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TheoriesofIntelligence|JohnParankimalil

JohnParankimalil
Educationist,StoryTellerandMotivator

TheoriesofIntelligence
PostedonNovember17,2014byJohnParankimalil

Psychologistshaveattemptedtounderstandthestructureofintelligenceforwhichtheyhaveformulatedtheories.
Amongtheimportanttheoriesofintelligence,weshallstudythreeofthem.
1.SpearmansTwoFactorTheory
2.GuilfordsTheoryofStructureofIntellect(S.IModel)
3.ThurstonsGroupFactorTheory
1.SpearmansTwoFactorTheory:
TheEnglishpsychologist,CharlesSpearman(18631945),in1904proposedhistheoryofintelligencecalledtwo
factor theory. According to him intellectual abilities are comprised of two factors, namely the general ability
knownasGfactorandspecificAbilitiesknownasSfactors.Theperformancebytheindividualisdeterminedby
theGfactorandtheSfactors.ThetotalintelligenceoftheindividualisthesumtotaloftheGfactorandtheS
factors. The performance of a particular task depends on the G factor or general ability and the particular S
factororspecificability.
CharacteristicsofGFactor:
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1.Itisuniversalinbornability.
2.Itisgeneralmentalenergy.
3.Itisconstant.
4.Theamountofgdiffersfromindividualtoindividual.
5.Itisusedineveryactivityoflife.
6.Greatertheginanindividual,greaterishissuccessinlife.
CharacteristicsofSFactor:
1.Itislearnedandacquiredintheenvironment.
2.Itvariesfromactivitytoactivityinthesameindividual.
3.IndividualsdifferintheamountofSability.
GfactorrepresentsNativeIntelligencethuswhenwerespondtoanysituationorperformanintellectualtask,our
general mental ability or G factor is mainly responsible for it and our specific ability in that particular task is
responsiblefortherest.
There are a large number of specific abilities such as ability to draw inferences, ability to complete sentences,
abilitytocodemessageetc.

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Fig:SpearmansTwoFactorTheoryorEclecticTheory
Different individuals differed both in their G as well as S factors. For e.g. an individuals performance in
literatureispartlyduetohisgeneralintelligenceandpartlyduesomespecificaptitudeforhislanguage,i.e.G+S1.
In mathematics his performance may be the result of G+S2. In drawing, it may be due to G+S3 and in social
sciencesitmaybeduetoG+S4andsoon.ThusthefactorGispresentinallspecificactivities.
EducationalImplicationsandrelevanceofSpearmansTwoFactorTheory:
1.Thetheorygivesabetterinsighttotheteacheraboutthenatureofintelligence.
2.Thegeneralabilitydiffersfromindividualtoindividual.
3.Thespecificabilitiesalsodifferfromindividualtoindividual.
4.Sfactorvariesindegrees.Therefore,itcanbemodifiedbylearningorhabitualtraining

