Theories of Intelligence - John Parankimalil - WordPress.com

According to him intellectual abilities are comprised of two factors, namely; the general ability known as G-factor and specific Abilities ... JohnParankimalil Educationist,Story-TellerandMotivator Skiptocontent ←KnowYourOriginand Worth MeasuringofIntelligence→ TheoriesofIntelligence PostedonNovember17,2014byJohnParankimalil Psychologistshaveattemptedtounderstandthestructureofintelligenceforwhichtheyhaveformulatedtheories.Amongtheimportanttheoriesofintelligence,weshallstudythreeofthem. Spearman’sTwo-FactorTheory Guilford’sTheoryofStructureofIntellect(S.IModel) Thurston’sGroupFactorTheory Spearman’sTwo-FactorTheory: TheEnglishpsychologist,CharlesSpearman(1863-1945),in1904proposedhistheoryofintelligencecalledtwo-factortheory.Accordingtohimintellectualabilitiesarecomprisedoftwofactors,namely;thegeneralabilityknownasG-factorandspecificAbilitiesknownasS-factors.TheperformancebytheindividualisdeterminedbytheG-factorandtheS-factors.ThetotalintelligenceoftheindividualisthesumtotaloftheG-factorandtheS-factors.Theperformanceofaparticulartaskdependsonthe‘G’factororgeneralabilityandtheparticular‘S’factororspecificability. Characteristicsof‘G’Factor: Itisuniversalinbornability. Itisgeneralmentalenergy. Itisconstant. Theamountof‘g’differsfromindividualtoindividual. Itisusedineveryactivityoflife. Greaterthe‘g’inanindividual,greaterishissuccessinlife. Characteristicsof‘S’Factor: Itislearnedandacquiredintheenvironment. Itvariesfromactivitytoactivityinthesameindividual. Individualsdifferintheamountof‘S’ability. ‘G’factorrepresentsNativeIntelligencethuswhenwerespondtoanysituationorperformanintellectualtask,ourgeneralmentalabilityor‘G’factorismainlyresponsibleforitandourspecificabilityinthatparticulartaskisresponsiblefortherest. Therearealargenumberofspecificabilitiessuchasabilitytodrawinferences,abilitytocompletesentences,abilitytocodemessageetc. Fig:Spearman’sTwo-FactorTheoryorEclecticTheory Differentindividualsdifferedbothintheir‘G’aswellas‘S’factors.Fore.g.anindividual’sperformanceinliteratureispartlyduetohisgeneralintelligenceandpartlyduesomespecificaptitudeforhislanguage,i.e.G+S1.InmathematicshisperformancemaybetheresultofG+S2.Indrawing,itmaybeduetoG+S3andinsocialsciences;itmaybeduetoG+S4andsoon.Thusthefactor‘G’ispresentinallspecificactivities. EducationalImplicationsandrelevanceofSpearman’sTwo–FactorTheory: 1.Thetheorygivesabetterinsighttotheteacheraboutthenatureofintelligence. 2.Thegeneralabilitydiffersfromindividualtoindividual. 3.Thespecificabilitiesalsodifferfromindividualtoindividual. 4.‘S’factorvariesindegrees.Therefore,itcanbemodifiedbylearningorhabitualtraining 5.Achildrequiresdifferentamountsof‘G’and‘S’factorsforachievingsuccessindifferentSubjects. 6.Werequireahighqualityof‘G’factorforoursuccessinlife. 7.Both‘G’and‘S’haveahighcorrelation. 8.Thistheorycouldbeusedtoguide,constructionofasetofabilitytest Conclusion:Thusweseethatspearmandidnotbelieveintheconceptthatmentalpowerasindependentofoneanother.Accordingtohimtheyareunitary. 2.Guildford’sStructureofIntelligence(SIModel) J.P.Guilforddevelopedamodelofintelligence(1966)usingfactoranalysis.Heoutlinestopographyofthestructureofintellect,providinganintegratedrationalefordescribingthemanydimensionofintellectualperformance.Hesuggeststhattherearethreebasicparametersalongwhichanyintellectualactivitytakesplace.Theseare: 1.Operations–theactofthinking 2.Contents–thetermsinwhichwethink,and 3.Products–theideaswecomeupwith. Guilfordidentified5operations,5contentsand6products.Thusthemaximumnumberoffactorsintermsofthedifferentpossiblecombinationsofthesedimensionswillbe5x5x6=150. 