Theories of Intelligence and Learning Styles

Theories of Intelligence
What is Intelligence?
- Intelligence has been defined in many ways: higher level abilities (such as abstract reasoning,
mental representation, problem solving, and decision making), the ability to learn, emotional
knowledge, creativity, and adaptation to meet the demands of the environment effectively.
Spearman’s General Intelligence (g)
General intelligence, also known as g factor, refers to a general mental ability that, according to
Spearman, underlies multiple specific skills, including verbal, spatial, numerical and mechanical.
Charles Spearman, an English psychologist, established the two-factor theory of intelligence
back in 1904 (Spearman, 1904). To arrive at this theory, Spearman used a technique known as
factor analysis.
Factor analysis is a procedure through which the correlation of related variables are evaluated to
find an underlying factor that explains this correlation.
In the case of intelligence, Spearman noticed that those who did well in one area of intelligence
tests (for example, mathematics), also did well in other areas (such as distinguishing pitch; Kalat,
2014).
In other words, there was a strong correlation between performing well in math and music, and
Spearman then attributed this relationship to a central factor, that of general intelligence (g).
Spearman concluded that there is a single g-factor which represents an individual’s general
intelligence across multiple abilities, and that a second factor, s, refers to an individual’s specific
ability in one particular area (Spearman, as cited in Thomson, 1947).
Together, these two main factors compose Spearman’s two-factor theory.
Thurstone’s Primary Mental Abilities
Thurstone (1938) challenged the concept of a g-factor. After analyzing data from 56 different
tests of mental abilities, he identified a number of primary mental abilities that comprise
intelligence, as opposed to one general factor.
The seven primary mental abilities in Thurstone's model are verbal comprehension, verbal
fluency, number facility, spatial visualization, perceptual speed, memory, and inductive
reasoning (Thurstone, as cited in Sternberg,

Mental Abililty Description

 Mental Abililty Description

Word Fluency Ability to use words quickly and fluency in performing such tasks
as rhyming, solving anagrams, and doing crossword puzzles.

Verbal Ability to understand the meaning of words, concepts, and ideas.

Comprehension

Numerical Ability Ability to use numbers to quickly computer answers to problems.

Spatial Visualization Ability to visualize and manipulate patters and forms in space.

Perceptual Speed Ability to grasp perceptual details quickly and accurately and to
determine similarities and differences between stimuli.

Memory Ability to recall information such as lists or words, mathematical

formulas, and definitions.

Inductive Reasoning Ability to derive general rules and principles from presented
information.

2003).

Although Thurstone did not reject Spearman’s idea of general intelligence altogether, he instead
theorized that intelligence consists of both general ability and a number of specific abilities,
paving the way for future research that examined the different forms of intelligence.
Gardner’s Multiple Intelligences
Following the work of Thurstone, American psychologist Howard Gardner built off the idea that
there are multiple forms of intelligence.
He proposed that there is no single intelligence, but rather distinct, independent multiple
intelligences exist, each representing unique skills and talents relevant to a certain category.
Gardner (1983, 1987) initially proposed seven multiple intelligences: linguistic, logical-
mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal, and he has
since added naturalist intelligence.
Gardner holds that most activities (such as dancing) will involve a combination of these multiple
intelligences (such as spatial and bodily-kinesthetic intelligences). He also suggests that these
multiple intelligences can help us understand concepts beyond intelligence, such as creativity
and leadership.
And although this theory has widely captured the attention of the psychology community and
greater public, it does have its faults.
There have been few empirical studies that actually test this theory, and this theory does not
account for other types of intelligence beyond the ones Gardner lists (Sternberg, 2003).
Triarchic Theory of Intelligence
Just two years later, in 1985, Robert Sternberg proposed a three-category theory of intelligence,
integrating components that were lacking in Gardner’s theory. This theory is based on the
definition of intelligence as the ability to achieve success based on your personal standards and
your sociocultural context.
According to the triarchic theory, intelligence has three aspects: analytical, creative, and practical
(Sternberg, 1985).
Analytical intelligence, also referred to as componential intelligence, refers to intelligence that
is applied to analyze or evaluate problems and arrive at solutions. This is what a traditional IQ
test measure.
Creative intelligence is the ability to go beyond what is given to create novel and interesting
ideas. This type of intelligence involves imagination, innovation and problem-solving.
Practical intelligence is the ability that individuals use to solve problems faced in daily life,
when a person finds the best fit between themselves and the demands of the environment.
Adapting to the demands environment involves either utilizing knowledge gained from
experience to purposefully change oneself to suit the environment (adaptation), changing the
environment to suit oneself (shaping), or finding a new environment in which to work
(selection).

Learning Styles
What is Learning Styles?
Learning style is basically how do learner gather information, skill to explain it, information
which is not applicable to separate it, organize the matter and combine the information, they
store information to use it in the future as per need.

Each of us have different learning style and how accordingly we organize our matter is what
learning style describes about.
This learning style come from the learners, their specific characteristic, their learning
experiences, their culture and the society they live in.

4 Main Types of Learning Styles

Theory of Neil Fleming’s VARK Model
VISUAL LEARNING STYLE

 Learners who prefer visual learning style they learn best by seeing.
 They prefer to see the information presented in visual rather than in written form.
 Graphic displays like charts, diagrams, illustration, handouts and videos are all helpful
learning tools for visual learners.
 They visualize what they are doing or what they want to do.
 Learns best in interactive formats: Role play, modeling, groups etc.
 Easily gets distracts when there are no visual aids while explaining.
AUDITORY LEARNING STYLE

 Learners learn best when information are spoken.

 They do not need careful notes to learn, avoids eye contact to concentrate. 
 They read aloud when they are learning or they keep music on in background when they
study.
 This type of learners are good at remembering things they are told.
 Lecturers, group discussion, radio, email, speaking are the best way for auditory learners
to learn.
READ/WRITE LEARNING STYLE

 Reading and writing learners prefer to take in information displayed as words.

 Learning materials that are primarily text based are strongly preferred.
 This type of learner prefer to say the words/sentences and write it as well to learn.
 Essay, PowerPoint making, reports, manual they are good at it.
 They are good at writing down notes during lectures.
 They prefer area which is quiet to learn and study themselves to prefer distraction.

KINESTHETIC LEARNING STYLE

 This type of learner prefers touch as their primarily mode for taking in information, they
are connected to reality.
 These learners need more and more practical work.
 They need opportunities for creativity, hands on learning, interaction with concrete
materials.
 Learning is best accommodated through movements.
 This type of learners doesn’t like to seat at one place and learn they want to try things to
get its knowledge.
 They learn from lot of projects, new concrete personal experiences.
 They believe in doing things and learning, it also includes case study and application
based learning.