Explain Spearman Two Factor Theory of Intelligence

Spearman's theory of intelligence is known as “General Intelligence” or the “g factor”. He established the two-factor theory of Intelligence in 1904. SkiptocontentSponsoredLinksBackto:LearningandTeaching–Unit3Throughtheyears,manypsychologistshavecomeupwithmanycontrastingtheoriesofIntelligence.CharlesSpearman,whowasaBritishpsychologist,wasoneofthefirstpsychologiststosuggestthetheoryofIntelligence.LetusunderstandindetailwhathistheoryofIntelligencesuggests.SpearmanTwoFactorTheoryofIntelligenceSpearman’stheoryofintelligenceisknownas “GeneralIntelligence”orthe“gfactor”.Heestablishedthetwo-factortheoryofIntelligencein1904.Spearmanusedthetechniqueoffactoranalysistocomeupwithhistheory.AccordingtoSpearman,intelligenceisageneralcognitiveabilitythatcanbemeasuredandnumericallyexpressed.Hefeelsthathumanspossessasingleunderlyingfactor“ageneralizedformofintelligence”,knownastheg-factor,whichhelpsthemtoutilizecorrespondingabilities“aspecializedformofintelligence”,knownasthes-factor.Spearmenlinkedthisrelationshiptoacommonfactor,calledtheGeneralIntelligence(g).Thus,thistheorycametobeknownastheTwo-FactorTheoryof Intelligence.IQorintelligencequotienttests,whichisatechniqueofmeasuringone’sgeneralcognitiveabilities,istheoutcomeofSpearman’stheoryofGeneralIntelligence.SponsoredLinksInhisopinion,astudentdoingwellinonesubjectwaslikelytodosoincorrespondingsubjectsaswell,whereasastudentdoingpoorlyinasubjectwoulddopoorlyincorrespondingsubjectstoo.Forexample,astudentwhowasgoodinGeneralKnowledgewouldbesoinquizzesanddebate.Astudentgoodinmathswouldbegoodinlogicalgamesanddetectingpatternsaswell.ThisiswhatSpearman’sTwoFactorTheoryofIntelligencesuggests.PreviousLessonWhatAreSomeDifferentTheoriesaboutIntelligence NextLessonCriticismofSpearman’sTheoryofIntelligence SponsoredLinksreportthisadIndexDifferenceBetweenLearningastheConstructionofKnowledgeandTransmissionandReceptionofKnowledge JeromeBrunerSocialConstructivistTheory SocialConstructivistPerspectiveofAusubelinSubsumptionTheory SocialConstructivistTheoryofVygotskywithDiagram ExperientialLearningandReflectioninConstructionofKnowledgeHowExperientialLearningandSocialMediationareHelpfulinConstructionofKnowledge CognitiveNegotiabilityinConstructionofKnowledgeSituatedCognitionandCognitiveApprenticeshipImplicationsforClassroomLearning DefineMetacognitionandItsConcept.DiscusstheFunctionandElementsofMetacognition HowtoCreateanEffectiveLearningEnvironmentinaClassroom HowdotheAttitudesofTeachersAffectthePersonalitiesandPerformancesofStudents?HowCanTeachersExpectationsAffectStudentsMotivation?HowdoesthePositiveEmotionoftheTeacherAffecttheLearningProcess?Self-EfficacyTheoryofMotivationinEducation DifferenceBetweenSelf-RegulatedLearningandCollaborativeLearningDifferenceBetweenLearningInsideandOutsidetheClassroom CharacteristicsofIntelligencewithExamples DefinitionofIntelligenceinPsychologybyDifferentPsychologists NatureandNurtureofIntelligenceinPsychology DifferentTypesofIntelligenceintheClassroom WhatAreSomeDifferentTheoriesaboutIntelligence ExplainSpearmanTwoFactorTheoryofIntelligence CriticismofSpearman’sTheoryofIntelligence WhatisGuilfordTheoryofIntelligenceB.EdNotesEducationalImplicationsofGuilfordTheoryofIntelligence Guilford’sStructureofIntellectModelandModelofCreativity:ContributionsandLimitationsWhatisHornandCattellTheoryofIntelligenceinEducationTheCattell-Horn-CarrollTheoryofCognitiveAbilities:Past,Present,andFuture Sternberg’sInformationProcessingTheoryofIntelligence CriticallyDiscussSternberg’sInformationProcessingApproach 8Intelligences–TheoryofMultipleIntelligencesExplained–Dr.HowardGardner AdvantagesandDisadvantagesofGardner’sTheoryofMultipleIntelligences ApplyingGardner’sTheoryofMultipleIntelligencesintheClassroom TypesofAssessmentofIntelligence IndividualIntelligenceTestAdvantagesandDisadvantagesWhatisMeantbyVerbalTestofIntelligence GroupVerbalIntelligenceTestwithExamples GroupIntelligenceTestAdvantagesandDisadvantages RoleofInformationtechnologyintheConstructionofKnowledgeRoleofTeacherandStudentinConstructionofKnowledge FactorsInvolvedinConstructionofKnowledgeB.EdNotesEducationalImplicationsofAusubel’sMeaningfulLearningTheory TheSocialConstructivistPerspectiveofBrunerandAusubelWhataretheFourMajorAspectsofBruner’sTheory?FunctionalistandtheSocialConstructivistPerspectivesofKnowledge InWhatActualClassroomSituationCanSubsumptionTheorybeApplied? 10DisciplinesandDiscoursesSocialInteractionsintheConstructionofKnowledge CompareandContrastPiagetVygotskyBrunerCognitiveDevelopmentTheoryTeacherExpectationsofStudents’ClassroomBehavior RoleoftheLearnerinKnowledgeConstructionandTransmission AskaQuestionContactUsCloseMenu xx