Intelligence has been a very controversial and sought after topic in the history of psychology.

Although so much interest and desire has been shown in this subject, there is still controversy
and contradictions on exactly what constitutes intelligence. As such, researchers to this date
have proposed various definitions of intelligence depending on the theory they are proposing
but with wide differences. Kendra Cherry a Psychology Expert says that current
conceptualizations tend to suggest that intelligence involves the ability to:
1. Learn
2. Recognize problems
3. Solve problems
Learning is the acquisition, retention and use of knowledge. Putting knowledge to use is
recognising how people must first be able to identify possible problems in the environment
that need to be addressed. Finally people must be able to take what they have learned to
come up with useful solutions to a problem they have noticed in the world around them.
Kendra Cherry further states that, intelligence involves some different mental abilities that
includes logic, reasoning, problem-solving and planning. Although intelligence is one of the
largest and most heavily researched topics, it is also one of the topics that generate the
greatest controversy. While psychologists often disagree about the definition and causes of
intelligence, research on intelligence plays a significant role in many areas. These for
example include decisions regarding how much funding should be given to educational
programs, the use of testing to screen job applicants and the use of testing to identify children
who need additional academic assistance.
Because of this widened gap on intelligence, there are a number of theories that have been
developed by researchers on the topic. Most of these intelligent theories developed are behind
the following individuals who have been recognised and recorded in the books of Psychology
as researchers on the topic of intelligence.
1.
2.
3.
4.

Charles Spearman General intelligence.

Louis Thrustone Primary mental abilities.
Howard Gardner Multiple intelligence.
Robert Sternberg Triarchic theory of intelligence.

Charles Spearman a British psychologist is the pioneer of general intelligence. After using a
technique known as factor analysis to examine some mental aptitude tests, Spearman

concluded that scores on these tests were remarkably similar. People who performed well on
one cognitive test tended to perform well on other tests while those who scored badly on one
test tended to score badly on others. He concluded that intelligence is general cognitive
ability that could be measured and numerically expressed.
Psychologist Louis L. Thurstone offered a differing theory of intelligence. Instead of viewing
intelligence as a single, general ability, Thurstone's theory focused on seven different
"primary mental abilities." These included, verbal comprehension, reasoning, perceptual
speed, numerical ability, word fluency, associative memory and spatial visualization
One of the more recent ideas to emerge is Howard Gardner's theory of multiple intelligence.
Instead of focusing on the analysis of test scores, Gardner proposed that numerical
expressions of human intelligence are not a full and accurate depiction of people's abilities.
His theory describes eight distinct intelligences based on skills and abilities that are valued in
different cultures.
Psychologist Robert Sternberg defined intelligence as "mental activity directed toward
purposive adaptation to, selection and shaping of, real-world environments relevant to one's
life." While he agreed with Gardner that intelligence is much broader than a single, general
ability, he instead suggested some of Gardner's intelligences are better viewed as individual
talents. Sternberg proposed what he referred to as 'successful intelligence' comprised of three
different factors.
Usage of the theories of intelligence by a teacher.
After having expounded on the various theories of intelligence, the question arises which asks
how a teacher can improve practise using these various theories of intelligence?
Using the theory of Gardner on multiple intelligence, teachers and parents have discovered
ways of dealing with learning problems encountered in classrooms. This is because the
multiple intelligence theory has been adapted and interpreted by many intermediate writers
who have made it easy for both teachers and parents to see the value of the concept and its
applicability to uses in the classroom. This broad range of interpretations at intermediary
levels makes related techniques easy to understand and use by both preservice and practicing
educators. The Multiple Intelligence theory has also, due to the proliferation of medial
interpretations, related conference presentations and accessible classroom materials become

so popular that the concept has become much like a grassroots movement. Here are several
ways in which the Multiple Intelligence theory benefits teachers:

It aids teachers in easily creating more personalized and diversified instructional

experiences

It offers teachers assistance in helping students become empowered learners by

extending and promoting cognitive bridging techniques based on the seven
intelligences; by fostering deep metacognitive understanding; and by advancing
suggestions for a broad array of diversified study skills techniques.

It helps teachers explain and promote understanding at intrapersonal, interpersonal

and cultural levels.

It taps into students' intrinsic levels of motivation through natural talents, thus helping
teachers construct self-motivating educational experiences and ones which help
promote the concept of flow in the classroom.

It often validates teachers' insightful and intuitive assessments of students' natural

talents and offers them justifications and assistance in creating related personalized
educational accommodations and experiences.

It provides teachers, parents and students with a more extensive and egalitarian
conceptualization of giftedness.

Despite Gardners Multiple Intelligence theories being adopted and used widely by parents
and teachers, Sternbergs three theories also carry weight. Sternberg strongly believes that
intelligence can be increased by study and practice. This has been a life experience to many
in school. It is also in line with the expectance theory of motivation where the more effort one
adds to something the likely one gets to achieving it.
In view of these theories, it is very important for teachers to have this knowledge of several
theories in order to improve practise. Using Sternbergs theory, teachers can dramatically
improve if they study hard on what they intend to teach and then practise as much as possible.

Charles Spearmans advocacy of General intelligence also known as g factor, refers to the
existence of a broad mental capacity that influences performance on cognitive ability
measures. According to Spearman, this g factor was responsible for overall performance on
mental ability tests. Spearman noted that while people certainly could and often did excel in
certain areas, people who did well in one area tended also to do well in other areas. For
example, a person who does well on a verbal test would probably also do well on other tests.
This theory can help teachers who are not interested in some subjects like mathematics or
activities such as sports. The theory indicates that as long as someone does well in one
activity there is a high chance of that person doing well in another. This theory can really help
teachers in encouraging pupils who have challenges in some subjects but doing very fine in
others.
In conclusion teachers are encouraged to understand and use the various theories of
intelligence in order to improve practise. Intelligence as noted is the ability to learn,
recognize problems and then solve those problems. Using the various theories, a teacher
would be able to learn new things easily and also identify problems as soon as they happen.
The teacher would then solve the problems easily. Teachers would also be encouraged to
undertake cumbersome tasks because they believe in themselves knowing that they are good
in one area automatically they would as well do well in another.

References
Cherry, K., 2015. Introduction to Psychology. [Online]
Available at: http://psychology.about.com/od/introtopsychology/a/intelligence-lesson.htm
[Accessed 8 April 2015].
Gardner, H., 1983. Frames of mind: The theories of multiple intelligencies. New York: Basic
Books.
Spearman, C., 1904. General intelligence, objectivity and measured. American Journal of
Psycology, Volume 15, pp. 201 - 293.
Sternberg, R. J., 1985. Beyond IQ: A triarchic Theory of intelligence. Cambridge: Cambridge
University Press.
Thurstone, L. L., 1928. Primary mental abilities. Chicago: University of Chicago Press.