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Learning Targets

LT 2.8-1

LT 2.8-2

LT 2.8-3

LT 2.8-4

LT 2.8-5

Explain how psychologists define intelligence.

Explain the arguments for general intelligence (g).

Explain how the concepts of Gf and Gc, and the CHC theory, have affected our understanding of intelligence.

Compare and contrast Gardner's and Sternberg’s theories of multiple intelligences, and discuss the criticisms they have faced.

Explain the concept of emotional intelligence, and describe its four components.

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Intelligence

Much controversy around the concept of intelligence

Is it inborn (nature) or something we develop over time (nurture)?
How do we measure intelligence?
How much does intelligence differ between groups (e.g., from one culture to another)?
Can intelligence change over time?
Can our beliefs about intelligence academic achievement

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Intelligence

Is a concept not a thing
One’s ability to learn from experience, solve problems, and use knowledge to adapt to new situations

Two Camps of Intelligence Theory:

Generalists – only one general overall type of intelligence that influences all mental abilities
Multiples – separate kinds of intelligences which one can have a strength or weakness in

Culture can influence what we see as intelligence.
Different cultures value different skills.

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Theories of Intelligence

Charles Spearman—“g” factor (general intelligence)
Cattell-Horn-Carroll – general intelligence along with crystallized & fluid forms of intelligence
Louis Thurstone - intelligence as a person’s “pattern” of mental abilities
Howard Gardner - multiple intelligences
Sternberg - Triarchic “3 Intelligences” theory
Emotional Intelligence - ability to perceive, express, understand, and regulate emotions

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Charles Spearman (1863-1945)�General Intelligence�(g-factor)

Theorized that one general intelligence factor (g) underlies other, more specific aspects of intelligence
Used factor analysis to find clusters of related areas when it came to intelligence
Noticed that people who did well on one test tended to do similarly well on other tests of mental ability.

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Cattell-Horn-Carroll (CHC) Intelligence Theory

Generalized Intelligence is derived from two factors:
Fluid Intelligence (Gf) – ability to reason speedily and abstractly when dealing with logic problems. Ability to think “smoothly”
Crystallized Intelligence (Gc) – accumulated knowledge, vocabulary & applied skills. Ability to accumulate “solid” facts
This theory recognizes that intelligence includes many specific abilities (reading, writing, memory, processing speed) that fall under the umbrella of generalized intelligence.

Example: Preparing for a Math Test

Fluid Intelligence (Gf):�Alex is working on a new type of math problem that they've never seen before. They don’t have any formulas memorized for it, but they use logical reasoning and problem-solving skills to figure it out on the spot. This ability to analyze and solve new, unfamiliar problems demonstrates fluid intelligence.

Crystallized Intelligence (Gc):�Meanwhile, Jamie is reviewing math problems that rely on formulas and concepts they’ve already learned in class. Jamie remembers how to use the quadratic formula because they've practiced it many times. Applying this stored knowledge is an example of crystallized intelligence.

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Howard Gardner (1943- )�Multiple Intelligences

Studying Savant Syndrome & case studies of brain damaged patients noticed how despite extreme deficits, the individuals had “islands of brilliance” in specific areas (see example of Kim Peek (4 min)
Multiple Intelligences – 8 independent mental abilities that allow a person to solve problems, create products that are valued within one’s culture.
Intelligence defined within the context of culture
Can’t really measure it using a standard IQ test.
Influenced education with idea of teaching to “learning styles” but this has never been proven to produce better outcomes.
Check out Gardner’s Project Zero website for more info on the practical implications of his theory.

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