1.Operations:Itconsistsoffivemajorgroupsofintellectualabilities. Cognition:Itreferstodiscovery,rediscoveryorrecognition. Memory:Simplyrememberingwhatwasonceknown. ConvergentThinking:Thistypeofthinking,byreasoning,resultsinusefulsolutiontoproblems. DivergentThinking:Thisisthinkingindifferentdirections,seekingandsearchingsomevarietyandnovelty. Evaluation:Itisreachingdecisionsormakingjudgmentsaboutinformation. 2.Content:ASecondwayofclassifyingtheintellectualfactorisaccordingtothekindofmaterialorcontentinvolved.Itinvolvesfivefactors: VisualContent:Itisconcretematerialwhichisperceivedthroughoursenses,i.e.size,form,colour,etc. AuditoryContent:Itconsistsoflanguage,speech,sounds,musicandwords SymbolicContent:Itiscomposedofletters,digits,andotherconventionalsigns. SemanticContent:Itisintheformsofverbalmeaningsorideaswhichwegetfromothers. BehaviouralContent:Itmeanssocialbehaviourinsociety. 3.Products:Whenacertainoperationisappliedtocertainkindofcontentasmanyassixkindsofproductsmaybeinvolved. Units:Understandingthemeaningofwords,visual,auditoryandsymbolicunits. Classes:Itmeansclassificationofwordsandideas. Relations:Itimpliesdiscoveringrelationsofwordsandideas. Systems:Theabilitytostructureobjectsinspaceandtostructuresymbolicelementsandtoformulateproblems. Transformation:Theabilitytolookintothefuturelinesofdevelopmentortosuggestchangesintheexistingsituations. Implications:Theabilitytoutilizepresentinformationforfutureends. EducationalImplicationandrelevanceofSIModel: 1.Thistheoryabouttheideathatthebrainofachildislikeacomputer,whoacquires,storesandusesinformation. 2.Itprovidesknowledgeaboutthespecificabilityofthestudentstoguidethemintherightdirection. 3.SIModelisusefulinfindingoutthereasonsoftheunsatisfactoryperformanceofthestudentsinspiteoftheiradequateintelligence. 4.Thismodelpointsoutthatforunderstandinghighermentalprocesseslikethinkingsomedrasticmodificationscouldbeneededinourcurriculumormethodofinstruction. 5.Thismodelhasexplored150intellectualabilitiesandthisenablesustofindoutwhetherwearepayingsufficientattentiontoeachoneofthemornotandifnothowtoimprove. 6.Thismodelguidesustodeviceenrichmentprogrammesforthegiftedchildren. 7.Itstressesthatlearningofspecificskillsshouldbeourfocusofattention. 8.SIModelisveryusefulinconstructingtestsofvarioustypesfordifferentagegroups. 9.ThisconceptofGuildfordwillproveusefulinourfutureresearchintheareasoflearning,memory,problem-solvingetc. 10.Thismodeldiscoveredmanyabilitieswhichwerenotknownbefore. 11.Itisveryusefulforvocationaltraining. Conclusion:Guildford’stheoryofIntelligenceseemstobethemostcomprehensivetheoryasitattemptstotakeintoconsiderationsallpossibleaspectsofintellectualactivity. 3.Thurston’sGroupFactorTheory LouisThurstoncameoutwiththegroupfactortheory(1937)sayingthatIntelligenceisaclusterofabilities.Thesementaloperationsthenconstituteagroup.AsecondgroupofmentaloperationshasitsownunifyingPrimaryfactor;athirdgrouphasathirdPrimaryfactorandsoon.Eachofthemhasitsownprimaryfactor.Eachoftheseprimaryfactorsissaidtoberelativelyindependentofothers.HepointedoutthattherewereSevenPrimaryMentalAbilitiesandlateronaddedtwomore.Theyare: VerbalcomprehensionFactor.Thisfactorinvolvesaperson’sabilitytounderstandverbalmaterial.Itismeasuredbytestssuchasvocabularyandreadingcomprehension. VerbalfluencyFactor.Thisabilityisinvolvedinrapidlyproducingwords,sentences,andotherverbalmaterial.Itismeasuredbytestssuchasonethatrequirestheexamineetoproduceasmanywordsaspossiblebeginningwithaparticularletterinashortamountoftime. NumericalFactor.Thisabilityisinvolvedinrapidarithmeticcomputationandinsolvingsimplearithmeticwordproblems. PerceptualspeedFactor.Thisabilityisinvolvedinproofreadingandinrapidrecognitionoflettersandnumbers.ItismeasuredbytestssuchasthoserequiringthecrossingoutofAsinalongstringoflettersorintestsrequiringrecognitionofwhichofseveralpicturesattherightisidenticaltothepictureattheleft. InductivereasoningFactor.Thisabilityrequiresgeneralization—reasoningfromthespecifictothegeneral.Itismeasuredbytests,suchasletterseries,numberseries,andwordclassifications,inwhichtheexamineemustindicatewhichofseveralwordsdoesnotbelongwiththeothers. SpatialvisualizationFactor.Thisabilityisinvolvedinvisualizingshapes,rotationsofobjects,andhowpiecesofapuzzlefittogether.Anexampleofatestwouldbethepresentationofageometricformfollowedbyseveralothergeometricforms.Eachoftheformsthatfollowsthefirstiseitherthesamerotatedbysomerigidtransformationorthemirrorimageofthefirstforminrotation.Theexamineehastoindicatewhichoftheformsattherightisarotatedversionoftheformattheleft,ratherthanamirrorimage. MemoryFactor.Itmeanstheabilitytorecallandassociatepreviouslylearneditemseffectivelyormemorizequickly. LateronotherfactorswereaddedonlikeDeductiveReasoning(P)–AbilitytousethegeneralizedresultscorrectlyandProblemsolvingabilityfactor(PS)-Abilitytosolveproblemindependently. EducationalSignificanceandImplications Thurstoncontributedgreatlytothemeasurementofattitudes.Inpsychology,the‘Thurstonscale’developedin1928wasthefirstformaltechniquesformeasuringofattitudes. Thurston’stheoryofintelligencewasamajorinfluenceonlatertheoriesofmultipleintelligences,suchasthoseofGuilford,Gardner,andSternberg. Thurstonhasbeennotedfordevelopingacomparativejudgmentscalingtechnique.Therankscalecanbeusedtorankallpossiblefeelingsrelatedtoanissueandtocategorizepeopleexpressinganopinionbasedontherankofthatopinion.Itisusedtodaymainlyinbasicresearch. Thurstonheldthatiftheindividualwantstoperformanyparticularactivity,oneormoreofthesefactorsorabilitiesareinvolved.Someofthemaremoreimportantthanothers. Sharethis:TwitterFacebookLikethis:LikeLoading... Related AboutJohnParankimalil JohnParankimalil,SDB,M.A.(English),M.Ed,Ph.D(Education),popularlyknownasP.D.JohnyisamemberoftheSalesiansofDonBosco.HeispresentlytheRectorandPrincipalofDonBoscoCollege,Tura,MeghalayaandDirectorofDonBoscoCollegeofTeacherEducation,Tura.Hereceivedthe1stComputerLiteracyExcellenceAwardfromDrAPJAbdulKalam,thePresidentofIndiainAugust2002andtheGuruvarBestTeacherAwardfromShriKapilSibal,HRDUnionMinisterin2009.HewasformerlyPrincipalofStAnthony'sHigherSecondarySchool,ShillongandNationalPresidentofAllIndiaAssociationofCatholicSchools(AINACS),NewDelhiandtheCharterPresidentofRotaryClubofOrchidCity,Shillong.Hehasauthoredseveralbooks.HeisanEduationist,Story-TellerandLeadershipTrainer.HeconductsseminarsforPrincipals,Teachers,StudentsandParents.Hispopularbooksinclude,HeCanWhoThinksHeCan(Macmillan),AnElocutionManual(OrientLongman),ProgressiveParenting(Unicorn),InspirationalStoriesforPurposefulLiving(Babhani)TheWaytoSuccessandHappiness(Savio),HowtoWinOverYourProblems(Babhani),TheSecretsofHighAchievers(Babhani). ViewallpostsbyJohnParankimalil→ ThisentrywaspostedinB.EdNotesandtaggedEducationalPsychology,Intelligence.Bookmarkthepermalink. ←KnowYourOriginand Worth MeasuringofIntelligence→ 6ResponsestoTheoriesofIntelligence RichardGangtesays: November18,2014at12:32AM Thanks,iwouldliketorequestyoutosendmenotesonthecurriculum Reply RichardGangtesays: November18,2014at12:38AM Irequestyoutosendmetheassignmentonnorm-refrencedtestandcriterionrefrencedtest.Thanks Reply vidyasays: July25,2016at8:51AM Sirthanks..Iwouldliketorequesttosendthenotesonecologicaltheory(Bronfrenbrenner)&Holistictheoryofdevelopment(steiner) Reply salysays: October23,2016at12:48PM Thankyouverymuchformakingtheconceptsimpleforbetter,quickunderstanding Reply IzharUllahsays: December20,2016at12:43AM Twofactortheoryshouldreviewonce. Reply Terrysays: February13,2017at3:26AM betweenthegfactorandsfactorwhichoftheminneededtobesuccessfulinlife Reply LeaveaReplyCancelreply Enteryourcommenthere... 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