intelligence theories

major theories of intelligence

psychometric approach

cognitive/sociocultural approach

theories

1. Psychometric theories of intelligence

2. Cognitive theories of intelligence

3. Eclectic theories of intelligence

4. Dynamic assessment theories of intelligence

5. Theories of emotional intelligence

6. Sociocultural theories and cultural intelligence

eclectic

draw ideas form many dif approaches

eg howard garnder multiple-intelligence theory

sociocultural theories

learning is a social process→ socialisation is a nb factor for cogntive development

nb to understand an indivuals intel. in the context of their culture

cultural intel.

the ability to interact effectively across cultural contexts

psychometric approach

the what

focuses on structure and meausrement of abiltities

use statistical methods to identify mental patterns

psycho eg

spearmans two factor thery

thurstones primary mental abilities

cattel horn carrol (CHC) theory

carrolls three-stratum model

cognitive and sociocultural approaches

the how and where

focus on mental processes and the environmental context on intellifent behabior

cog eg

sternbergs triarchic theory

garnders multiple intelligences

vygotskys theory

emotional intelligence

cultual intelligance

spearmans two factor theory

intelligence = general intelligence (g) + specific abilities (s)

g - the core of intelligence — impacts performance on all cognitive tasks — predictor of academic and job success

s - unique to certain activities

spearmans positive manifold

noticed that people who do well in one mental test tend to do well in others

thurstones primary mental abilities

contests that there was weak evidence for g — weak correlation between diff tasks

broke down g into seven different mental abilities

7 mental abilities

so volunteer when no people register, Ruby

1. Space: reasoning about visual scenes

2. Verbal comprehension

3. Word fluency

4. Number facility: dealing with numbers

5. Perceptual speed: recognizing visual patterns

6. Rote memory: memorization

7. Reasoning: dealing with novel problems

horn-cattels 2-factor theory

split g into 2 subcompenets: crystallized and fluid intelligence

fluid intelligence

Gf

solving novel proelms and idenitfying patterns

declines with age

crystallized intelligence

Gc

accumulated knowlegde and experience

stable or increases iwith age

cattel-horn-carrol (CHC) 3 stratum model

current domiant model

A hierarchical structure with g at the top (Stratum III),

8 (incl. gf+gc) broad abilities (Stratum II),

and many narrow skills (Stratum I).

sternberg triarchic theory

psychologoical processes + the forms intelligence takes

divides cognitive processes into 3

metacomponents, performance ocmpenets, knowledge-acquisitiion components

metacomponents

higher order processes

plan and regulate task performance

(sourceo of individual diff in gf)

performance components

actual mental processes used to perform a task

perception, memory retrieval, response generation

knowledge-acquisition componets

storage of memory.. allows for learing from exprience + combining new info with obtained info

underlies gc

3 forms of intelligence

analytical: problem solving

creative: adapting to novel situations

practical: adaptation to real world environments

critique

traditional iq tests only masured ananlytical

gardners multiple intelligences

originnally proposed 8 ndependant intelligences then added naturalistic and existential

a person can be intelligent in many ways

9 intelligences

live laugh viggomicah kristen I I

linguistic

logical-mathematical 2d 3d

visual-spatial

musical

kinaesthetic: use body to createproducts, solve problems

interpersonal

intrapersonal

naturalistic: w the environement, natural world

exstiential: reflect on existential questions

dynamic assesmnet & vygotskys theory

vygotsky emphasized the importnace of cultural factors and adult-child interaction ina childs decelopment

intelligence = a socially constucted process of internalizing shared actions and languages

emph on learning potential

vygotskys ZPD

zone of proximal development

measures the gap of what a learner can do alone vs with assistance

good when measuirng childs mental functioning

purposes of intelligence testing

Occupational and Career Guidance: They are utilized for professional placement and providing career counseling to individuals.

Predicting Success: Tests possess predictive validity when they correlate with socially defined success criteria,

advantages of standardised inelligence tests

it allows for objectivity and reduction of bias

allows for a compartive analysis through norms - meaninfully classif their peromance into categories eg average, superior

limitations of the measurement of intelligence

traditional iq tests are western centric which can make them invalid for individuals not from that background

difficult to compare concepts of intelligence across cultures