| Uni/One Factor Theory (Alfred Binet) | First psychologist to formalise intelligence in terms of mental operations, instead of philosophical treatises
Interest in differentiating more from less intelligent individuals
Intelligence as consisting of one similar set of abilities used for solving any or every problem in an environment
Disputed when psychologists started analysing his data |
| Two-factor Theory (Charles Spearman) (1927) | Employs statistical method called factor analysis
Intelligence consisted of:
G-factor: mental operations which are primary and common to all performances
S-factor: specific abilities |
| Theory of Primary Mental Abilities (Louis Thurstone) | Intelligence consists of 7 independent primary abilities:
1 Verbal Comprehension
2 Numerical Abilities
3 Spatial Relations
4 Perceptual Speed
5 Word Fluency
6 Memory
7 Inductive Reasoning |
| Hierarchical Model of Intelligence (Arthur Jensen) | Level I: Associative learning, output is more or less similar to input
Level II: Cognitive competence, higher-order skills transfer input to effective output |
| Structure-of-Intellect Model (JP Guilford) | Operations
Contents
Products |
| Structure-of-Intellect Model (JP Guilford) Operations | Operations are what the respondent does.
Cognition
Memory recording
Memory retention
Divergent production
Convergent production
Evaluation |
| Structure-of-Intellect Model (JP Guilford) Contents | Contents refer to the nature of materials or information on which intellectual operations are performed.
Visual
Auditory
Symbolic
Semantic
Behavioural |
| Structure-of-Intellect Model (JP Guilford) Products | Products refer to the form in which information is processed by the respondent.
Units
Classes
Relations
Systems
Transformations
Implications |
| Theory of Multiple Intelligence (Howard Gardner) | Linguistic
Logical-Mathematical
Spatial
Musical
Bodily-Kinaesthetic
Interpersonal
Intrapersonal
Naturalistic |
| Triarchic Theory of Intelligence (Robert Sternberg) (1985) | Intelligence is the ability to adapt, to shape and select an environment to accomplish one's goals and those of one’s society and culture.
Componential (Analytical) Intelligence
Experiential (Creative) Intelligence
Contextual (Practical) Intelligence |
| Triarchic Theory of Intelligence (Robert Sternberg) (1985) Componential (Analytical) Intelligence: | Analysis of information to solve problems
3 Components:
Knowledge acquisition component
Meta/higher order component (planning what and how to do)
Performance component
Persons high on this think analytically and critically and do well at school |
| Triarchic Theory of Intelligence (Robert Sternberg) (1985) Experiential (Creative) Intelligence: | Using past experiences creatively to solve novel problems
Reflected in creative performance
Persons high on this integrate different experiences in an original way to make new discoveries and inventions, by finding what information is crucial quickly |
| Triarchic Theory of Intelligence (Robert Sternberg) (1985) Contextual (Practical) Intelligence: | Dealing with environmental demands encountered on a daily basis
‘Street smartness’ or ‘business sense’
Persons high on this adapt, select or modify their environment easily, so they turn out successful |
| PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) (1994) | Planning Attention-arousal Simultaneous-Successive
Interdependent functioning of three neurological systems called the functional units of the brain:
Arousal/Attention
Simultaneous and Successive Processing
Planning |
| PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) Arousal/attention | State of arousal helps us to attend to stimuli and to enable us to process information
Optimal level focusses our attention to relevant aspects
Too much or too little interferes with attention
E.g.: teacher telling you about a test |
| PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) Simultaneous and Successive Processing: | Simultaneous: when you perceive relations among concepts and integrate them into a meaningful pattern for comprehension. E.g.: Raven’s Progressive Matrices test
Successive: when you remember information serially so recall of one leads to the other. E.g.: learning digits, alphabets, tables |
| PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) Planning | Allows us to think of possible courses of action, implement them, and evaluate their effectiveness
If a plan doesn’t work, it is modified
E.g.: studying for a test |
| Cognitive Assessment system | Das and Naglieri have developed the Cognitive Assessment System (CAS), a battery of tests to measure basic cognitive functions independent of schooling for persons aged between 5-18. |
