Week 7 - Theories of Intelligence

Question 1

Collis & Messick (2001), chapters 2, 5, 13

Answer 1

Chapter 1: Hierarchical Models of Individual Differences
- Explores hierarchical modeling in cognitive abilities and personality.
- Resolves conflict between general ability and specialized abilities theories.
- Addresses methodological challenges and theoretical questions in hierarchical analysis.
- Discusses relationships between factors at different hierarchy levels.
- Integrates research on personality and cognitive abilities.
- Technical aspects include three ways of estimating hierarchical models: principal factor analysis, higher-order factor models, and nested-factor models.

Chapter 2: Technical Aspects of Hierarchical Modeling
- Delves into principal factors, higher-order factor models, and nested-factor models.
- Principal factors: transformation of variables into uncorrelated factors.
- Higher-order models: build hierarchy from narrow to broad factors.
- Nested-factor models: allow factors to span a range of observed variables.
- Addresses challenges in interpreting hierarchical models.
- Explores factorial invariance and the impact of test composition on general factors.

Chapter 3: Alternative Approaches in Estimating Hierarchical Models
- Examines different methods of hierarchical analysis through a case study.
- Compares confirmatory bottom-up, top-down approaches, and exploratory bottom-up approach.
- Highlights limitations of exploratory factor analysis in high-order modeling.
- Emphasizes the importance of confirmatory techniques in understanding hierarchical structures.
- Discusses the implications of different modeling approaches on understanding cognitive abilities.

Question 2

Frederickson, N. (1986). Toward a broader conception of human intelligence. In Sternberg and Wagner (Eds.), Practical intelligence: Nature and origins of competence in the everyday world (pp. 84 – 116). London: Cambridge University Press.

Answer 2

It is argued that the typical psychometric model of human intelligence is limited because the data base fails to take account of the many manifestations of intelligent behavior that are displayed in the world outside the testing room. The data for factor-analytic studies of intelligence are generally restricted to scores on academic tests that employ only the multiple-choice format and are administered under standard conditions. A review of research studies involving tests that simulate real-world problem situations suggests that the cognitive processes involved in taking a test are influenced not only by test format, but also by the situation or setting in which the test is administered and by such personal characteristics as the examinee’s level of expertise. The structure of intelligence of the future may not be a static model, but one that varies as subjects change and as circumstances are altered.

Question 3

Sternberg, R. J., & Grigorenko, E. L. (2006). Cultural intelligence and successful intelligence. Group & Organization Management, 31(1), 27 – 39.

Answer 3

• Intelligence is inseparable from its cultural context; cross-cultural understanding is essential.
• Successful intelligence integrates adapting, shaping, and selecting environments.
• Cultural intelligence varies across cultures, influencing the assessment of intelligence.
• Western emphasis on speed and analytical skills contrasts with other cultures’ focus on social competence and practical knowledge.
• Implicit theories of intelligence differ globally, highlighting cultural divergences in valuing cognitive, social, and practical abilities.
• Practical intelligence in indigenous and rural contexts often diverges from Western academic intelligence metrics.
• Dynamic testing, considering feedback and learning potential, offers a culturally sensitive approach to assessing intelligence.
• Health and socioeconomic factors can significantly impact cognitive abilities and test performance.
• Practical intelligence, reflecting real-world skills, may predict life success better than conventional intelligence measures.