Definitions of Intelligence in Psychology

<p>Managing theoretical and symbolic ideas (D)</p> Signup and view all the answers

<p>Multiple specific intelligences. (D)</p> Signup and view all the answers

<p>Concrete intelligence is involved with abstract reasoning. (D)</p> Signup and view all the answers

<p>Effective communication (D)</p> Signup and view all the answers

<p>Concrete intelligence (C)</p> Signup and view all the answers

<p>Fluid intelligence and crystallized intelligence (C)</p> Signup and view all the answers

<p>The ability to judge well, reason effectively, and understand deeply. (B)</p> Signup and view all the answers

<p>It declines as cognitive flexibility diminishes (D)</p> Signup and view all the answers

<p>The first intelligence test to identify children needing extra support. (C)</p> Signup and view all the answers

<p>Accumulated knowledge and skills over time (D)</p> Signup and view all the answers

<p>A broad underlying cognitive capacity. (A)</p> Signup and view all the answers

<p>He introduced the intersection of nature and nurture (D)</p> Signup and view all the answers

<p>Specific abilities related to particular tasks or domains. (D)</p> Signup and view all the answers

<p>The Cattell-Horn-Carroll (CHC) Theory (A)</p> Signup and view all the answers

<p>Intelligence is a dynamic trait that can grow with experience. (B)</p> Signup and view all the answers

<p>Ability to solve pattern recognition problems (D)</p> Signup and view all the answers

<p>'g' is the foundation, while 's' factors explain specific performances. (B)</p> Signup and view all the answers

<p>It typically remains stable or improves with age (C)</p> Signup and view all the answers

<p>It is essential for developing both fluid and crystallized intelligence (C)</p> Signup and view all the answers

<p>The ability to solve real-world problems and adapt. (C)</p> Signup and view all the answers

<p>Intelligence is a fixed trait with no potential for growth. (C)</p> Signup and view all the answers

The idea that intelligence is not a single, general ability but a collection of distinct skills, each serving a specific purpose.

A theory that posits intelligence comprises three key types: social, concrete, and abstract intelligence.

The ability to understand, interact with, and relate effectively to others. It involves interpreting social cues, fostering communication, and building meaningful relationships.

The ability to understand and manipulate physical objects. It involves practical, hands-on skills like using tools, solving mechanical problems, or engaging in craftsmanship.

The ability to think symbolically and manage theoretical or conceptual ideas. It includes skills in math, logic, and abstract reasoning.

A general factor of intelligence that influences performance across various cognitive tasks.

A theory proposed by Charles Spearman, suggesting a single, general intelligence factor (g) that underlies all intellectual abilities.

The debate surrounding whether intelligence is a single, general ability or a collection of distinct, specialized skills.

A type of intelligence that reflects the ability to think abstractly, solve novel problems, and adapt to new situations without relying on prior knowledge or experience. It represents innate cognitive capabilities like pattern recognition, logical reasoning, and problem-solving.

A type of intelligence that is grounded in accumulated knowledge, skills, and experiences over time. It encompasses abilities like vocabulary, cultural understanding, and factual knowledge shaped by education, environment, and personal experiences.

A theory proposed by Raymond Cattell that distinguishes between two primary types of intelligence: fluid intelligence (Gf) and crystallized intelligence (Gc). It expanded upon Spearman's 'g factor' by dividing general intelligence into complementary components.

Fluid intelligence peaks in early adulthood and tends to decline with age, while crystallized intelligence typically remains stable or even improves with age.

The theory that cognitive performance is influenced by both innate abilities (fluid intelligence) and learned knowledge (crystallized intelligence), highlighting the interplay between nature and nurture.

A comprehensive framework for understanding intelligence that incorporates multiple intelligence factors, including fluid and crystallized intelligence, as well as other cognitive abilities.

The ability to think abstractly, solve novel problems, and adapt to new situations without relying on prior knowledge or experience.

The ability to use accumulated knowledge, skills, and experiences to solve problems and navigate familiar situations.

Alfred Binet saw intelligence as a multifaceted ability that helps people solve problems and make smart choices. He believed that intelligence is not fixed, but can grow with learning and experience. Binet's work led to the first intelligence tests, aiming to identify children needing extra help in school, not to label people.

Charles Spearman proposed the existence of a 'g' factor, representing general intelligence, and 's' factors representing specific abilities. The 'g' factor is a broad, underlying mental capacity that influences performance across various intellectual tasks. This factor reflects an individual's overall cognitive efficiency and problem-solving skills.

Spearman believed that while specific abilities ('s' factors) are important for individual tasks, a dominant 'g' factor is the foundation of intellectual activity. It influences overall performance across different intellectual tasks.

Spearman's theory suggested that intelligence isn't just a set of specific skills, but a broader cognitive capacity underlying performance across various intellectual tasks.

Binet focused on practical intelligence, emphasizing individuals' ability to solve real-world problems, think critically, and adapt to different situations. He believed that intelligence is about potential and growth

Binet's perspective emphasized the importance of adaptability in intelligence. He believed that intelligence is not fixed but grows as an individual learns and encounters new challenges.

Spearman's work contributed significantly to our understanding of intelligence by highlighting the role of a general intelligence factor ('g') that influences overall cognitive ability.

Both Binet and Spearman provided different yet valuable perspectives on intelligence, highlighting different facets and mechanisms. Binet emphasized practical adaptability, while Spearman focused on a general cognitive capacity. These contributions advanced our understanding of the complexities of intelligence.