Charles Spearman: Theory of Intelligence & Overview

Known as an early founder of the psychological testing movement, Spearman refined the methodology of intelligence testing, including the ... forTeachers forSchools forWorkingScholars® forCollegeCredit LogIn SignUp Menu Plans Plans Courses Courses AcademicCourses BusinessCourses EnglishCourses HistoryCourses HumanitiesCourses MathCourses PsychologyCourses ScienceCourses SocialScienceCourses SpanishCourses AllCourses CollegeandProfessionalCourses CollegeCredit TransferCredit ProfessionalDevelopment Exploreover 4,600 videocourses BrowseAllCourses AcademicCourses CollegeandProfessionalCourses ByGrade ByGrade ElementarySchoolCourses MiddleSchoolCourses HighSchoolCourses CollegeCourses TransferCreditsCourses GraduateandPost-GradCourses AdultEducationCourses TestPrep TestPrep TeacherCertification TeacherCertification CollegeCreditandGraduateTests CollegeCreditandGraduateTests Nursing Nursing RealEstate RealEstate AllTestPreparationCourses PRAXIS TExES CSET/CBEST FTCE GACE AllTeacherCertificationTestPrepCourses CLEP DSST AP GRE HESI TEAS NCLEX RealEstateLicenses RealEstateSales RealEstateBrokers RealEstateAppraisal Teach Teach Curriculum TeachingResources LessonPlans TeacherCertification TeacherProfessionalDevelopment Tutoring Tutoring MathTutoring MathTutoring ScienceTutoring ScienceTutoring BusinessTutoring BusinessTutoring HumanitiesTutoring HumanitiesTutoring AlgebraTutoring CalculusTutoring GeometryTutoring Pre-calculusTutoring StatisticsTutoring TrigonometryTutoring AllMathTutoring BiologyTutoring ChemistryTutoring PhysicsTutoring AllScienceTutoring AccountingTutoring EconomicsTutoring FinanceTutoring AllBusinessTutoring HistoryTutoring LiteratureTutoring WritingTutoring AllHumanitiesTutoring SignUp AcademicCourses BusinessCourses EnglishCourses HistoryCourses HumanitiesCourses MathCourses PsychologyCourses ScienceCourses SocialScienceCourses SpanishCourses AllCourses CollegeandProfessionalCourses CollegeCredit TransferCredit ProfessionalDevelopment TeacherCertification PRAXIS TExES CSET/CBEST FTCE GACE AllTeacherCertificationTestPrepCourses CollegeReadiness CLEP DSST AP GRE Nursing HESI TEAS NCLEX RealEstate RealEstateLicenses RealEstateSales RealEstateBrokers RealEstateAppraisal MathTutoring AlgebraTutoring CalculusTutoring GeometryTutoring Pre-calculusTutoring StatisticsTutoring TrigonometryTutoring AllMathTutoring ScienceTutoring BiologyTutoring ChemistryTutoring PhysicsTutoring AllScienceTutoring BusinessTutoring AccountingTutoring EconomicsTutoring FinanceTutoring AllBusinessTutoring HumanitiesTutoring HistoryTutoring LiteratureTutoring WritingTutoring AllHumanitiesTutoring Copyright LessonTranscript Instructor NancyZingrone NancyhasaPhDinpsychologyandhastaughtintroductorycoursesinpsychologyasaswellaspublishedoriginalresearchonpersonalityandindividualdifferences. Viewbio ExpertContributor JenniferLevitas JenniferhasaPh.D.inPsychology.She'staughtmultiplecollege-levelpsychologycoursesandbeenpublishedinseveralacademicjournals. Viewbio CharlesSpearmanwasanexperimentalpsychologistwhowasinterestedinintelligence.ReadaboutSpearman'sbackground,hisgfactortheoryandhowSpearman'sworkcontinuestoinfluencethefieldofpsychologytoday. Updated:09/07/2021 Createanaccount