Buscar
Estás en modo de exploración. debe iniciar sesión para usar MEMORY

   Inicia sesión para empezar

level: Level 3 THEORIES OF INTELLIGENCE DETAILED

Questions and Answers List

level questions: Level 3 THEORIES OF INTELLIGENCE DETAILED

QuestionAnswer
Uni/One Factor Theory (Alfred Binet)First psychologist to formalise intelligence in terms of mental operations, instead of philosophical treatises Interest in differentiating more from less intelligent individuals Intelligence as consisting of one similar set of abilities used for solving any or every problem in an environment Disputed when psychologists started analysing his data
Two-factor Theory (Charles Spearman) (1927)Employs statistical method called factor analysis Intelligence consisted of: G-factor: mental operations which are primary and common to all performances S-factor: specific abilities
Theory of Primary Mental Abilities (Louis Thurstone)Intelligence consists of 7 independent primary abilities: 1 Verbal Comprehension 2 Numerical Abilities 3 Spatial Relations 4 Perceptual Speed 5 Word Fluency 6 Memory 7 Inductive Reasoning
Hierarchical Model of Intelligence (Arthur Jensen)Level I: Associative learning, output is more or less similar to input Level II: Cognitive competence, higher-order skills transfer input to effective output
Structure-of-Intellect Model (JP Guilford)Operations Contents Products
Structure-of-Intellect Model (JP Guilford) OperationsOperations are what the respondent does. Cognition Memory recording Memory retention Divergent production Convergent production Evaluation
Structure-of-Intellect Model (JP Guilford) ContentsContents refer to the nature of materials or information on which intellectual operations are performed. Visual Auditory Symbolic Semantic Behavioural
Structure-of-Intellect Model (JP Guilford) ProductsProducts refer to the form in which information is processed by the respondent. Units Classes Relations Systems Transformations Implications
Theory of Multiple Intelligence (Howard Gardner)Linguistic Logical-Mathematical Spatial Musical Bodily-Kinaesthetic Interpersonal Intrapersonal Naturalistic
Triarchic Theory of Intelligence (Robert Sternberg) (1985)Intelligence is the ability to adapt, to shape and select an environment to accomplish one's goals and those of one’s society and culture. Componential (Analytical) Intelligence Experiential (Creative) Intelligence Contextual (Practical) Intelligence
Triarchic Theory of Intelligence (Robert Sternberg) (1985) Componential (Analytical) Intelligence:Analysis of information to solve problems 3 Components: Knowledge acquisition component Meta/higher order component (planning what and how to do) Performance component Persons high on this think analytically and critically and do well at school
Triarchic Theory of Intelligence (Robert Sternberg) (1985) Experiential (Creative) Intelligence:Using past experiences creatively to solve novel problems Reflected in creative performance Persons high on this integrate different experiences in an original way to make new discoveries and inventions, by finding what information is crucial quickly
Triarchic Theory of Intelligence (Robert Sternberg) (1985) Contextual (Practical) Intelligence:Dealing with environmental demands encountered on a daily basis ‘Street smartness’ or ‘business sense’ Persons high on this adapt, select or modify their environment easily, so they turn out successful
PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) (1994)Planning Attention-arousal Simultaneous-Successive Interdependent functioning of three neurological systems called the functional units of the brain: Arousal/Attention Simultaneous and Successive Processing Planning
PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) Arousal/attentionState of arousal helps us to attend to stimuli and to enable us to process information Optimal level focusses our attention to relevant aspects Too much or too little interferes with attention E.g.: teacher telling you about a test
PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) Simultaneous and Successive Processing:Simultaneous: when you perceive relations among concepts and integrate them into a meaningful pattern for comprehension. E.g.: Raven’s Progressive Matrices test Successive: when you remember information serially so recall of one leads to the other. E.g.: learning digits, alphabets, tables
PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) PlanningAllows us to think of possible courses of action, implement them, and evaluate their effectiveness If a plan doesn’t work, it is modified E.g.: studying for a test
Cognitive Assessment systemDas and Naglieri have developed the Cognitive Assessment System (CAS), a battery of tests to measure basic cognitive functions independent of schooling for persons aged between 5-18.