Every person is different and their intelligence is as unique as they are, no two people share the same intelligence. There is no universal definition attached to intelligence. This is due to the highly debatable topic surrounding the concept of whether there is only one single type of intelligence or if there are multiple intelligences. There are currently two major theories of study being devoted to the nature and notion of intelligence. The thought that intelligence comes from one common factor, otherwise known as the g-factor, is supported by a variety of psychologists including Spearman and Galton. Evidence to support the opposing view includes the work of psychologists Cattell, Gardner and Sternberg. It is worthwhile to note that there is a level of disagreement within the group as to specifically how many types of intelligence there actually are. This report will examine the various types of intelligence presented by psychologists and explore the notion that no two people share the same intelligence.
The supporters of multiple intelligence may not agree as to how many forms of intelligence there are but they do agree that intelligence is not a stand alone concept, that it is made up of a series of building blocks. Of the three theories to be explored in this paper Cattell’s two factor theory (1957) was the first, followed by Gardner and his theory of multiple intelligences (1983) and Sternberg’s triarchic theory of intelligence is the most modern, being published in 2003.
Raymond Cattell distinguished that there were two general forms of intelligence; fluid intelligence and crystallised intelligence. The abilities that are associated with fluid intelligence are those associated with driving an individual’s ability to be...
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...igence Reframed: Multiple Intelligences for the 21st Century. New York, NY: Basic Books
Gardner, H. (2006). Multiple intelligences: New horizons, revised edition. New York, NY: Basic Books
Horn, J.L. (1965). Fluid and Crystallized intelligence: A factor analytic study of the structure among primary mental abilities. Ph.D. Thesis. University of Illinois.
Horn, J. L., & Cattell, R. B. (1967). Age differences in fluid and Crystallized intelligence. Acta Psychologica, 26, 107-129.
Paik, H. S. Washington University. (date not cited). One Intelligence or Many?--Alternative Approaches to Cognitive Abilities. Retrieved from: http://psych.utoronto.ca/users/reingold/courses/intelligence/cache/paik.html
Wilson, L. O. The Second Principle. (2014). Sterberg’s Views on Intelligence. Retrieved from: http://thesecondprinciple.com/optimal-learning/sternbergs-views-intelligence/
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
According to Howard Gardner (1991), every individual is born with a certain intelligence or potential intelligence. It is unfair to teach and/or assess an individual with a standard guideline or benchmark. This is mainly because every individual possess a different intellectual strength and different kinds of mind that learn, perform and understand in a different ways which is difficult to be changed. If an individual cannot understand the way we communicate, we should communicate in the way they can understand. Howard Gardner (1983), in his Multiple Intelligence Theory, proposes that human intelligence has seven dimensions that should be acknowledged and developed by the encouragement of learning and self-development and
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.
Horn, J. L., & Cattell, R. B. (1967). ‘Age differences in fluid and crystallized intelligence’. Acta Psychological, 26, 107-129.
Human intelligence is an eel-like subject: slippery, difficult to grasp, and almost impossible to get straight [3]. Many scientist and psychologist have made numerous attempts to come up with an explanation for the development of human intelligence. For many years, there has been much controversy over what intelligence is and whether it is hereditary or nurtured by the environment. Webster's dictionary defines intelligence as "the ability to acquire and apply knowledge; which includes a sensing an environment and reaching conclusions about the state of that environment [7]. In this paper I am going to examine the factors, which make up ones intelligence. I will be investigating whether or not intelligence is fostered by genetic heritance or nurtured by ones environment.
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).
Furnham, A. 2001. Self-estimates of intelligence: culture and gender difference in self and other estimates of both general (g) and multiple intelligences. Personality and Individual Differences, 31, pp. 1381-1405.
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.
Gardner’s Theory of Multiple Intelligence focuses more on how numerical expressions of human intelligence are not a full and accurate depiction of people’s abilities (McFarlane, 2011). He includes and describes eight intelligences that are based on skills and abilities that are valued within different cultures. The eight intelligences include visual-spatial (e.g. sailor navigating with no navigational systems), verbal-linguistic (e.g. poets, writers, orators, and communicators), bodily-kinesthetic (e.g. dancers, athletes, surgeons, craftspeople), logical-mathematical (e.g. mathematicians and logicians), interpersonal(e.g. salespeople, teachers, clinicians, politicians, and religious leaders), musical (e.g. musicians and
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of intelligence. New York: Cambridge University Press.
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