Theory of Intelligence - Assignment Example

Theories of Intelligence and Intelligence Tests Inserts His/Her Inserts Grade Inserts 10 October 2010 Theory of Intelligence and Intelligence Testing Assignment 1: Theories of Intelligence: Intelligence is a very well-researched subject of psychology and a critical criterion of judging people’s abilities and skills. But irrespective of this, no single standard definition on the subject exists. I have chosen Charles Spearman’s theory of General intelligence and Howard Gardner’s theory of Multiple Intelligence for the week’s assignment. General intelligence theory or g factor was developed by British psychologist, Charles Spearman in 1904. It emerged from an observation that students who did well in one cognitive test, performed similarly on others too. This led to the conclusion that intelligence is a general ability that influences cognitive tasks and can be quantified though IQ testing (Associated Content, 2006). His method of factor analysis states that two factors influence a person’s performance on a task. They are general factor, described above, and specific factor, pertaining to people’s individual aptitudes. This theory stresses on the general factor. Multiple Intelligences is a relatively new theory which was developed in 1980s by Harvard Psychologist, Howard Gardner. Multiple intelligences theory emphasizes that an individual’s intellectual potential is not measurable through IQ testing. He defines intelligence in terms of capacity to solve problems and create culturally significant outcomes, classifying it in eight contexts, each operating independently of the other: Spatial, linguistic, mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalistic intelligence. It is deemed important in the field of education (Associated Content, 2006). Children can polish their skills in areas they are ‘intelligent’ at, helping them develop confidence in their abilities. Similarities: Both theories have been criticized for their lack of empirical support. It is believed that their founders base the theories more on insight than on experience. Nevertheless, both have sought and succeeded in providing valuable expansions to the yet vague definition of intelligence (Associated Content, 2006). Differences: One of the major differences is that Spearman believed that intelligence is measurable and can be denoted by a score. According to Gardner, however, since intelligence consists of multiple dimensions, a mere IQ number is insufficient to indicate it (Associated Content, 2006). This is because IQ tests mainly focus on verbal, mathematical and spatial abilities, while according to Gardner, a much wider array of intelligence exists, which are not assessed in these tests (Qondio, 2008). Personal Definition of Intelligence: Based on my understanding of Intelligence after studying its different theories, I define it as the ability to learn, understand and apply the learned knowledge adequately in different environments. It is also the capability to merge different cognitive aspects, like verbal and spatial, and solve problems and create new ways of dealing effectively with current and new situations. Assignment 2: Response to Classmate: Theories of Intelligence: My colleague chose to write on Interpersonal and Intrapersonal theories of Intelligences given by Howard Gardner as a sub- part of his theory of Multiple Intelligences. People with interpersonal intelligence are good at understanding and communicating verbally with people. This is because of their ability of noticing and distinguishing moods and temperaments. Similarities and Difference: People with Intrapersonal intelligence tend to be good at understanding their own strengths and weaknesses, and know themselves better. This helps them regulate their life in a better way. This also complements the theory of Emotional intelligences as proposed by Salovey and Mayer, which refers to the ability to comprehend, perceive and control emotions. It therefore, helps in understanding the environment People with interpersonal intelligence may make good psychologists and politicians, while those with high intrapersonal intelligence may become good writers and theorists (About.com, n.d.). Personal Definition: With respect to the definition created by my colleague, I would disagree. Intelligence, in my view, is not limited to the capacity of solving behavioral problems but for general survival. This means dealing with complexities ranging from technical to analytical to behavioral in nature. Also, I would like to ask if the method of introspection through the five-point liker scale is a reliable method of measuring intelligence, as people may give socially desirable responses. My suggestion is that my colleague should define intelligence in a more thorough manner that covers most of its aspects if not all. Assignment 3: Intelligence tests are used to examine the overall