Robert Sternberg noted the varied interpretations of intelligence among psychologists.
A working definition involves the ability to:
Learn from experience.
Acquire knowledge.
Effectively use resources to adapt and solve problems.
Another key component of intelligence is curiosity.
Francis Galton (1800s)
Cousin of Darwin: His theories aligned with Darwin's ideas.
Believed intelligence was inherited through evolution. This was an elitist view.
Coined the term eugenics, advocating for selective breeding to enhance intelligence.
Eugenics was later discredited due to:
Unscientific basis.
Racial bias.
Association with Nazi ideologies.
Galton's research did not account for the advantages of nobility, such as education and background.
Charles Spearman (Early 1900s)
Proposed the concept of general intelligence, or the g factor.
Acknowledged specific abilities as well.
Diagram of Spearman's Theory:
g represents general intelligence.
s represents specific abilities.
Believed general intelligence influences various areas, but people excel in specific areas.
Spearman also considered intelligence to be genetically determined.
Louis Leon Thurstone (Later 1900s)
Identified seven primary mental abilities:
Word fluency.
Verbal comprehension.
Numerical abilities.
Spatial visualization.
Perceptual speed.
Memory.
Inductive reasoning.
Focus on the different abilities.
Raymond Cattell (1960s)
Proposed two components of intelligence:
Crystallized intelligence: semantic memory, facts, and acquired knowledge that lasts throughout life.
Fluid intelligence: creative intelligence which peaks around age 40 and then starts to decline.
Robert Sternberg
Developed the triarchic theory of intelligence, including:
Analytical (Componential): logical thinking, problem-solving, analyzing, judging, comparing, contrasting, and evaluating. Heavily used in education.
Creative (Experiential): finding novel solutions, creating, inventing, discovering, and innovating. Often domain-specific (e.g., musical or literary).
Practical (Contextual): street smarts, decoding messages, applying learned knowledge, and implementing skills. This type grows as people age due to real-world experiences.
Tacit knowledge: knowledge that is not necessarily from books.
Environmental aspects of intelligence:
Adapting to the environment by changing oneself.
Shaping the environment to fit one's preferences.
Selecting a new environment if the current one is unsuitable.
Culture and intelligence:
Different cultures may have varying views on intelligence, influenced by individualistic versus collective values.
Testing innovation:
Advocated for new intelligence tests to include assessments of creative and practical intelligence, complementing traditional analytical measures.
Rainbow Project: developed tests to complement SATs, predicting college success using short stories and situational responses.
Example: responding to a scenario where a professor doesn't recognize a student requesting a recommendation.
Writing a caption for a cartoon.
This type of testing shrank the differences between different ethnic groups.
Successful intelligence: The ability to achieve success in life based on personal standards and sociocultural context.
Howard Gardner
Proposed multiple intelligences (eight types):
Visual-spatial.
Linguistic.
Logical-mathematical.
Musical.
Body-kinesthetic.
Naturalistic.
Interpersonal.
Intrapersonal.
Criticism: Lacks sufficient research support; some consider these as abilities rather than intelligences.
Naturalistic: understanding living things and reading nature.
Spatial: visualizing the world in three dimensions (3D).
Linguistic: finding the right words to express what you mean.
Intrapersonal: understanding yourself, what you feel, and what you want.
Interpersonal: sensing people’s feelings and motives (empathy).
Logical-mathematical: quantifying things, making hypotheses, proving them.
Body-kinesthetic: coordinating your mind with your body.
Musical: discerning sounds, their pitch, tone, rhythm, and timbre.