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5.AchildrequiresdifferentamountsofGandSfactorsforachievingsuccessindifferentSubjects.
6.WerequireahighqualityofGfactorforoursuccessinlife.
7.BothGandShaveahighcorrelation.
8.Thistheorycouldbeusedtoguide,constructionofasetofabilitytest
Conclusion:Thusweseethatspearmandidnotbelieveintheconceptthatmentalpowerasindependentofone
another.Accordingtohimtheyareunitary.
2.GuildfordsStructureofIntelligence(SIModel)
J.P. Guilford developed a model of intelligence (1966) using factor analysis. He outlines topography of the
structure of intellect, providing an integrated rationale for describing the many dimension of intellectual
performance.Hesuggeststhattherearethreebasicparametersalongwhichanyintellectualactivitytakesplace.
Theseare:
1.Operationstheactofthinking
2.Contentsthetermsinwhichwethink,and
3.Productstheideaswecomeupwith.
Guilfordidentified5operations,5contentsand6products.Thusthemaximumnumberoffactorsintermsofthe
differentpossiblecombinationsofthesedimensionswillbe5x5x6=150.
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1.Operations:Itconsistsoffivemajorgroupsofintellectualabilities.
1.Cognition:Itreferstodiscovery,rediscoveryorrecognition.
2.Memory:Simplyrememberingwhatwasonceknown.
3.ConvergentThinking:Thistypeofthinking,byreasoning,resultsinusefulsolutiontoproblems.
4.Divergent Thinking: This is thinking in different directions, seeking and searching some variety and
novelty.
5.Evaluation:Itisreachingdecisionsormakingjudgmentsaboutinformation.
2. Content: A Second way of classifying the intellectual factor is according to the kind of material or content
involved.Itinvolvesfivefactors:
1.VisualContent:Itisconcretematerialwhichisperceivedthroughoursenses,i.e.size,form,colour,etc.
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2.AuditoryContent:Itconsistsoflanguage,speech,sounds,musicandwords
3.SymbolicContent:Itiscomposedofletters,digits,andotherconventionalsigns.
4.SemanticContent:Itisintheformsofverbalmeaningsorideaswhichwegetfromothers.
5.BehaviouralContent:Itmeanssocialbehaviourinsociety.
3.Products:Whenacertainoperationisappliedtocertainkindofcontentasmanyassixkindsofproductsmay
beinvolved.
1.Units:Understandingthemeaningofwords,visual,auditoryandsymbolicunits.
2.Classes:Itmeansclassificationofwordsandideas.
3.Relations:Itimpliesdiscoveringrelationsofwordsandideas.
4.Systems: The ability to structure objects in space and to structure symbolic elements and to formulate
problems.
5.Transformation: The ability to look into the future lines of development or to suggest changes in the
existingsituations.
6.Implications:Theabilitytoutilizepresentinformationforfutureends.
EducationalImplicationandrelevanceofSIModel:
1. This theory about the idea that the brain of a child is like a computer, who acquires, stores and uses
information.
2.Itprovidesknowledgeaboutthespecificabilityofthestudentstoguidethemintherightdirection.
3.SIModelisusefulinfindingoutthereasonsoftheunsatisfactoryperformanceofthestudentsinspiteoftheir
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adequateintelligence.
4.Thismodelpointsoutthatforunderstandinghighermentalprocesseslikethinkingsomedrasticmodifications
couldbeneededinourcurriculumormethodofinstruction.
5. This model has explored 150 intellectual abilities and this enables us to find out whether we are paying
sufficientattentiontoeachoneofthemornotandifnothowtoimprove.
6.Thismodelguidesustodeviceenrichmentprogrammesforthegiftedchildren.
7.Itstressesthatlearningofspecificskillsshouldbeourfocusofattention.
8.SIModelisveryusefulinconstructingtestsofvarioustypesfordifferentagegroups.
9.ThisconceptofGuildfordwillproveusefulinourfutureresearchintheareasoflearning,memory,problem
solvingetc.
10.Thismodeldiscoveredmanyabilitieswhichwerenotknownbefore.
11.Itisveryusefulforvocationaltraining.
Conclusion:GuildfordstheoryofIntelligenceseemstobethemostcomprehensivetheoryasitattemptstotake
intoconsiderationsallpossibleaspectsofintellectualactivity.
3.ThurstonsGroupFactorTheory

