Introduction to Theories of Intelligence

Introduction to Theories of Intelligence

• Intelligence is a complex, multifaceted concept involving learning capacity, problem-solving, and adaptability.
• Theories vary in perspectives on whether intelligence is a single general ability or a collection of distinct abilities.

General Cognitive Ability (g-factor)

• Proposed by Charles Spearman in 1904, the g-factor represents a single cognitive ability influencing performance across tasks.
• Spearman's Two-Factor Theory includes:
  • g-factor (General Intelligence): Universal cognitive ability affecting all tasks.
  • s-factors (Specific Abilities): Unique abilities related to specific activities or tests.
• Empirical evidence from Spearman's research found correlations among cognitive tasks, supporting the existence of a g-factor.
• Factor analysis by Spearman demonstrated that a single g factor could explain correlations among cognitive abilities.
• Criticism highlights that while g explains much variance, it does not cover all differences, prompting interest in multiple intelligences.
• Support for g includes:
  • Jensen (1998) argued g correlates with fundamental cognitive processes like processing speed and working memory.
  • Gottfredson (2002) stated g predicts real-world outcomes, including academic and job success.

Multiple Intelligences (MI)

• Proposed by Howard Gardner in 1983, the theory asserts intelligence comprises multiple distinct types linked to different human activities.
• Gardner’s Eight Intelligences include:
  • Linguistic: Sensitivity to spoken and written language.
  • Logical-Mathematical: Ability to solve logical problems and perform mathematical tasks.
  • Spatial: Skill in recognizing and manipulating spatial patterns.
  • Musical: Proficiency in musical performance and composition.
  • Bodily-Kinesthetic: Skillful use of one’s body for expression or goals.
  • Interpersonal: Capacity to understand and interact with others effectively.
  • Intrapersonal: Self-understanding and awareness of one’s feelings.
  • Naturalistic: Ability to categorize and recognize elements of nature.
• Empirical evidence for MI includes case studies demonstrating that different intelligences function independently.
• Educational applications of MI theory have led to differentiated instruction catering to individual student strengths.
• Criticism of MI focuses on:
  • Lack of robust empirical support, with many claims based on anecdotal evidence.
  • Overlap with g, as some researchers argue Gardner's intelligences resemble traditional cognitive abilities.
  • Waterhouse (2006) highlighted insufficient empirical studies validating the independence of Gardner's intelligences.

Psychometric Structure of Intelligence

• Hierarchical Models consider different levels of intelligence.
• Cattell-Horn-Carroll (CHC) Theory merges aspects of Spearman’s g and multiple intelligences into a hierarchical structure.
• CHC proposes:
  • General Intelligence (g) sits at the apex.
  • Broad Abilities comprise various categories, such as fluid intelligence (Gf) and crystallized intelligence (Gc).
  • Narrow Abilities represent specific skills under each broad ability category.
• Cattell’s Gf-Gc Theory distinguishes between:
  • Fluid Intelligence (Gf): Capacity to solve new problems and apply logic in unfamiliar situations.

Explore the various theories of intelligence, including the concept of general cognitive ability. Discover how these theories attempt to define intelligence, whether as a singular ability or a collection of distinct capabilities. This quiz will test your understanding of key theories and their implications.