Theoretical Models of Intelligence

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Vocabulary flashcards covering major theories, factors, and specific abilities related to human intelligence as presented in the lecture notes.

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53 Terms

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Intelligence

Application of cognitive skills and knowledge to learn, solve problems, and achieve culturally valued ends.

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Multifaceted Intelligence

Idea that intelligence expresses itself across many different cognitive domains.

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Functional Intelligence

View that intelligence is directed toward accomplishing tasks or solving problems.

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Culturally Defined Intelligence

Recognition that what counts as ‘smart’ varies across societies and historical periods.

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Factor Analysis

Statistical method that clusters correlated test scores to uncover underlying mental abilities.

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Factor Identification

Process of examining which test items load on a factor to infer the attribute that factor represents.

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General Intelligence (g)

A single mental energy that supports performance across all cognitive tasks.

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Specific Intelligence (s)

Ability unique to a particular test or narrow skill area.

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Spearman’s Two-Factor Theory

Model stating that every cognitive task draws on a general factor (g) plus one or more specific factors (s).

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G factor

Speamans two factor theory

g factor

= general intelligence

 

 An intelligence underlying all mental capacities

General

 

 

Apprehension of experience (encoding). 

• Education of relations (seeing how variables relate). 

• Education of correlates (inferring missing pieces).

●The g factor accounts for moderate correlations between different tests of ability

 

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Thurstone’s Primary Mental Abilities

Seven relatively independent intellectual strengths identified by Thurstone.

  1. Verbal comprehension

  2. Verbal fluency

  3. Reasoning

  4. Number (arithmetic)

  5. Memory

  6. Spatial visualization

  7. Perceptual speed 
    Key claim: strengths can be uneven; high spatial ≠ necessarily high verbal.

 

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S factor

Spearman’s two factor theory

Specific intelligence

 

Ability specific to a certain test

Task  specific

abilities that make you good at music, chess, vocabulary, etc.

 

Good at one thing bad at the other

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Verbal Comprehension

Ability to understand the meaning of words and verbal ideas.

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Verbal Fluency

Ease and speed with which one can generate words.

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Reasoning (Thurstone)

Capacity for logical thinking and drawing inferences.

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Number (Arithmetic) Ability

Skill in performing basic mathematical computations.

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Memory (Primary Mental Ability)

Efficiency in recalling verbal or figural information.

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Spatial Visualization

Facility for mentally manipulating shapes and spatial relationships.

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Perceptual Speed

Quickness in making simple perceptual discriminations.

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Fluid Intelligence (Gf)

Capacity to solve novel, culture-free problems through reasoning and pattern detection.

Horn & cartell theory

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Crystallized Intelligence (Gc)

Accumulated factual knowledge, vocabulary, and skills acquired from culture and education.

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Horn & Cattell’s Gf-Gc Theory

Model that divides g into broad fluid and crystallized components.

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Cattell-Horn-Carroll (CHC) Theory

Comprehensive hierarchy of broad and narrow abilities that underlies most modern IQ tests.

Intelligence comprises:

Gf: fluid intelligence

Gc: crystallised intelligence

Gq: quantitative knowledge

Grw: reading & writing ability

Gsm: short-term memory

Glr: long-term storage & retrieval

Gy: general memory & learning

Gv: visual processing

Gu: auditory processing

Gs: processing speed

 

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Analytical Intelligence

Academic problem-solving and logical reasoning skills measured by conventional tests.

  • Involves computational problem-solving, logical reasoning, and the kinds of skills schools commonly assess.

Sternbergs triarchy theory

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Creative Intelligence

Sternbergs theory

Ability to generate novel ideas and adapt to new situations.

  1. imagination, innovation in novel contexts, coming up with ideas Judge what approach is going to be the most effective in different situations?

  • Capacity to imagine, innovate, and cope with novel situations.

  • Example: Generating an original solution when facing an unprecedented problem.

  •  

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Practical Intelligence

Sternbergs theory

“Street smarts”; know-how for everyday tasks and real-world adaptation.

  1. street smarts", adapting to context eg stranded somewhere with no phone, Ability to deal with everyday problems and fun practical common sense solutions, Adapt To new situations and different task and quickly learn automatic responses

  •  contextual know-how.

