Galton,binet,piaget and wechsler's intelligence theories explained Factor-Analytic Theories: Spearman, Gardner, Cattell-Horn-Carrol Information Processing View

1. Intelligence
•Information
Defined : Galton, Binet, Piaget, Wechsler
•Factor-Analytic
•Information
Theories: Spearman, Gardner, Cattell-Horn-Carrol
Processing View

2. What is Intelligence ?

3. 
Intelligence includes :
1.
Acquire and apply knowledge
2.
Reason logically
3.
Plan effectively
4.
Infer perceptively
5.
Make sound judgements and solve problems
6.
Grasp and visualize concepts
7.
Pay attention
8.
Be intuitive
9.
Find the right words and thoughts with facility
10.
Cope with, adjust to, and make the most of new situations

4. Intelligence defined: views of the Lay Public

Research by Sternberg and his associates on how laypeople and psychologists
defined intelligence

Study of 476 people (randomly selected) asked to list behaviours related to –
intelligence, academic intelligence, everyday intelligence and unintelligence

In general intelligence conceived to be a practical, problem solving, verbal
ability and social competence.

The Similarity in conceptions !

5. Intelligence Defined:
Views of Scholars &
Test Professional

6. 
In symposium published in the Journal of Educational Psychology
(1921), leading psychologist addressed following questions:
1.
What is Intelligence?
2.
How can it be measured?
3.
What can be the next step in the research?
Later years, Spearmen reflected: “In truth, intelligence has
become…a word with many meanings that finally it has none”
On the other, Edwin Boring: “intelligences is what the tests test”,
which was unsatisfactory, incomplete and circular definition.

7. Francis Galton (1822-1911)
1. First to note the importance of individual
differences.
2. Created the first tests of mental ability.
3. The first to use questionnaires.
4. Created several statistical procedures to
analyze his data, including techniques still in
use today.

8. 5. First person to publish on the Heritability of Intelligence framing
contemporary nature-nurture debate.
6. Galton (1883) believed that most intelligent persons were those with the
best sensory abilities.
7. He observed that “the only information that reaches us concerning
outward events appears to pass through the avenues of our senses, upon
which our judgment and intelligence can act.”
8. Attempted to measure intelligence in sensorimotor and other perceptionrelated test.

9. Alfred Binet (1857-1911)
1. Most influential
contributions to the field of
psychology were in the
area of intelligence
testing.
2. The first intelligence test
was developed by Alfred
Binet in 1905.
3. Binet did not coin the
term I.Q.
4. Didn’t provide explicit
definition and wrote about
the components of
intelligence.

10. 5. Components: reasoning, judgment, memory, and abstraction.
6. Argued that solving a particular problem and the abilities used
cannot be separated.

11. DAVID WECHSLER
Wechsler Adult Intelligence Scale

12. History of the Wechsler Intelligence Scales

One interesting thing to note is that Alfred Binet, the developer of the world's
first intelligence test, also believed that intelligence was far too complex a
subject to be sufficiently described by a single number. The goal of his
original test was to help identify children who needed specialized help in
school and he felt that a variety of individual factors, including a child's level
of motivation, could influence test scores

13. The Wechsler Adult Intelligence Scale (WAIS) is
an intelligence test that was first published in 1955
and designed to measure intelligence in adults and
older adolescents. The test was designed by
psychologist David Wechsler who believed that
intelligence was made up a number of different
mental abilities rather than a single general
intelligence factor.
 In a sense, Wechsler's test was a return to many of
the ideas that Binet had also espoused. Instead of
giving a single overall score, the WAIS provided a
profile of the test taker's overall strengths and
weaknesses. One benefit of this approach is that the
pattern of scores can also provide useful
information. For example, scoring high in certain
areas but low in others might indicate the presence
of a specific learning disability.


14. JEAN PIAGET
COGNITIVE DEVELOPMENT

15. An Overview of Piaget's Stages of Cognitive
Development

Jean Piaget's theory of cognitive development suggests that children move
through four different stages of mental development. His theory focuses not
only on understanding how children acquire knowledge, but also on
understanding the nature of intelligence.

16. Piaget’s 4 stages of cognitive development
1.Sensori-motor period (from birth until age 2)
--Behavior is organized around its sensory or motor effects
--Culminates in attaining the concept of object permanence.
--Object permanence: understanding that objects have a continued existence
when they disappear from view.
2.Pre-operational stage (from 2-6)
--Characterized by egocentric thought.
--Children cannot adopt alternative viewpoints;
they cannot think from another person’s perspective.
3.Concrete operational stage (6-12)
--Children are able to adopt alternative viewpoints.
--Conservation task: pour water from short, wide glass into tall, thin one
--Concrete operational child understands the amount of water stays the same.
4.Formal operational stage (12 and up)
--Child is not limited to concrete thinking.
--Child can reason abstractly and logically.

