Critique of Cattell, Horn and Carroll’s Multifactor Theory of Intelligence
Since Galton’s initial interest in intelligence and its impact in survival, many psychologists have attempted to explain how exactly it works. These have ranged from multi-factor theorists, to hierarchal approaches to ideas of multiple intelligences. It could be argued that the most extensive of these theories is Cattell, Horn and Carroll’s (CHC) approach, as it comes from a combination of the three’s work. This essay will explore how the approach came to be, how well it works as an explanation for intelligence and if the theory is well supported. CHC was developed from two independent theories: Cattell’s theory of fluid and crystallised intelligence, which was further developed by Horn, and Carroll’s Three-Stratum Model of Human Cognitive Ability (Flanagan & Dixon, 2014). Cattell put forward theories of fluid intelligence – innate intelligences such as problem-solving abilities – and crystallised intelligence – knowledge that is taken from the environment – which were later expanded by Horn in 1965, 1982 and 1991 to include a further six types of intelligences. In contrast, Carroll’s differentiated intelligence into three strata: broad, narrow and a third which is being the general ability to intelligence and encapsulates both the broad and narrow
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Multiple studies have shown a relation between scores for narrow abilities (such as Comprehension Knowledge and Processing speed) and skills such as reading comprehension and math calculation skills (Floyd, Evans & McGrew, 2003; Evans, Floyd, McGrew & Leforgee, 2001). This would therefore suggest that CHC is an accurate theory defining intelligence as high scores in abilities described by the theory was linked to high scores in general measurements of
What challenges to the traditional, general factor (“g”) theories of intelligence are presented by Hector’s situation above?
General intelligence tends to relate to various degrees with each other (Cohen 2012). An example of this is that if an individual is good in math, they may also be good in spelling. In this weeks reading we reviewed several different models of measurement of intelligence. In regard to these theories and general intelligence (g), the theories are various but have commonality and overlap. The Spearman's two-factor theory is if a test has high correlation with other test than the measurement of g is highly saturated (Cohen, 2012). The greater the importance of g on a test, the better the test is believed to predict intelligence
Criticism #2: Some people believe that the eight intelligence does not necessary distinct, it would be a subset of a general intelligence a.k.a “g” that was originally proposed by Charles Spearman in 1927 although the existence of ‘g’ itself is the subject of
Howard Gardner’s theory contains eight main multiple intelligence. As the years have progressed there have taken one out and is left with the main seven. These seven are: Linguistic, Mathematical, Spatial, bodily, Musical, Interpersonal, and Intrapersonal. These are found in everyone; however, each person will excel in one or two. Once teachers can determine what intelligence the students will exceed on and teach to their strengths the student will learn much more.
The triarchic theory of intelligence describes that there are three connected components. The internal, external and experiential, also called analytic, creative and practical components (Comer et al., 2013). The successful interaction between these elements is what makes a person intelligent.
Charles Spearman's model of intelligence and Howard Gardner's multiple intelligence theory are two of the most widely used theories of intelligence. In order to understand how similar the two theories are we must first understand their differences. These two men differed in opinion on how IQ and intelligence should be measured, and they differed in opinion on what made a person "smart". In order to examine these things they first had to understand the human brain and how it works. They had to examine the human study habits and rituals, along with the human test taking habits.
Gardner, H. (2011). FRAMES OF MIND: The Theory of Multiple Intelligences (3rd ed.). New York, NY: Basic Books.
Gardner, Howard. "A multiplicity of intelligences." Neuropsychological research: A review. 17-23. New York, NY US: Psychology Press, 2008. PsycINFO. EBSCO. Web. 20 May 2011.
In this world, there are many different individuals who are not only different in demographics but also different neurologically. Due to an immense amount of people it is important to first understand each individual, in order, to better understand them and to help them when it comes to certain areas such as education, the work force, and etc…. For this reason psychologists have aimed to further understand individuals through the use of psychological assessments. This paper aims to examine a particular assessment tool, the Stanford-Binet Intelligence Scales (Fifth Edition), which measures both intelligence and cognitive abilities (Roid, 2003). This assessment is usually administered by psychologists and the scores are most often used to determine placement in academics and services allotted to children and adolescents (despite their compatibility for adults) (Wilson & Gilmore, 2012). Furthermore before the investigation dives into the particulars of the test, such as its strengths and weakness’, it is best to first learn more about the intelligence scales general characteristics.
The true nature of intelligence has been debated more intensely then ever over the last century. As the science of psychology has developed one of the biggest questions it had to answer concerned the nature of Intelligence. Some of the definitions that have been given for intelligence have been the ability to adjust to one’s environment. Of course by such a definition even a person who is generally considered to be dull can be regarded as being intelligent if he can take care of himself. Other definition is such as having the tendency to analyze things around yourself. However it can be argued that such behavior can lead to over-analyzing things and not reacting to one’s environment and dealing with it in an intelligent manner.
In a 1921 symposium entitled “Intelligence and Its Measurement”, psychiatrists were asked to define intelligence and their answers varied greatly. One described intelligence as “equivalent to the capacity to learn.” Other definitions included “the ability to adapt adequately to relatively new situations”, “the capacity to learn or profit from experience”, and “the knowledge that an individual possesses.” And one stated that there was no simple definition to the word because “intelligence involves two factors- the capacity for knowledge and knowledge possessed” (Sternberg & Detterman, 1986, p.39-40).
On the ‘nature’ side of the debate is the psychometric approach, considered to be the most dominant in the study of intelligence, which “inspired the most research and attracted the most attention” (Neisser et al. 1996, p. 77). It argues that there is one general (‘g’) factor which accounts for intelligence. In the 1880s, Francis Galton conducted many tests (measuring reaction times to cognitive tasks), (Boundless 2013), in order to scientifically measure intelligence. These tests were linked to the eugenic breeding programme, which aimed to eliminate biologically inferior people from society. Galton believed that as intelligence was inherited, social class or position were significant indicators of intelligence. If an individual was of high social standing, they would be more intelligent than those of a lower position. However he failed to show any consistency across the tests for this hypothesis, weakening his theory that social class correlated with intelligence. Nevertheless, his creation of the intelligence test led many to continue to develop...
Visser, B. A., Ashton, M. C., & Vernon, P. A. (2006). g and the measurement of multiple intelligences: A response to Gardner. Intelligence, 34(5), 507-510.
This is an essay about the different theories of intelligence; it will discuss which theory is best at determining intelligence in my opinion. The information provided will help describe the pros and cons of each of the theories being used to define intelligence, explain why is it important to assess children’s intelligence, and discuss the type of intelligence I possess. The different theories of intelligence are complex and understanding the elements of each can help an individual choose the one that they believe is the best for determining intelligence. Comparing the positive and the negative elements of each theory of intelligence will allow an individual to see both sides of the theory and the flaws that may be twisted
In 1983, Howard Gardner a Harvard professor proposed the theory that individual can have multiple ways of learning and processing information. The multiple intelligences consist of 9 different ways and these include: verbal-linguistic, logical-mathematical, visual-spatial, existential, musical, naturalistic, bodily-kinesthetic, interpersonal, and intrapersonal. Every individual has a different amount of each intelligence but each intelligence is at a varying level. With the help of a multiple intelligences assessment, I found that my top three multiple intelligences are Intrapersonal, logical, and interpersonal. Within his research Gardner says that “Intrapersonal intelligence refers to people’s ability to recognize and assess those same characteristics