mental capability of an individual in understanding, evaluating and applying information. Originally developed by Alfred Binet as a means of identifying students who needed special education, they were later extended to assess an average individual’s cognitive abilities. Stanford-Binet and Wechsler Intelligence Scales are the two most widely used tests for the purpose. Description and Comparison: The Stanford-Binet scale originated from Simon-Binet test made in 1905 by French Psychologist, Alfred Binet and Theodore Simon in order to identify children with below average intelligence. It was then adopted by Lewis Terman, a Stanford University psychologist in America who modified Simon-Binet test to Stanford-Binet Intelligence Scale. Its 5th edition published in 2003 tests individuals on five facets which are further divided into ten subtests: Fluid reasoning, knowledge, quantitative reasoning, visual reasoning and short term memory. A test lasts for 45 to 90 minutes. The scale represents the intelligence by a single score or IQ (Intelligent Quotient) that averages at 100. It is calculated by comparing the person’s mental and chronological ages. This test is administered individually by professionals to determine accuracy. It is used in schools to detect learning disabilities and slow development in students. It is however, not a popular means of evaluating children as their unfamiliar settings of the testing environment may unconsciously manipulate their behavior (faqs.org, n.d). It has been standardized for ages 2 to 85 (Hebben & Milberg, 2009). Wechsler Intelligence Scales were developed by American Psychologist, David Wechsler in 1955. The revised edition of the original Wechsler Adults Intelligence Scale, WAIS III, is now in use for adults, where as Wechsler Intelligence Scale for Children (WISC) and Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is available to test young students and children. It has outdone Stanford Binet Scale because it tests adults in verbal as well as nonverbal items (performance tasks), a more comprehensive method for judgment. As they can be administered on children more conveniently, these scales are preferred by school psychologists over Stanford Binet test (faqs.org. 2007). WAIS contains six verbal and five performance subtests. The verbal tests include Information, Comprehension, Arithmetic, Digit Span, Similarities, and Vocabulary, while the Performance subtests are Picture Arrangement, Picture Completion, Block Design, Object Assembly, and Digit Symbol (Faq.org, n.d). WISC has been designed for children aged 6 to 16, and the format is same as WAIS. It takes 60 to 90 minutes to complete the test. Intelligence is judged by comparing the individual’s score with those of other test takers, unlike the Stanford tests. Ethical, Legal and Socio-cultural Issues: Intelligence tests have not been supported on ethical grounds by Alfred Binet, the inventor of the first test. He argued that intellectual qualities are too multifaceted to be measured, and so are not quantifiable. He had originally designed them to identify weak children. In other words, he did not believe that intelligence was fixed as an IQ number depicts, and could be increased with effort. Intelligence tests often fail to judge mental capacities accurately. For instance, while WAIS evaluates it on verbal and performance scales, the level of creativity and emotional intelligence, which are equally important in problem solving and reasoning, are not evaluated, leaving the results incomplete. Test bias occurs in form of cultural and linguistic issues when test takers are not from the West or speak English, and may not perform well due to unfamiliarity to that culture or language despite being intelligent. IQ results have caused discrimination between races solely due to tests being culturally biased, and has led a race to be labeled superior to the other, simply because the contents are culturally familiar to one group and not to the other (Wikipedia, 2007). References: About.com (c. 2000) What Is Emotional Intelligence? Retrieved October 10 2010 from http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm Associated Content. (April 3 2006) The Intelligence Theories of Charles Spearman and Howard Gardner. Retrieved October 10 2010 from http://www.associatedcontent.com/article/24496/the_intelligence_theories_of_charles.html?cat=72 Faqs.org. (n.d) Intelligence Tests. Retrieved October 10 2010 from http://www.faqs.org/health/topics/86/Intelligence-tests.html Hebben, N., Milberg, W., (2009). Essentials of Neuropsychological Assessment. Canada: John Wiley and Sons. Qondio (April 21, 2008). Spearmans vs. Gardners Models of Pyschology. Retrieved October 11 2010 from http://www.qondio.com/spearmans-vs-gardners-models-of-pyschology Wikipedia (October 2010) Intelligence Quotient. Retrieved October 11 2010 from http://en.wikipedia.org/wiki/Binet-Simon_scale Read More