Spearman vs. Gardner: Theories of Human Intelligence
This paper examines two major competing theories of human intelligence: Charles Spearman's two-factor theory, centered on a single general ability known as "g," and Howard Gardner's theory of multiple intelligences, which identifies several distinct forms of cognitive ability. The paper outlines each theory's core claims, then evaluates them against psychometric evidence, biological research, and assessments from the American Psychological Association. It concludes that while Gardner's framework has generated significant interest, Spearman's "g" factor currently holds greater empirical support and broader acceptance within the field of psychology.
- Introduction to Intelligence: Defines intelligence and introduces competing theories
- Spearman's Two-Factor Theory: Explains Spearman's general and specific factors
- Gardner's Theory of Multiple Intelligences: Outlines Gardner's seven distinct intelligence forms
- Evidence Supporting General Intelligence: APA and research evidence backing the g factor
- Critiques of Multiple Intelligences: APA and researchers question Gardner's validity
- Conclusion: g factor holds strongest current scientific support
✍️ How to write this paper — guide, tools & examples ▾
What makes this paper effective
- The paper establishes a clear point of comparison early, naming both theorists and their positions in the opening paragraph before elaborating on each in turn.
- It draws on credible institutional authority — specifically an American Psychological Association task force report — to ground its conclusion rather than relying solely on one researcher's opinion.
- Concrete examples (Campbell on job performance, Jencks and Murray on socioeconomic outcomes) are used to illustrate the predictive validity of "g," making an abstract concept tangible.
Key academic technique demonstrated
The paper demonstrates compare-and-contrast argumentation with an evaluative conclusion. Rather than treating both theories as equally valid, it marshals empirical evidence and expert consensus to favor one position, modeling how to use scholarly sources to support a thesis rather than simply summarize competing views.
Structure breakdown
The paper opens with a definition of intelligence and a thesis favoring Spearman. It then devotes one paragraph each to Spearman's and Gardner's theories before pivoting to two evidence-focused paragraphs — one supporting "g" and one challenging multiple intelligences. A brief conclusion acknowledges remaining uncertainty while reaffirming the paper's thesis. The structure is linear and thesis-driven, suitable for a short comparative essay.
Introduction to Intelligence
Intelligence is a general mental capability that involves the ability to reason, plan, solve problems, think abstractly, comprehend ideas and language, and learn. Some researchers, such as Charles Spearman, have proposed that intelligence is a single quantity or concept, but others, such as Howard Gardner, assert that intelligence consists of a set of relatively independent abilities. While there is much debate over the validity of these two theories, Spearman's theory of intelligence is more widely accepted in psychology today.
Spearman's Two-Factor Theory
According to Spearman's two-factor theory of intelligence, the performance of any intellectual act requires some combination of "g" — a general intellectual ability available to the same individual to the same degree for all intellectual acts — and "specific factors," or "s," which are specific to that act and vary in strength from one act to another (Charles Spearman, Human Intelligence). Spearman concludes that the most important piece of information for determining a person's intellectual ability is an estimate of their "g," because it pervades all cognitive tasks.
Gardner's Theory of Multiple Intelligences
In sharp contrast to Spearman's theory, Gardner developed the theory of multiple intelligences, which suggests that there are a significant number of distinct forms of intelligence that each individual possesses in varying degrees (Multiple intelligences). Gardner identified seven primary forms: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, intrapersonal (e.g., insight, metacognition), and interpersonal (e.g., social skills). Gardner also emphasizes the cultural context of multiple intelligences, stating that different cultures tend to emphasize particular intelligences.
Evidence Supporting General Intelligence
While the definition and importance of intelligence remain somewhat controversial, the concept of a single dominant factor — general mental ability, or "g" — is accepted by most psychology experts, according to an American Psychological Association task force report issued in 1995 (Gottfredson, 1998). The reason is that sufficient psychometric and biological evidence exists to demonstrate that the "g" factor is real (Gottfredson, 2004). Moreover, "g's" predictive validity has been repeatedly demonstrated in non-academic outcomes. For example, Campbell found in work published in 1990 that "g" plays a substantial role in job performance, while Jencks in 1979 and Murray in 1998 reported that "g" greatly influences socioeconomic advancement (Gottfredson, 2004).
Conclusion
No theories of intelligence have yet answered all the important questions, and none commands universal assent (Gottfredson, 1998). However, for the time being, a single dominant factor of intelligence provides the most supporting evidence and receives the broadest endorsement within psychology's study of cognitive ability. Finding evidence for alternatives will require a shared and continued effort, as well as the commitment of substantial scientific resources (Gottfredson, 1998).
Bibliography
Charles Spearman. Human Intelligence. Retrieved January 24, 2005, from Indiana University Web site: http://www.indiana.edu/~intell/spearman.shtml
Gottfredson, L. (1998). Intelligence: Knowns and unknowns. Retrieved January 24, 2005, from http://www.lrainc.com/swtaboo/taboos/apa_01.html
Gottfredson, L. (2004). Intelligence: Is it the epidemiologists' elusive "fundamental cause" of social class inequalities in health? Journal of Personality and Social Psychology, 86(1), 174–199. Retrieved January 24, 2005, from http://www.ssc.wisc.edu/cdha/seminars/docs/soc995_04Nov03_2.pdf
Intelligence. Retrieved January 24, 2005, from http://www.portaljuice.com/intelligence_1.html
Multiple intelligences. Retrieved January 24, 2005, from Theory Into Practice Web site: http://tip.psychology.org/gardner.html
Create your account
Always verify citation format against your institution’s current style guide requirements.