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Louis Thurston came out with the group factor theory (1937) saying that Intelligence is a cluster of abilities.
These mental operations then constitute a group. A second group of mental operations has its own unifying
PrimaryfactorathirdgrouphasathirdPrimaryfactorandsoon.Eachofthemhasitsownprimaryfactor.Each
of these primary factors is said to be relatively independent of others. He pointed out that there were Seven
PrimaryMentalAbilitiesandlateronaddedtwomore.Theyare:
1.VerbalcomprehensionFactor.Thisfactorinvolvesapersonsabilitytounderstandverbalmaterial.Itis
measuredbytestssuchasvocabularyandreadingcomprehension.
2.Verbal fluency Factor. This ability is involved in rapidly producing words, sentences, and other verbal
material.Itismeasuredbytestssuchasonethatrequirestheexamineetoproduceasmanywordsaspossible
beginningwithaparticularletterinashortamountoftime.
3.NumericalFactor.Thisabilityisinvolvedinrapidarithmeticcomputationandinsolvingsimplearithmetic
wordproblems.
4.Perceptual speed Factor. This ability is involved in proofreading and in rapid recognition of letters and
numbers.ItismeasuredbytestssuchasthoserequiringthecrossingoutofAsinalongstringoflettersorin
testsrequiringrecognitionofwhichofseveralpicturesattherightisidenticaltothepictureattheleft.
5.Inductive reasoning Factor. This ability requires generalizationreasoning from the specific to the
general. It is measured by tests, such as letter series, number series, and word classifications, in which the
examineemustindicatewhichofseveralwordsdoesnotbelongwiththeothers.
6.Spatial visualization Factor. This ability is involved in visualizing shapes, rotations of objects, and how
piecesofapuzzlefittogether.Anexampleofatestwouldbethepresentationofageometricformfollowedby
severalothergeometricforms.Eachoftheformsthatfollowsthefirstiseitherthesamerotatedbysomerigid
transformation or the mirror image of the first form in rotation. The examinee has to indicate which of the
formsattherightisarotatedversionoftheformattheleft,ratherthanamirrorimage.
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7.MemoryFactor.Itmeanstheabilitytorecallandassociatepreviouslylearneditemseffectivelyormemorize
quickly.
Later on other factors were added on like Deductive Reasoning (P) Ability to use the generalized results
correctlyandProblemsolvingabilityfactor(PS)Abilitytosolveproblemindependently.
EducationalSignificanceandImplications
1.Thurstoncontributedgreatlytothemeasurementofattitudes.Inpsychology,theThurstonscaledevelopedin
1928wasthefirstformaltechniquesformeasuringofattitudes.
2.Thurstonstheoryofintelligencewasamajorinfluenceonlatertheoriesofmultipleintelligences,suchasthose
ofGuilford,Gardner,andSternberg.
3.Thurstonhasbeennotedfordevelopingacomparativejudgmentscalingtechnique.Therankscalecanbeused
to rank all possible feelings related to an issue and to categorize people expressing an opinion based on the
rankofthatopinion.Itisusedtodaymainlyinbasicresearch.
4.Thurstonheldthatiftheindividualwantstoperformanyparticularactivity,oneormoreofthesefactorsor
abilitiesareinvolved.Someofthemaremoreimportantthanothers.

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AboutJohnParankimalil
JohnParankimalil,SDB,M.A.(English),M.Ed,Ph.D(Education),popularlyknownasP.D.JohnyisamemberoftheSalesiansof
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DonBosco.HeispresentlytheRectorandPrincipalofDonBoscoCollege,Tura,MeghalayaandDirectorofDonBoscoCollegeof
TeacherEducation,Tura.Hereceivedthe1stComputerLiteracyExcellenceAwardfromDrAPJAbdulKalam,thePresidentof
IndiainAugust2002andtheGuruvarBestTeacherAwardfromShriKapilSibal,HRDUnionMinisterin2009.Hewasformerly
PrincipalofStAnthony'sHigherSecondarySchool,ShillongandNationalPresidentofAllIndiaAssociationofCatholicSchools
(AINACS),NewDelhiandtheCharterPresidentofRotaryClubofOrchidCity,Shillong.Hehasauthoredseveralbooks.Heisan
Eduationist,StoryTellerandLeadershipTrainer.HeconductsseminarsforPrincipals,Teachers,StudentsandParents.His
popularbooksinclude,HeCanWhoThinksHeCan(Macmillan),AnElocutionManual(OrientLongman),ProgressiveParenting
(Unicorn),InspirationalStoriesforPurposefulLiving(Babhani)TheWaytoSuccessandHappiness(Savio),HowtoWinOver
YourProblems(Babhani),TheSecretsofHighAchievers(Babhani).
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RichardGangtesays:
November18,2014at12:32AM

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