Objective IV: Theories of the Definition, Structure, and Contributing Factors of Intelligence Flashcards
Common themes across experts
abstract thinking, problem solving, learning, remembering, adapting to the world
Multifactor theories (American camp)
Thorndike, Thurstone, Guilford, Cattel, Horn; maintains that intelligence is a composite of a number of independent abilities, such as a mathematical, mechanical and verbal faculties; if it exists at all, g only has an indirect influence through other factors, and is not important (Ex: Cattel’s theory of fluid & crystalized IQ)
General and specific factor theories (British camp)
Spearman, Vernon, Carroll; g exists, has a direct influence on lower level factors, and is the most important aspect of intelligence (Ex: Carroll’s 3 Stratum Theory)
g
General mental ability (i.e., general intelligence); composed of smaller components; supported by correlation among performance on multiple cognitive tasks/tests (i.e., the positive manifold); factor analysis that shows a dominant first order factor; controversial
The Mutualism Hypothesis
Alternative explanation (from g) for the “positive manifold” in cognitive tasks; development of one cognitive process spurs development of others, creating correlations between the cognitive processes and the tests that measure them
Fluid IQ
(Gf); ability to solve novel problems & learn; low cultural influence, high biological influence; uses less stored information; some support for (Gf)=working memory
(Gc) Crystalized IQ
storehouse of knowledge & learned operations; high cultural and educational influence; developed through fluid intelligence, but may differ in trajectory over lifetime
Cattel-Horn Model
Developed in response to believing Cattell’s model was missing aspects of intelligence; Expanded Cattell’s model from just (Gc) and (Gf) to include quantitative knowledge, short-term memory, visual processing, auditory processing, long-term retrieval, processing speed, correct decision speed, reading/writing; Notice does not include g factor in this model; Fluid intelligence=nonverbal mental efficiency
Carroll’s Three-Stratum Theory of Cognitive Abilities (Carroll’s Model)
G factor in this model (main difference from Cattell-Horn model); Reading and writing is also considered narrow compared to broad stratum in the Cattell-Horn model; Three-stratum theory: General stratum= G (general intelligence) -> Broad stratum= all of the Gf, Gc, Gv, Gs, etc -> narrow stratums= 69 narrow abilities analyzed by Carroll
CHC Theory
Integration of Gf-Gc theory (Cattell, Horn) with Carroll’s 3 stratum theory; intended to help clinicians explain how and why people differ in their cognitive abilities; questions regarding the existence and clinical utility of “broad” abilities
Sternberg’s Triarchic Theory
Three aspects of “successful intelligence”: Analytic, creative and practical; only analytic measured by most tests; creative and practical moderately correlated with analytic & provide additional predictive information
Gardener’s Multiple Intelligences
Believes in multiple intelligences, but that only some are valued by school systems and even society in general; Associated with emotional intelligence (i.e. spiritual, interpersonal); some are stronger for one person and vice versa; There are relatively autonomous, or independent, competencies or types of intelligence; Linguistic, musical, logical, spatial, bodily-kinesthetic, intrapersonal, interpersonal, (spiritual, existential, pedogeological; tentative)
What is not measured by IQ tests?
Wisdom: insights and ability to solve complex real-world problems; Expertise: Knowledge and skills in a specific domain; Ability to perform everyday tasks: Making meals, remembering to take medicine; Emotional Intelligence: Ability to understand/control self/others