  • Ability to adapt to real-world environments and constraints.

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Sternberg’s Triarchic Theory

Framework proposing analytical, creative, and practical intelligences as interrelated yet distinct.

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Gardner’s Multiple Intelligences

Theory positing eight (possibly nine) independent forms of intelligence rooted in different brain systems.

  1. Naturalistic Intelligence

    • Sensitivity to nature, ecosystems, animals, and the physical environment.

    • Skill: Easily classifying flora/fauna or reading weather patterns.

 

Interpersonal Intelligence

  • Facility in communicating, empathizing, and collaborating with others.

  • Real-world: Effective teachers, therapists, leaders.

 

Logical–Mathematical Intelligence

  • Abstract reasoning, deductive thinking, numerical operations.

  • One of the forms typically assessed by IQ exams.

 

Visual-Spatial Intelligence

  • Mental manipulation of objects, spatial judgment.

  • Traditional tests sometimes sample this via block-design tasks.

 

Intrapersonal Intelligence

  • Profound self-awareness; capacity for introspection and self-regulation.

  • Question posed: “Are you capable of honest introspection?”

 

Bodily–Kinesthetic Intelligence

  • Control over body motions and skillful handling of objects.

  • Example: Athletic prowess on the sports field.

 

Musical Intelligence

  • Sensitivity to rhythm, pitch, and timbre.

  • Example: Hearing a song once and reproducing it perfectly.

 

 

Linguistic Intelligence

  • Mastery of language—reading, writing, storytelling, rhetoric.

  • Another dimension commonly tested in standardized exams.

 

Existential Intelligence (proposed)

  • Ability to ponder deep questions of life, death, and ultimate realities.

  • Uses collective values and intuition to “see the big picture.”

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Linguistic Intelligence

Mastery of spoken and written language for expression and comprehension.

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3 criteria for selecting intelligences gardener

  • Isolated areas in the brain responsible for each type of intelligence

  • Developmental: some intelligences develop more than others

  • Savants/Prodigies: lack some intelligence areas but excellent in others

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Logical–Mathematical Intelligence

Skill in deductive reasoning, abstraction, and numerical operations.

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Visual-Spatial Intelligence

Ability to perceive and manipulate mental images of objects and spaces.

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Bodily–Kinesthetic Intelligence

Fine control of body movements and skillful manipulation of objects.

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Musical Intelligence

Sensitivity to pitch, rhythm, melody, and timbre.

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Interpersonal Intelligence

Capacity to understand, empathize with, and interact effectively with others.

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Intrapersonal Intelligence

Deep self-knowledge and ability to regulate one’s own emotions and motives.

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Naturalistic Intelligence

Talent for recognizing patterns in nature and classifying living things.

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Existential Intelligence

Proposed ability to ponder life’s ultimate questions and big picture meanings.

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Emotional Intelligence

Goldman

Skill set for perceiving, using, understanding, and managing emotions in oneself and others.

  1. self-awareness (knowing your emotions)

  2. self-regulation (managing your emotions)

  3. self-motivation (motivating yourself)

  4. empathy (understanding others' emotions)

  5. handling relationships (managing others' emotions)

 

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Goleman’s Five Domains

Self-awareness, self-regulation, self-motivation, empathy, and relationship management.

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Self-Awareness

Recognizing one’s own emotions and their effects.

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Self-Regulation

Controlling or redirecting disruptive emotions and impulses.

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Self-Motivation

Channeling emotions toward goal achievement and persistence.

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Empathy

Sensing and understanding the feelings of others.

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Handling Relationships

Managing other people’s emotions to foster social bonds and cooperation.

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Quantitative Knowledge (Gq)

Breadth and depth of acquired mathematical information.

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Reading & Writing Ability (Grw)

Mastery of comprehension and written expression skills.

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Short-Term Memory (Gsm)

Capacity to hold and manipulate information over a few seconds.

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Long-Term Storage & Retrieval (Glr)

Efficiency in storing information and pulling it back after delays.

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Visual Processing (Gv)

Ability to analyze and synthesize visual patterns quickly and accurately.

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Auditory Processing (Gu)

Skill in detecting, discriminating, and analyzing auditory stimuli.

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Processing Speed (Gs)

Rate at which simple cognitive tasks can be performed accurately.

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