Week 9 Guest lecturer Flashcards
Explicit Theories of Int
Developed by experts in the field
Validated with research
Generally informed by implicit theories
When did the concept of intelligence arise?
Early concept, Gall 1758-1828,
Phrenology (the detailed study of the shape and size of the cranium as a supposed indication of character and mental abilities.)
Purposes of int testing
- assist in determining giftedness
- assess cognitive or intellectual impairment
- identify certain types of learning disabilities
- provide evidence or eligibility for school support/funding/disability support/forensic context
- assess intellectual ability following the onset of dementia, substance abuse, disease process, and trauma to the brain
Who started measuring intelligence back in the day?
The big players were Binet (1857-1911) and Simon
- reaction time
- language skills
- reasoning
- memory
Spearman (1863-1945)
- mental energy
- psychometric g, underlying mental ability
- specific ability tests correlate with g
- spearman’s two factor model (one general ability (g) and the many specific abilities (s) it gives rise to)
Stanford-Binet Intelligence Scale
Terman (stanford uni) revised Binet’s scale in 1916
Stanford-binet Intelligence Scale was born.
- many revisions
- widely used
- wider age range
- performance range from impaired to gifted
- coined Intelligence quotient
2-85+
Wechsler Intelligence Scales
1930 Wechsler-Bellvue for psychiatric patients 1949 WISC (children) - 5 indices 1955 WAIS (adults) - 4 indices 1967 WPPSI (very young children)
then many revisions of these three scales
- wechsler critical of binet scales because child items used for adults
- coined deviation IQ M=100 SD=15, can be converted into percentiles.
- included non-verbal skills
What are the intelligence scales used today?
- Stanford-Binet Intelligence scale
2. Wechsler intelligence scales for measuring intellectual functioning in children, adults and very young children
Models of Intelligence (7)
- Thurstone’s Multiple Mental Abilities
- Guildford’s Structure of Intellect
- Vernon’s Hierarchical view of Intelligence
- Cattell’s two-factor theory
- Cattell, Horn and Carroll (CHC)’s extension of Gf Gc model
- Piaget’s Cognitive Developmental Theory
- Gardner’s Theory of Multiple Intelligences (2006)
- Thurstone’s Multiple Mental Abilities
Thurstone (1187-1955): Multiple Mental Abilities Seven primary mental abilities 1.Verbal comprehension 2.Reasoning 3.Perceptual speed 4.Numerical ability 5.Word fluency 6.Associative memory 7.Spatial visualisations
Similar to spearman’s theories but Thurstone emphasised s while spearman emphasised g.
- Guildford’s Structure-of-Intellect
Guilford 1897-1987 Structure of Intellect Model
- No ‘general factor’
- 150 intellectual abilities (dramatically expanded the number of factors)
- OPERATIONS: general intellectual processes we use in understanding (evaluation, memory, cognition etc)
- CONTENTS: what we use to perform our thinking process (visual, auditory, symbolic, affective)
- PRODUCT: How we apply the content (categories, single unit of info, systems, units, relations, transformations, implications)
Criticized but he did start to include divergent/creative thinking into the intelligence model picture.
- Vernon’s Hierarchical view of Intelligence
Vernon (1905-1987)
- Incorporated Spearman’s g and Thurstone’s primary mental abilities into a hierarchical model.
At the top of the hierarchy, Vernon places that ‘G’ factor or the general cognitive factor.
At the next level he places two MAJOR group factors, verbal-educational (v: ed) and practical-mechanical (k: m.) aptitudes.
Then MINOR group factors which are clusters of SPECIFIC abilities, the lowest level of the hierarchy.
Hierarchy model diffused some of the controversy around the idea of intelligence testing.
- Cattell’s two-factor theory
Cattell (1905-1998)
- FLUID GF INTELLIGENCE (the culturally free portion of intelligence with which we are innately born.
- Crystalised intelligence (gc) (acquired as we learn, and affected by our experiences, schooling, culture and motivation.
Crystalised int increases with age and fluid declines slightly as we age.
- Cattell, Horn and Carroll (CHC)’s extension of Gf Gc model (8 things)
Extension of Gf Gc model
- GF fluid int
- Gq - quantitative knowledge
- Gc - crystalised int
- Grw - reading and writing
- Gsm - Short term memory
- Gv - visual processing
- Glr - long-term retrieval
- Gs - processing speed
- CDS - correct decision speed
Also can be hierarchical
- g is stratum III (general)
- Gf, Gc, Gv etc is stratum II (broad)
- and then they each have their own stratum I (narrow) components e.g. Gf = f11, f2, f3 etc.
- Piaget’s Cognitive Developmental Theory
Developmental model.
Stages: sensorimotor (birth to age 2), preoperational (age 2 to age 7), concrete operational (age 7 to age 11), and formal operational (age 11+, to adulthood).
Two major concepts:
Assimilation: incorporating new stimuli or information into existing cognitive schemas/structures
Accommodation: creating new cognitive structures/schemas and/or behaviours from new stimuli
Gardner’s Theory of Multiple Intelligences (2006)
Based on research of brain damaged individuals, and on the brain, evolution, genetics, psychology and anthropology.
Nine intelligences: 1. Verbal-linguistic 2. Interpersonal intelligence 3. Mahematical-Logical 4. Instrapersonal Intelligence 5. Musical 6. Naturalist 7. Vusual-spatial 8 Existential Intelligence 9. Bodily-Kinesthetic (not yet confirmed)
