Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
¶ … Intelligence
Charles Spearman and his General Intelligence Theory
Spearman, a British psychologist, noted that individuals whose score on one mental ability test was excellent tended to maintain an impressive score in other tests as well (Nevid, 2012). On the other hand, those whose score on one cognitive test was unimpressive tended to perform badly in other tests administered. It is on the strength of this observation that Spearman concluded that being a general cognitive ability, intelligence could be expressed numerically or measured. In the words of Nevid (2012, p. 247), "he reasoned there must be an underlying general factor of intelligence that allows people to do well on mental tests, a factor he labeled 'g' for general intelligence."
It is, however, important to note that Spearman was also convinced that in addition to "g," intelligence included some other abilities that contributed "to performance on individual tests"...
274). For instance, as Nevid further points out, the performance of an individual in a test on arithmetic could be dependent on both the general intelligence of the concerned individual and his or her math abilities. Some of the intelligence tests that were developed to measure Spearman's "g" include, but they are not limited to Wichsler and SBIS scales (Nevid, 2012).
Luis Thurstone and his Primary Mental Abilities
Thurstone's intelligence theory differs from that of Spearman on one key front -- it did not view intelligence as a general ability. He was not convinced that a single, dominating, and general factor could "account for intelligence" (Nevid, 2012, p. 274). According to Thurstone (as cited in Comer and Gould, 2012, p. 352), "intelligence is made up of seven distinct mental abilities: verbal comprehension, word fluency, numerical skill, spatial ability, associative memory, perceptual speed, and reasoning." These are the…
References
Comer, R. & Gould, E. (2012). Psychology Around Us (2nd ed.). Hoboken, NJ: John Wiley & Sons.
Nevid, J. (2012). Psychology: Concepts and Applications (4th ed.). Belmont, CA: Cengage Learning.
Stenberg, R. (2008). Cognitive Psychology (5th ed.). Belmont, CA: Cengage Learning.
Weiner, I.B. (2012). Handbook of Psychology (2nd ed.). Hoboken, NJ: John Wiley and Sons.
intelligence theories of Charles Spearman and Howard Gardner. There were three sources used to complete this paper. There have been many ideas presented to the world about the theory or intelligence and while some of them have received lukewarm reviews there are two in which the world took a long hard look and decided they might be possible. It is interesting to note that the theories of Charles Spearman and
According to him, a theory of intelligence can be adequately mapped with three components: analytic (academic) intelligence, creative intelligence, and practical intelligence. This theory accounts for both cognition and context is also referred as Sternberg's "triarchic" theory of human intelligence. According to Sternberg, intelligence has three aspects. These are not multiple intelligences, as in Gardner's scheme. Where Gardner viewed the various intelligences as separate and independent, Sternberg posited three integrated
Intelligence is defined as the capability to learn and apply knowledge. The ability for an individual to benefit from past experiences, solve problems, act purposely, and adapt to new situations are included in intelligence (Passmore, Tong, & Wildflower, 2011). Intelligence is amongst the highly talked about subjects in psychology, but there has not been a standard definition of what precisely forms intelligence. There have been two different definitions from researchers
Potentially, after identifying these intelligences in each student, the teacher would then be more capable of enhancing these intelligences and in effect, inducing learner within each student the motivation to excel in school, using the strength of their intelligences. Recognition of students' multiple intelligences would make teacher-student interaction within the classroom more dynamic: learning would be more understandable and 'attractive' for students and the teacher would have effective communication
Intelligence Testing Few concepts in psychology are more hotly debated than the idea of what constitutes human intelligence. The definition of intelligence has become part of current culture wars as well as an area of intense scientific debate. This paper examines one popular theory of intelligence, Howard Gardner's concept of 'multiple intelligences,' which has been proposed as an alternative to the theory of 'general intelligence,' or intelligence as a concept that
The questions seen on the test prove to be inventive and good quality (Brown YEAR). Although the goal of the test is not to reflect an entire curriculum, it aims at "focus[ing] deliberately on skills and conceptual strategies of knowing rather than upon the content of the knowledge," (Brown YEAR). Thus, the Bristol Tests aim to gauge a student's capabilities of knowledge and methodologies of storing and retaining that