Guilford's Structure of Intellect Model and Model of Creativity

Joy Paul Guilford was an American psychologist who suggested his theory of Intelligence in 1956. Guilford's Structure of Intellect (SOI) Model is a theory of ... SkiptocontentSponsoredLinksBackto:LearningandTeaching–Unit3Contents1GuilfordTheoryofIntelligence2Guilford’sStructureofIntellectModel2.1OperationsDimension2.2ProductsDimension2.3ContentDimension3Guilford’sModelofCreativity4ContributionsofGuilfordTheoryofIntelligence4.1ProvidedAidinGatheringData4.2Decision-Making4.3FostersCreativity4.4AnalyzesDifferentTypesofIntelligence4.5BetterUnderstandingofIndividualDifferences4.6DiscoverMentalAbilities4.7FurtherContributions5LimitationsofGuilford’sTheoryGuilfordTheoryofIntelligenceJ.P.Guilfordcanbenamedthefatherofmoderncreativityresearch.Hehasinfluencedalotinthepsychologyofcreativity.Therearestrengthsinhisresearchworkbutjustlikeanyotherdiscovery,therearelimitationstoo.Let’slookatthecontributionsandlimitationsofGuilford’sapproachtointellectandcreativity.JoyPaulGuilfordwasanAmericanpsychologistwhosuggestedhistheoryofIntelligencein1956.Guilford’sStructureofIntellect(SOI)Modelisatheoryofmultipleintelligences.AccordingtoGuilford,Intelligenceisacombinationofmultipleintellectualabilitiesratherthanjustoneattribute.SItheorycomprisesupto150differentcomponentsofintelligencearrangedalongthreedimensions,whichareoperation,content,andproducts.Guilford’sStructureofIntellectModelGuilford’sinterestincreativityplaysamajordrivingforceinhistheory.ItisimportanttounderstandGuilford’smodelofIntelligencefirsttounderstandhismodelofcreativity.InGuilford’sStructureofIntellect(SI)theory,intelligencecomprisesthreedimensionsnamely,operations,products,andcontents.Thereare5kindsofoperations-cognition,memory,divergentproduction,convergentproduction,evaluation,6kindsofproducts-units,classes,relations,systems,transformations,andimplications,and5kindsofcontents-visual,auditory,symbolic,semantic,behavioral. OperationsDimensionTherearesixoperations:Cognition: Itistheabilitytounderstand,comprehend,discover,andbecomeawareoftheinformationgathered.Memoryrecording: Itistheabilitytomemorizeinformation.Memoryretention: Itistheabilitytorecollectinformation.Evaluation: Itistheabilitytoknowiftheinformationisaccurateandvalidornot.Divergentproduction: Itistheabilitytocomeupwithseveralsolutionstoaproblem.Convergentproduction: Itistheabilitytoendupwithasinglesolutiontoaproblem.ProductsDimensionTherearesixproducts:Units: Itisasingleitemofinformation.Class: Itisasetofitemssharingcommonattributes.Relations: Itistheitemslinkedasoppositesorinassociations,sequences,oranalogies.Systems: Itismultipleitemsinterrelatedtocompromisestructuresornetworks.Transformation: Change’sperspectives,conversions,ormutationstoknowledge.Implication: Predictions,inferences,consequences,oranticipationsofknowledge.ContentDimensionTherearefivecontents:Visual: Itisthevisualinformationperceivedthroughtheeyes.Auditory: InformationperceivedbytheearSymbolic: Informationperceivedassymbolsorsignsthatmeansomethingelse.Semantic: Informationperceivedverballyinwordsorsentences.Itmaybeinwrittenformororally.Behavioural:  Informationperceivedasactsofanindividual/individuals.Therefore,Guilford’stheoryofintelligenceconsistsof5*5*6=150intellectualabilities.Guilford’sModelofCreativityForGuilford,creativitywasapartofintelligence.Heassumedcreativitywasaformofproblem-solving.AccordingtoGuilford,therewerefourtypesofabilitiesforsolvingproblems:SensitivitytoproblemsFluency,whichconsistsof:Ideationalfluency.Associationalfluency.Expressionalfluency.Flexibility,whichconsistsof:(i)Spontaneousflexibility(ii)AdaptiveflexibilityContributionsofGuilfordTheoryofIntelligenceProvidedAidinGatheringDataTheintroductionofGuildford’sTheoryofIntelligencecontributedtogatheringandunderstandinginformationforabetteranalysisofstudents’intelligence.Decision-MakingTheimplicationofGuildford’sTheoryofIntelligencecontributedinresponsibledecision-makingandsmartproblem-solvingskillswhichcanbebeneficialforthelearnersaswellastheirteachers.FostersCreativityTheapplicationofGuildford’sTheoryofIntelligencecontributedtomakinganindividualcreative,practical,analyticalandlogical.AnalyzesDifferentTypesofIntelligenceTheimplicationofGuildford’sTheoryofIntelligenceassistsincontributingtounderstandingtheintelligenceofdifferentagegroups.BetterUnderstandingofIndividualDifferencesTheapplicationofGuildford’sTheoryofIntelligencecontributedtoaidinstudyingindividualdifferencesinsociety.DiscoverMentalAbilitiesTheimplicationofGuildford’sTheoryofIntelligenceprovidedassistanceandcontributiontodiscoveringmanymentalabilitiesandcognitivecapabilitiesthatpeopleweren’tawareofbefore.FurtherContributionsGuildfordwasoneofthefirsttobroadlydiscussthedefinitionofintelligence.Newmentalabilitiesthatweren’tknownbeforewasdiscoveredbyGuilford’sresearch.Guilford’sfocusonunderstandinghowtheintelligenceofindividualscouldbemeasuredwasahugeadvantageforbothpsychologistsandeducators. Guilford’stheorygaveawiderideaaboutthecreativityofhumanswhichtheearlierresearchersseemedtoignore.ScientistswereabletoanalyzeandunderstandthenatureofcreativitythroughGuilford’swork.LimitationsofGuilford’sTheoryToday,manypsychologistsconsiderGuilford’stheorytobeoldfashioned.Guilford’stheoryfocusesmoreonconfirmationthandisconfirmation.Guilford’stheoryismostlybasedonpsychometrictests,whichheusedformeasuringSIabilities.Fewofthecriticshavesuggestedthatthepsychometrictestingusedtomeasureintelligenceisflawedandlimitstheapplications.However,evenwithitslimitations,Guilford’stheoryhascontributedalottomanypsychologistsindoingtheirresearchonintelligenceandcreativity.Ithasalsoprovedtobeofgreathelptoscientistsandintheeducationalfield.Guilford’sStructureofIntellectModelandModelofCreativityContributionsandLimitationsPreviousLessonEducationalImplicationsofGuilfordTheoryofIntelligence NextLessonWhatisHornandCattellTheoryofIntelligenceinEducationSponsoredLinksreportthisadIndexDifferenceBetweenLearningastheConstructionofKnowledgeandTransmissionandReceptionofKnowledge 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 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