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Galtons Definition of Intelligence, Sternbergs Model, and Spearmans Model - Term Paper Example

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"Galton’s Definition of Intelligence, Sternberg’s Model, and Spearman’s Model" paper examines Gardner's model, Galton’s definition of intelligence, Sternberg’s model, and Spearman’s model. Then, the author compares these models and examines cognitive dissonance…
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Galtons Definition of Intelligence, Sternbergs Model, and Spearmans Model
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Download file to see previous pages Galton’s definition of intelligence is different from Sternberg, Spearman and Gardner’s definition of intelligence as he considers the physical traits of human beings like eyesight, reflex actions, strength, etc., as aspects of intelligence while other psychologists consider only the mental abilities of human beings as aspects of intelligence. They do not consider the physical traits of human beings as part of their intelligence.

Robert Sternberg (1988) proposed a theory of intelligence called ‘triarchic theory’ as according to him, intelligence consists of three aspects interacting with each other (Davidson & Downing, 2000, p.42). The first aspect is the internal skill of information processing which helps the human being to behave intelligently (Davidson & Downing, 2000, p.42). The second aspect is the ability of human beings to create a match between the internal skills and the external environment in the best possible way (Davidson & Downing, 2000, p.42). The third aspect is the ability to take the help of past experiences to tackle new or unfamiliar information, successfully (Davidson & Downing, 2000, p.42). Sternberg’s theory shows that intelligence is the ability to use different internal and external aspects to achieve success and to realize potential.

Spearman’s model of intelligence is called as a ‘two-factor model’ of intelligence. Spearman developed this model to demonstrate his theory of intelligence which was based on the tests he conducted on children (Pyle, 1979, p.7). In 1904, Spearman conducted tests of different mental abilities on many children (Pyle, 1979, p.7). His aim was to understand to what degree one test result ‘agrees’ with other test results, showing the correlation between different mental abilities (Pyle, 1979, p.7). The results revealed that children who scored well in one test also scored well on other tests (Pyle, 1979, p.7). Spearman noticed that there was a positive correlation between the tests designed to measure different mental abilities like memory, reasoning, creativity, etc (Pyle, 1979, p.7).     ...Download file to see next pagesRead More
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