tasks.
correlation (Spearman’s Concept)
Spearman found that individuals who performed well in one type of cognitive task tended to perform well in others.
Wechsler’s Measures of Intelligence
Wechsler’s Contribution:
David Wechsler introduced the concept of intelligence as a multifaceted construct, consisting of different components.
Wechsler’s Measures of Intelligence
Wechsler Adult Intelligence Scale (WAIS):
A widely used intelligence test that assesses verbal and performance abilities separately.
Raven’s Measures of Intelligence
Raven’s Progressive Matrices/ Non-Verbal Assessment
Raven’s Measures of Intelligence
Raven’s Progressive Matrices:
An intelligence test designed to measure abstract reasoning and fluid intelligence.
Raven’s Measures of Intelligence
Non-Verbal Assessment:
Unlike traditional intelligence tests, Raven’s focuses on non-verbal tasks, reducing language biases.
Critique of General Intelligence
Some scholars argue against the idea of a single, overarching intelligence factor, advocating for a more diverse and multi-dimensional view.
Cultural Bias: Critique of general intellegence
Critics point out that intelligence tests may have cultural biases, affecting the performance of individuals from different cultural backgrounds.
Implications and Applications of intelligence tests
Educational Settings: Intelligence tests are commonly used in educational settings to identify students’ strengths and weaknesses.
Career and Clinical Assessments: Intelligence assessments are also employed in career guidance and clinical settings to understand an individual’s cognitive abilities.
Gardner’s Theory Overview
Gardner’s Proposal: Challenges the singular intelligence concept.
Multiple Intelligences: Identifies nine distinct intelligences, including linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential
Evaluation of Gardner’s Theory
Critique: Challenges the assumption that intelligence can be captured by a single IQ score.
Diversity Emphasis: Acknowledges and values a range of cognitive strengths in individuals
Challenges to Traditional Assumptions in gardener theory
Singular IQ Score: Gardner’s theory challenges the one-size-fits-all approach of traditional intelligence measures.
Nuanced Understanding: Highlights the diverse nature of human abilities and talents
Practical Implications of Gardner’s Theory
Educational Context: Suggests a broader recognition of intelligences in teaching methods and curriculum development.
Reevaluation of Success: Encourages a redefinition of success to include various forms of excellence.
References for the Essay on Gardner’s Theory of Multiple Intelligences
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
References for the Essay on General Intelligence and Wechsler-Raven Measures
Spearman, C. (1904). “General Intelligence, Objectively Determined and Measured.” American Journal of Psychology, 15(2), 201-292.
Wechsler, D. (1955). Manual for the Wechsler Adult Intelligence Scale. Psychological Corporation.
Raven, J. C. (1938). “Statistical Methods in Educational Psychology.” British Journal of Educational Psychology, 8(3), 181-220.
General intelligence definition
“the ability to solve probems or to fashion products that are valued within one or more cultural settings” - Gardner, 1983
intelligence definition - gardner
“the ability to solve probems or to fashion products that are valued within one or more cultural settings” - Gardner, 1983
This definition shows his views on intelligence being more complex as suggested by general intelligence theorists
General intelligence definition
By applying knowledge / skills learned
Spearman’s concept of general intelligence
Theory: 2 factor theory of intelligence
2 - factor theory of intelliegense
1 - general intelligence concept Charles
spearman (1904) proposed the concept of general intelligence factor ‘g’ - reflects individuals cognitive abilities and mental energy
2- Specific factors (s): intelligence needed for specific tasks of intelligence e.g maths
Spearman’s concept of general intelligence
Theory: overview
1- general intelligence factor (g)
2- specific factors (s)
Cognitive ability is a combination of both (g) and (s) as shown using factor analysis, meaning individuals that excel in one area of intelligence tend to perform well in other areas
Spearman’s concept of general intelligence
Evaluation: strengths:
concept of general intelligence is supported by empirical evidence of (g) factor/universally applicable to different cogative tasks/ can be used for academic performance / easily assessed using IQ test
Spearman’s concept of general intelligence
Evaluation: limitations:
solely focusing on (g) factor oversimplifies the complexities of intelligence, overlooking specific factors (s) thet aren’t measured by traditional IQ tests/ doesn’t address cultural factors affecting performance
Spearman’s concept of general intelligence
Applications:
- Educational / workplace settings: IQ tests based on (g) factor concept are widely used to access or predict cognitive abilities
- Clinical settings: used to identify
cognitive impairments/ learning disabilities
Weschler’s measure of intelligence
theory:
David Weschler (1955) developed intelligence scales to measure cognitive abilities such as verbal comprehension, perpetual reasoning, working memory etc/ 2 scales the WAIS and the WISC
Weschler’s measure of intelligence
evaluation: strengths:
asses all aspects of cognitve abilities/ provides a holistic view of an individuals cognitive abilities/ tests can be interpreted to larger population/ can be used for educational purposes
Weschler’s measure of intelligence
evaluation: limitations
tests don’t include changes in cognitive abilities over time/ cultural influence on individuals perception of tasks affecting their performance
Weschler’s measure of intelligence
applications:
clinical setting - scales can be used to asses and determine individuals cognitive abilities and help form interventions for cognitive disorders or difficulties
educational setting - identifies students strengths and weaknesses in specific tasks, creating inclusive support available to students
John C. Raven’s matrices (1936, 1938)
theory:
test was refined in 1938 improving the research and its reliability and validity/ non verbal test used to measure abstract reasoning and problem solving skills/ asseses fluid intelligence by having participants match patterns
John C. Raven’s matrices (1936, 1938)
evaluation: strengths:
focuses on abstract reasoning and problem solving skills which are important aspects of cognitive tasks/ can be broadly applied to various settings/ limits language and cultural bias with is contrasted to Wechsler’s measure of intelligence
John C. Raven’s matrices (1936, 1938)
evaluation: limitations:
limited to only assessing fluid intelligence, disregarding other cognitive abilities such as memory or verbal comprehension
John C. Raven’s matrices (1936, 1938)
applications:
educational settings: quick and easy to assess students abilities.
clinical setting: evaluate cognitive ability of individuals
Gardner’s theory of multiple intelligence
Theory:
Dr Howard Gardner proposed that people were more complex than could be measured through traditional IQ testing/ rejects general intelligence theories as a single construct/ identified multiple intelligences
Gardner’s theory of multiple intelligence
Theory: multiple intelligences listed
identified multiple intelligences including linguistic and verbal, spatial, musical, logical, interpersonal, intrapersonal, existential, and naturalist intelligences
Gardner’s theory of multiple intelligence
Evaluation: strengths:
Acknowledges a broad spectrum of human abilities, more inclusive / allows for the recognition of different abilities in educational settings
Gardner’s theory of multiple intelligences
Limitations:
Limitations: Lacks standardised method of assesment / Lack of empirical evidence to back theory: / Gould (1996) examines the lack of strong Scientific evidence in Gardner’s theory, relating to methodically issues such as many different intelligences to evaluate
Gardner’s Theory of multiple intelligences
Applications:
Educational setting: Gardner’s theory has strongly impacted the educational systems through advocating for different teaching methods that cater to different learning styles /encourages individuals to further develop their skills in different areas.