CharlesSpearman'sRoadtoPsychologyCharlesSpearman,wholivedfrom1863to1945,wasanEnglishpsychologistwhocametoexperimentalpsychologyabitlateinlife.HestudiedengineeringincollegeandworkedasanengineerinBurmainthe1880s.Inhisearlythirties,Spearmandecidedtoleavethemilitarytobecomeanexperimentalpsychologist.SpearmanheadedtoLeipziginGermanytostudywiththefamousexperimentalpsychologist,WilhelmWundt,whorantheonlyPhDprograminpsychologytheninexistence.UniversityCollege,London,hiredSpearmanasaninstructorandresearcherin1907.Heworkedtherefor25years,risingthroughtheranksandbecomingaveryprominentprofessorofpsychologybeforeheretiredin1932.Hisworkinfluencedanumberofimportantpsychologistswhocameafterhim. CharlesSpearman Knownasanearlyfounderofthepsychologicaltestingmovement,Spearmanrefinedthemethodologyofintelligencetesting,includingthestatisticaltechniquesthenusedtoanalyzetestresults.Hisgreatesttheoreticalcontributionwasproposingthetheoryofthegfactor,inwhichhearguedthatgeneralintelligenceformedthebedrockfromwhichallothermentalabilitiesdeveloped. Anerroroccurredtryingtoloadthisvideo. Tryrefreshingthepage,orcontactcustomersupport. YoumustcCreateanaccounttocontinue watching Registertoviewthislesson Areyouastudentorateacher? Iamastudent Iamateacher CreateYourAccountToContinueWatching Asamember,you'llalsogetunlimitedaccesstoover84,000 lessonsinmath,English,science,history,andmore.Plus,getpracticetests,quizzes,andpersonalizedcoachingtohelpyou succeed. Getunlimitedaccesstoover84,000lessons. Tryitnow Itonlytakesafewminutestosetupandyoucancancelanytime. Alreadyregistered?Loginherefor access  Back WhatteachersaresayingaboutStudy.com Tryitnow Alreadyregistered? Loginhereforaccess Comingupnext: StagesofLanguageDevelopment:Pre-LinguisticandSymbolicLanguage You'reonaroll.Keepupthegoodwork! TakeQuiz Watch NextLesson  Replay Justcheckingin.Areyoustillwatching? Yes!Keepplaying. Yournextlessonwillplayin 10seconds 1:11BringingScienceto… 2:08StatisticalAnalysis&… 5:54WhatMadeSpearman… 7:04TheGFactor&theHumanBody 7:43Spearman'sLegacy 8:18LessonSummary Save Save Save Wanttowatchthisagainlater? LoginorsignuptoaddthislessontoaCustomCourse. LoginorSignup Timeline Autoplay Autoplay Speed Speed 51Kviews Video Quiz Course 51K views BringingSciencetotheStudyofIntelligenceIntelligenceisdefinedastheabilitytoobtainanduseknowledgeinaproductiveway.ForthousandsofyearsbeforeSpearman,intellectualsandphilosophersworkedtounderstandtheconcept.AlthoughSpearmanlovedphilosophy,likemanyothersofhisgeneration,hewantedtodomorethanjusttalk.Toaccomplishthis,hebroughtthescientificmethodtointelligencetesting.ForSpearman,understandingwhysomepeoplegrewuptobegreatthinkersandlearnersandwhyotherpeoplestruggledtograspeventhesimplestthinghadbothpracticalandphilosophicalimplications.Byobservingandmeasuringintelligenceinasystematicway,Spearmanbelieved,researcherswouldbeabletodefineallthevariablesthatinfluencedthedifferinglevelsandtypesofintellectualabilitypeoplehave.Moreimportantly,researchwoulddiscoverhowthesevariablesfittogether.StatisticalAnalysisandTestsofMentalVariablesWhenSpearmanbecameinvolved,thepsychologicaltestingmovementwasalreadyunderway.Manytestshadbeendevelopedthatlookedatdifferenttypesofintellectualvariables,suchasmathlearningorreasoningskills.Whenpsychologistsattemptedtocorrelatetheresultsoftheseteststooneanother,theydidn'thavemuchluck.SowhileSpearmanbelievedthattherewasanunderlyinggeneralfactorofintelligencethatshouldpredictwhatlevelofspecificmentalabilitiesindividualswouldshowontests,hiscolleagueswerenotfindingthoserelationshipsintheirdata.Spearmanbegantowonderiftherewassomethingwrongwiththemethodshiscolleagueswereusingtodeterminewhetherrelationshipsexistedornot.Atthetime,atestcalledthePearsonProductMomentCorrelationwasoneofthemainstatisticaltechniquesinuse.ThePearsonCorrelationwasnamedforitsinventor,anotherBritishacademic,KarlPearson.HebasedhistechniqueontheconceptofcorrelationfirstproposedbythegreatBritishthinker,FrancisGalton.Galtonwasveryinterestedinheredity,kinship,andthedifferencesbetweenpeopleonavarietyofcharacteristics.Histheorywasthatindividualspecificcharacteristicsarerelatedtoeachother,andthis'co-relation'wouldbeapparentinthewayinwhichcertaincharacteristicseitherappearedwithothersorchangedwithothers.Imaginethatyouareinterestedinthecorrelationofhealthandintelligence.Ifso,youmightask,'Doesevidenceofintellectualabilityincreaseasoverallhealthincreases?'Or,ifyouwereinterestedintherelationshipsofreasontoemotion,youmightask,'Arelessemotionalpeoplemorelogical?'Byaskingthesetypesofquestions,yousignalthatyoubelievetheseaspectsofhumanabilityand/orbehaviorarelinkedandmightvarytogetherinsomelawfulway.ThePearsonCorrelationtestwasastepforwardintheanalysisofcorrelation.Itwasdesignedtoshowwhetheroneaspectofhumanabilitywasrelatedtoanotherbymathematicallyplottingtheresultsfromonetestagainsttheresultsofanothertest.BeforePearson'stestwasavailable,researcherscheckedtheamounttowhichonesetofresultswascorrelatedtoanothersetbyusingothertypesoflesssensitivestatisticalanalysesorbymanuallyplottingindividualscoresfromthetwotestsonagraphliketheonesshownhere. Tomakethisalittleclearer,iftheresultsfromTestAplottedalongthex-axisofagraphclusteredcloselytoresultsfromTestB,plottedalongthey-axisasthefirstgraphshows,aresearchercouldsaythattherewasastrongcorrelationbetweenthetwosetsofresults.Anotherwayoflookingatthatrelationshipistosaythatwhenthereisastrongcorrelationbetweentwotests,youwouldexpectthatalmosteverybodywhohadahighscoreonTestAalsohadahighscoreonTestB,andviceversa.IftheresultsfromTestAwereweaklycorrelatedtotheresultsfromTestB,theresearcherwouldseeagraphlikethemiddleimage.Withthatkindofgraph,youmightfindthatmoreofyourparticipantswhogotahighscoreonTestAalsogotahighscoreonTestB,butnotthatmanymore.Finally,ifTestAresultsandTestBresultshadnocorrelationtooneanotherwhatsoever,plottingthemonthegraphwouldyieldsomethinglikethethirdimage,inwhichthetestresultsareallovertheplaceanddon'tclustertogetheratall.Inthatcase,youwouldn'tbeabletomakeanypredictionaboutwhatthescoreswouldbeonTestBjustbylookingatthescoresonTestA.ThegeniusofPearson'sCorrelationtestwasthatitallowedresearcherstolistthetwosetsofresultsandthenuseastatisticalformulatodeterminethelevelofcorrelationbetweentheresultswithouthavingtositdownandploteachindividualtestresultonagraph. WhatMadeSpearmanSkepticalofPearson'sTest?BecauseCharlesSpearmanbelievedthatgeneralintelligenceunderlaythespecificintellectualabilitiespeopleexhibited,heexpectedthattestresultsshouldcorrelatewithoneanother.Healsoexpectedthatresultsontestsdesignedtomeasuregeneralintelligenceshouldcorrelatewithresultsoftestsonspecificabilities.ButresearcherswhoanalyzedtheresultsusingPearson'stechniquedidnotconsistentlyfindtherelationshipsSpearmanexpected.Hestartedtothinktheproblemwasnotinthedata,butinsteadinthemethodofanalysis.SohetookituponhimselftoexamineboththeassumptionsandthemathematicsofthePearsonCorrelation.SpearmanwasabletoshowthatPearson'sstatisticgreatlyunderestimatedthestrengthofrelationshipsbetweentheresultsoftwotests.Tofixthatproblem,SpearmaninventedanewstatisticaltechniquethatbecameknownastheSpearmanRankOrderCorrelation.Usingthisnewtechniquetore-examinetherelationshipsbetweendifferenttestsofintellectualabilities,Spearmanfoundthat,infact,notonlyweretheresultscorrelated,butthestrengthofthoserelationshipsdidindeedprovideevidenceforhistheoryofgeneralintelligence.The'G'FactorandtheHumanBodyInadditiontofleshingouthistheoryandcallingformoreresearchontherelationshipofintellectualabilitiestoeachotherandtopracticalmeasurementsofintellectualsuccess,suchasgradesinschool,Spearmanalsoemphasizedtheimportanceoffindingthephysiologicalcorrelatesofthegfactor.Hefeltitwasextremelyimportanttounderstandhowandwhyprocessesofthebrainandbodycontributedtothedevelopment,decline,strength,orweaknessofgeneralintelligence.AlthoughitwasprettyimpossibletodopsychophysiologicalresearchinanydefinitivewaygiventhemedicalexpertiseandequipmentavailableinSpearman'sday,hisemphasisontheneedforthistypeofresearchpavedthewayformodernbiopsychologyandneurophysiology.Spearman'sLegacyWhenSpearmanproposedtheconceptofgeneralintelligence,histheorywasverymuchinstepwiththeopinionsofmanyofhiscontemporaries.OnceSpearmanrefinedthestatisticaltechniquesinuse,thetheorywasalsowell-supportedbytheevidence.Buttheoryandmethodologyalwaysevolve.Today,mostpsychologistsbelievethereareavarietyoftypesofintelligence,notjustoneunderlyinggeneralfactorthatimpactsonallintellectualabilities.Evenso,Spearman'sworkiscitedmoreoftennowthantheworkofmanyofhiscontemporaries.LessonSummaryCharlesSpearmanwasaBritishexperimentalpsychologistwhowasactivefromtheearly1900sthroughthe1930s.Hewasafounderofthepsychologicaltestingmovement,instrumentalinrefiningstatisticaltechniquesthatarestillinusetoday,andagreatsupporterofresearchworkonthepsychophysiologicalprocessesthatimpactonintelligence.Heproposedthegfactortheory,whichholdsthatanunderlyingfactorofgeneralintelligenceexiststhatformsthefoundationoutofwhichallintellectualabilitiesrise.Spearmanalsofeltthatlevelsofgeneralintelligencecouldpredictlevelsofspecificabilities.Althoughthesedays,thetheoryofgeneralintelligencehasbeensupplantedbyavarietyoftheoriesthatstressdifferenttypesofintelligence,Spearman'sideasstillcontributetothediscussion,andhisstatisticaltechniqueisstillinuse.Heisalsostillrememberedforhisearlyenthusiasmaboutthepotentialusefulnessofpsychophysiologicalresearchonintelligence.Becauseoftheformer,Spearmanisconsideredtobeoneofthefoundersofthepsychologicaltestingmovement,andbecauseofthelatter,Spearmanisalsoconsideredtobeoneofthefoundersofbiopsychologyandneurophysiology.LearningOutcomesAsyoufinishthevideo,youshouldbeableto: ExplainwhoCharlesSpearmanwasandhowhebecameinterestedinpsychology Definethegfactorandintelligence Discusshowsciencewasintroducedtothestudyofintelligence ExaminewhatthePearsonCorrelationwas RecognizeSpearman'scritiqueofthePearsonCorrelationandthestatisticaltechniquehedevelopedinresponse AcknowledgeSpearman'slegacyandwhatpsychologistsbelieveaboutintelligencetoday TounlockthislessonyoumustbeaStudy.comMember. Createyouraccount AdditionalActivities WritingPrompts Prompt1: Spearmaniswell-knownforproposingthegfactor,whichreferstogeneralmentalability.Heobservedthatchildren'sschoolperformancewasessentiallyconsistentacrossallschoolsubjects,ratherthanbeinghighinsomesubjectsandlowinothers.Thisledhimtobelievethattherewasapredominantgeneralabilityfactorofintelligence. Whatisyourpersonalopinionofintelligence?Forexample,youmayagreewithSpearman'sgfactor,becauseyouhaveobservedconsistencyinabilitiesacrossdomainsinyourfriendsandfamily.Conversely,youmayfeelmorealignedwithGardner'stheoryofmultipleintelligencesbecauseyoufeelthatyouhavehighintellectualabilityinsomeareasandlowintellectualabilityinothers.Writetwotothreeparagraphsdescribingyourideasaboutintelligence,citingsupportingobservations. Prompt2: Spearmanwasinterestedinunderstandingtherelationshipbetweenphysiologyandthegfactorofgeneralintelligence.ResearchduringSpearman'stimewasnotveryadvanced,butthereisalotofresearchexaminingphysiologyandintelligencetoday. Dosomeinternetresearchandwritetwotothreeparagraphsonwhatyoufind.Forexample,doesahealthyBMItendtocorrelatetogeneralintelligence?Isadequatesleepcorrelatedwithgeneralintelligence?Isgreymatterinthebrainsofchildrenassociatedwithgeneralintelligence?Whatphysiologicalcorrelatesofintelligencecanyoufindinyourresearch? Registertoviewthislesson Areyouastudentorateacher? Iamastudent Iamateacher UnlockYourEducation Seeforyourselfwhy30millionpeopleuseStudy.com BecomeaStudy.commemberandstartlearningnow. BecomeaMember Alreadyamember?LogIn  Back WhatteachersaresayingaboutStudy.com Tryitnow Alreadyregistered? Loginhereforaccess Createanaccount CharlesSpearman:TheoryofIntelligence&Overview Starttoday.Tryitnow HumanGrowthandDevelopment:HelpandReview 13chapters| 176lessons {{courseNav.course.topics.length}}chapters| {{courseNav.course.mDynamicIntFields.lessonCount}}lessons |{{course.flashcardSetCount}} flashcardset{{course.flashcardSetCoun>1?'s':''}} Ch1. HumanGrowth&DevelopmentTheoretical... Goto HumanGrowth&DevelopmentTheoreticalApproaches:Help&Review Ch2. HumanGrowth&DevelopmentResearch... Goto HumanGrowth&DevelopmentResearchMethods:Help&Review Ch3. GeneticInfluencesonDevelopment:Help... Goto GeneticInfluencesonDevelopment:HelpandReview Ch4. BiologicalDevelopment:Helpand... Goto BiologicalDevelopment:HelpandReview Ch5. SensoryandPerceptualDevelopment:... Goto SensoryandPerceptualDevelopment:HelpandReview Ch6. CognitionandCognitiveDevelopment:... Goto CognitionandCognitiveDevelopment:HelpandReview Ch7. CreativityandIntelligenceDevelopment:Helpand... WhatisGardner'sTheoryofMultipleIntelligences? 5:11 Sternberg'sTriarchicTheoryofIntelligence 6:19 Perkins'TheoryofLearnableIntelligence 5:04 IQ:EnvironmentalandGeneticInfluences 5:49 InfantCreativityandIntelligence 7:16 ChildCreativityandIntelligence 6:17 CreativityandIntelligenceinAdolescence 4:29 AdultCreativityandIntelligence:ChangeswithAge 5:01 IntrapersonalIntelligence:Definition&Examples 5:20 CharlesSpearman:TheoryofIntelligence&Overview 9:43 Goto CreativityandIntelligenceDevelopment:HelpandReview Ch8. LanguageDevelopment:Helpand... Goto LanguageDevelopment:HelpandReview Ch9. SocialDevelopment:Helpand... Goto SocialDevelopment:HelpandReview Ch10. SocialRelationshipDevelopment:Help... Goto SocialRelationshipDevelopment:HelpandReview Ch11. AtypicalDevelopment:Helpand... Goto AtypicalDevelopment:HelpandReview Ch12. OrganizationandOperationofSchool... Goto OrganizationandOperationofSchoolSystems Ch13. 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