theories of intelligence

theories of intelligence

1. explicit- scientific constructs based on data from tests which measure intelligence/ cognitive ability

   • important for intelligence research
     • identify areas = new theories
     • evaluate existing theories
     • cross-cultural examination
   • Psychometric theories- results from tests that measure specific skills and abilities (reliable, valid)
     • test different abilities- visaul, verbal, auditory, spatial
     • large number of p's
     • often correlate with eachother- measure common elements
     • should explain as much variance as possible
   • G-factor- test of different abilities show positive correlation (spearman)
     • good at one thing likely to be good at other
     • a single factor (G) explains individual differences in performance- G score highly correlates with IQ
     • Two-factor theory (interpreting G) (Spearman)
       • G- general mental ability which underlies performance across IQ tasks and influences cognitive ability
       • S-factor- specific abilities which contribute to performance on individual tasks
         • performance defined by G & S
           • G-loading = proportion of test explained by G
     • what is G? Spearman- core mental energy. Jensen- info processing (related to speed and efficiency, correlates with reaction times)
       • positive correlations with variables linked to intelligence- brain size, plasticity, occupation, health, education
       • invariance- G value shouldn't depend on composition of test battery. Score of same people tested in many different test batteries correlate highly (Johnson et al)
     • differing views
       • Sampling view (Thorndike, Thompson). G- doesn't exist. IQ tests consist of overlapping processes. Correlations arise due to same processes contributing to more than 1 test.
         • sampling view has difficulty explaining- strong correlations between different tasks (visual & memory tasks). Weak correlation between similar tasks. Brain damage can lead to specific not generalised impairments.
       • Mutualism (Van der maas et al). G doesn't exist. Abilities are independent but mutually influence each other as we age. Processes and abilities benefit eachother.
         • Gignac- G is strong at 2.5 year and increases up to 10 year old.
       • multi factor
         • Thurstone 7 factor- g factor is a result of 7 factors- associative memory, math ability, perceptual speed, reasoning, spatial visualisation, verbal comprehension, fluency
         • Cattell- GF & GC- fluid= ability to solve novel problems and adapt to novel environment. Crystalised= involves application of formal knowledge
           • GC is a product of environmentally varying, experintially determined investments of GF
           • Johnson et al said GF is identical to G

2. implicit- non-scientific. Form sets of beliefs and opinions about intelligence and behaviour

   • an intelligent person is someone who resembles an implicit prototype
   • important in daily life
     • influence perception and evaluation of self and others
     • influence attitudes and behaviour to self and others
     • affect decision making and action (friends, education, job)
   • Sternberg- interview public on perception of intelligence (supermarket, library, train station)
     • 3 types of intelligence- problem solving, verbal ability, social competence
       • problem solving- analyse situation, make rational decisions, create different viewpoints
       • verbal ability- express self eloquently, understand words, use analogies to effect
       • social competence- social acceptance, understanding, independent & dependence balanced
     • additional aspects
       • intellectual balance- make connections
       • fluid thought- think quick & good at maths
       • contextual intelligence- learn from experience
       • goal orientation- purposeful, use info for specific purposes
   • cross-cultural
     • Western= cognitive skills to individual
     • Eastern- Also refer to spiritual, social, familial, moral and historical
     • Chinese intelligence from Confucian & Taoist traditions
       • Confucian- inteligence is being benevolent & acting morally
       • Taoist- humility, free from judgement, responsive, understand self and environment
     • Yang & Sternberg- similar method to Sternberg. Taiwanese= 5 factors of intelligence (some derive from Confucian & Taoism)
       • Cognitive factor- problem solving
       • interpersonal- compassionate
       • intrapersonal- view self objectively, purpose
       • intellectual self-assertion- self esteem from intelligence (can be arrogant)
       • Intellectual self effacement- modest over intellect. Talk of subjects they have knowledge
     • Eastern & Western don't differ greatly. Western= individual, logical. Eastern= individual but extend to others

3. Fixed intelligence?

   • Dweck- beliefs of natre of intelligence determine attribution of success and failure. Influences motivation and behaviours
     • helps understand why people consistently perform low in tests
       • if students believe their performnace is about ability then failure cannot be remedied- won't put effort in to improve performance
   • view as fixed= see failure in intelligence related tasks as being unavoidable and are helpless
   • malleable= choose to take action
   • Hong et al- those with fixed mindset believe failure is due to lack of ability not effort and don't want to take action

4. hierarchy models

   • Vernon's hierarchy- accepts G (top of hierarchy). Verbal educational & perceptual mechanical. GF & memory absent as separate but contribute to others.
     • Johnson et al added image rotation as a major factor and memory as a minor factor
   • Cattell & Horn-Carroll- revised GF & GC. Added G as a general factor. Doesn't contain G. 16 broad factors

5. definitions

   • APA- differ in ability to understand, adapt, learn, engage and overcome obstacles
     • focus on individual differences in processes, abilities and achievements
   • intellgience is driven by a single factor- mental capability that involves ability to reason, plan, solve issues, abstract thinking ... (Gottfredson)
     • emphasis on G factor but otheriwse is similar to Neisser et al

6. alternative theories

   • consider psychometric approaches restricted and biased- too much emphasis on scholastic activites
   • issues with construct valdiity- challenge concept of intelligence
   • expanded definition of intelligence- emphasis on individual components
   • some aspects lack empirical support
   • Gardner's Multiple intelligences- central factor cant explain modularity of mind, intelligence is wider than whats measured by psychometric tests (School based).
     • Gardner & Hatch- intelligence is the capacity to solve problems and fashion products that are valued in one or more cultural settings
     • education implications- nurture all talents not just maths
       • suggested educators should learn about each student and teach them in an effective way (individulaise)
       • pluralise- teach in several ways not just one so students who learn differently are included
     • blurs distinction between intelligence and skills, no empirical evidence
   • Sternberg's triarchic theory- practical intelligence, analytic intelligence & creative intelligence
     • analytic- metacomponents (problem solve), performance (processes involved in problem solving), knowledge aquisition
     • practical- interact with environment. Adapt= successful integration. Shaping= change environment. Selection= best environment. Tacit knowledge- goal orientated
       • Tacit knowledge- Leonard & Insch
         • self motivation, self organisation, technical skills, social & task interaction skills
   • emotional intelligence
     • central to reasoning and decision making, important element for success (focus, leadership)
     • mixed model of emotional intelligence (Goleman)
       • combine emotional intelligence & personality traits.
         • self awareness- self assessment
         • self management- trustworthy, adaptability, conscientious
         • social awarenss- empathy, meet others needs
         • social management- communicate, leadership, teamwork, conflict management
     • criticisms- no strong evidence, can be perosnality & intelligence so no need for separate constuct