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THEORIES OF INTELLIGENCE

The document outlines various theories of intelligence, including the Cattell-Horn theory which differentiates between fluid and crystallized intelligence, Gardner's theory of multiple intelligences that identifies eight distinct intelligences, and Sternberg's triarchic theory that emphasizes componential, experiential, and contextual intelligence. Additionally, it discusses the PASS model which focuses on four cognitive processes: Planning, Attention arousal, Simultaneous, and Successive processing. Each theory contributes to understanding the complexity and multifaceted nature of human intelligence.

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Soumi Dey
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14 views4 pages

THEORIES OF INTELLIGENCE

The document outlines various theories of intelligence, including the Cattell-Horn theory which differentiates between fluid and crystallized intelligence, Gardner's theory of multiple intelligences that identifies eight distinct intelligences, and Sternberg's triarchic theory that emphasizes componential, experiential, and contextual intelligence. Additionally, it discusses the PASS model which focuses on four cognitive processes: Planning, Attention arousal, Simultaneous, and Successive processing. Each theory contributes to understanding the complexity and multifaceted nature of human intelligence.

Uploaded by

Soumi Dey
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THEORIES OF INTELLIGENCE

Cattell and Horns


The Cattell-Horn theory of fluid and crystallized intelligence (R. B. Cattell, 1941, 1950; 1971;
Horn, 1965) proposes that general intelligence is a conglomeration of 100 abilities working
together in different ways in people to bring out different intelligences.
Raymond B. Cattell, and John Horn proposed a theory of intelligence by using methods of
factor analysis to conclude that there are two kinds of intellectual abilities:
1. Crystallized intelligence or g-c- the sum of one’s knowledge and is measured by tests
of vocabulary, general information, and so forth. It involves knowledge that comes
from prior learning and past experiences. Crystallized Intelligence (Gc) primarily
consists of acquired knowledge abilities that reflected, to a large extent, the
influences of acculturation (Cattell, 1957, 1971).

2. Fluid intelligence or g-f - the set of mental processes that is used in dealing with
relatively novel tasks and is used in the acquisition of g-c. Fluid abilities ( Gf ) drive
the individual's ability to think and act quickly, solve novel problems, and encode
short-term memories. It involves the ability to abstractly think, reason and solve
problems. It is independent of learning and education. Fluid Intelligence (Gf)
included inductive and deductive reasoning abilities that were influenced by
biological and hereditary factors as well as learning through interaction with
environment
Crystallized and Fluid intelligence are correlated with each other.
In 1965, John Horn expanded the Gf‐Gc model and included four abilities:
1. Visual perception or processing (Gv),
2. Short‐term memory (Short‐term Acquisition and Retrieval—SAR or Gsm),
3. Long‐term storage and retrieval (Tertiary Storage and Retrieval—TSR or Glr),
4. Speed of processing (Gs).
Later he added auditory processing ability (Ga) , (Horn, 1968; Horn & Stankov, 1982).

Gardner’s theory of Multiple Intelligence


Howard Gardner 19 83 propose his Theory of Intelligence on three basic principles
1. Intelligence is not a single or unitary entity, rather multiple intelligences exist that
are distinct from each other.
2. These intelligences are not interrelated and independent of each other
3. Different types of intelligences interact they work together to provide a solution to a
problem.
Gardner identified eight types of intelligences that exist in people:
1. Linguistic intelligence this is related to reading, writing, listening, understanding ,
talking, the ability to learn languages and speak languages
2. Logical mathematical intelligence: this is concerned with abstract reasoning and
manipulation of symbols in numerical problems. This is required in scientific work.
3. Spatial intelligence: this kind of Intelligence is used to navigate in space to form and
transform mental images.
4. Musical intelligence: people with musical intelligence show sensitivity to tone and
pitch important for singing, playing instruments, composing and appreciating music
5. Bodily kinesthetic intelligence: this involves dexterity and skills for fine coordinated
motor movements required for dancing, athletics and surgery
6. Interpersonal intelligence: it requires understanding feeling motive and behaviours
of other people.
7. Intrapersonal intelligence: this is related to the understanding of one’s’ self and
developing a sense of identity. People with high self-esteem and strong will power
possess a higher level of intrapersonal Intelligence
8. Naturalistic intelligence: this is related to recognising flora and fauna and making a
distinction in the natural world.

In Gardner's theory environmental interaction play a significant role each kind of


Intelligence is encapsulated in the brain that functions according to independent regulatory
and functional procedures
This approach deals with the practical use of Intelligence in different activities this is a more
purposive and pragmatic description of intellectual faculty.

Sternberg ‘s Triarchic Theory of Intelligence


Robert J. Sternberg 1985 proposed a process oriented theory known as Triarchic Theory of
Intelligence. He also argued that intelligence isn’t fixed, but rather comprises a set of
abilities that can be developed. It consists of three sub theories
1. Componential
It refers to three types of internal mental mechanisms or components which are
 Meta components used in executive processes like planning strategies,
monitoring progress and problem solving.
 Performance components processes used to perform a task.
 Knowledge acquisition components processes used in learning

2. Experiental
It refers to the relationship between the environmental world and external world. It
is concerned with one's experiences as well as interaction with the environment.
This aspect of Intelligence has additive value in creativity.

3. Contextual
It deals with the ways people shape their environment effectively and make most of
the available resources. Contextual intelligence is like situationally smart. It is the
ability to effectively manage one's self and everyday life activities. Contextual
intelligence refers to practical intelligence reflected in activities like execution of
plans, applying, implementing.
Sternberg observed that all three kinds of intelligence are necessary for successful
intelligence, which refers to the ability to be successful in life based on one’s abilities,
personal desires, and environment.

PASS Model
Proposed by J.P. Das, Naglieri and Kirby (1994), the 'PASS' model refers to four kinds of
mental processes which are processed in course of intellectual functioning- Planning (P),
Attention arousal (A), Simultaneous (S) and Successive (S) cognitive processing. This theory
is based on Luria's analysis of brain structures (1966, 1970, 1973, 1974, 1980). Consistent
with Luria’s (1966) framework, the PASS components are associated with different parts of
the brain.
Planning refers to self-monitoring and structuring of cognitive activities. It is located in the
prefrontal areas of the frontal lobes of the brain.
The second function unit is cortical arousal and attention. It is located in the brain stem
The third is information coding using simultaneous and successive processing. The
functional unit responsible for receiving, analysing and storing of and is located in the
occipital parietal area of the brain
1. Planning: provides for programming, regulation and verification of behaviour,
voluntary activity, impulse control and linguistic skills. This unit provides for the
complex aspects of human behaviour including personality and consciousness (Das,
JP. 1980)
2. Attention/arousal: arousal helps in initiating activity and forces to focus attention.
The selective function of attention depends on arousal state. Intelligence involves
both selective attention and arousal.
3. Simultaneous processing: it is a survey ability that integrates stimuli into groups.
Involves relating different information with each other.
4. Successive processing: includes integrating stimuli is a specific serial order.

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