17. Gardner’s
EIGHT INTELLIGENCES

18. Intelligence
“The capacity to solve problems or to fashion products that are valued in one or more cultural setting.” -Howard
Gardner

The ability to create an effective product or offer a service that is valued in a culture

A set of skills that make it possible for a person to solve problems

The potential for finding or creating solutions for problems which involves gathering new knowledge
Eight Intelligences
-Gardner’s theory supports distinct intelligences, rather than one general ability to think and learn.
-Gardner asserts that the eight intelligences are very thinly connected, and do not rely on or occur as a direct
consequence of one another, but can complement each other as individuals evolve

Linguistic Intelligence - A heightened understanding or sensitivity to spoken and written word.
Attributes
-Strong reader, writer, story-teller
-Ability to memorize words, dates, times
-Easily learns foreign languages

Spatial Intelligence - Potential to understand and use wide space
and small areas
Attributes
-Ability to understand and solve puzzles
-Recognizes patterns in spaces
-Heightened spatial judgment

19. 
Logical Intelligence - A heightened sensitivity to numbers, logic and patterns
Attributes
-Ability to analyze problems logically
-Mastery of mathematics
-Proficient at deductive reasoning

Musical Intelligence - Sensitivity to sound, skill in performance, composition and
appreciation of music and rhythm
Attributes
-Recognizes musical pitch and tone
-Understands musical patterns

Bodily Intelligence -Tendency to use one’s body to solve problems
Attributes

-Handles objects confidently and skillfully

-Clear understanding of outcomes of physical action

-Ability to anticipate and learn through muscle memory

Interpersonal Intelligence- Sensitivity to interaction with others
Attributes

-Concerned with other people’s moods, feelings, motivations, desires and temperaments

-Works well and communicates effectively with others

20. Intrapersonal
Intelligence -Heightened understanding of oneself
Attributes
-Introspective and reflective on emotions, feelings and sensitivities
-Understanding of personal strengths and weaknesses
-Ability to recognize and act on personal motivation
Additional
Intelligences
Gardner has explored two additional intelligences, but maintains evidence of these is not
sufficient based upon his criteria denoting intelligence.
•Naturalistic
•Existential
Intelligence - Sensitivity to natural surroundings
Intelligence - Sensitivity to spirituality or religion
Pros
•The
model broadens our view of the nature of intelligence by adding such factors as those related to social
judgement (the evaluation of others' behaviour) and creativity(divergent thinking).
•All
students will be seen as successful.
•All
different talents of students will be appreciated.
•Meets
individual needs better.
Cons
•Not
standardized
•More
time is needed for evaluating.
•Assessing
•It’s
persons abilities could be cumbersome.
not very conclusive

21. Other theories of Intelligence
Guillford(1967) – In Guilford's Structure of Intellect (SI) theory,
intelligence is viewed as comprising operations, contents, and products.
There are 5 kinds of operations (cognition, memory, divergent production,
convergent production, evaluation), 6 kinds of products (units, classes,
relations, systems, transformations, and implications), and 5 kinds of
Contents (visual ,auditory, symbolic, semantic, behavioral). Since
each of these dimensions is independent, there are theoretically
150 different components of intelligence.

Thurstone(1938) – Louis L. Thurstone’s Group-factor theory - Instead of viewing intelligence as a single, general
ability, Thurstone's theory focused on seven different "primary mental abilities." Thurstone reified his factors as Primary
Mental Abilities (PMAs).
His basic model of multiple intelligences included seven PMAs.

V - verbal comprehension

W - word fluency

N - number computation

S - spatial visualization

M - associative memory

P - perceptual speed

R – reasoning

22. THE CHC MODEL
Cattell-Horn-Carroll Model

23. Cattell–Horn–Carroll theory, or CHC theory ,is a theory of human
cognitive abilities that takes its name from Raymond Cattell, John L.
Horn and John Bissell Carroll.
• CHC theory of cognitive abilities is an amalgamation of two similar
theories about the content and structure of human cognitive abilities.
•The first of these two theories is Gf-Gc theory(Raymond Cattell, 1941;
Horn 1965), and the second is John Carrolls (1993) Three-Stratum
theory.
• These research involved the use of the mathematical technique known
as factor analysis.
• In comparison to other well-known theories of intelligence and cognitive
abilities, CHC theory is the most comprehensive and empirically
supported psychometric theory of the structure of cognitive and academic
abilities.

26. Crystallized Intelligence (Gc): includes the breadth and depth of
a person's acquired knowledge, the ability to communicate one's
knowledge, and the ability to reason using previously learned
experiences or procedures.
Fluid Intelligence (Gf): includes the broad ability to reason, form
concepts, and solve problems using unfamiliar information or novel
procedures.
 Quantitative Reasoning (Gq): is the ability to comprehend
quantitative concepts and relationships and to manipulate
numerical symbols.
Reading & Writing Ability (Grw): includes basic reading and
writing skills.

27.  Short-Term Memory (Gsm): is the ability to apprehend and
hold information in immediate awareness and then use it within
a few seconds.
 Long-Term Storage and Retrieval (Glr): is the ability to store
information and fluently retrieve it later in the process of
thinking.
 Visual Processing (Gv): is the ability to perceive, analyze,
synthesize, and think with visual patterns, including the ability
to store and recall visual representations.
 Auditory Processing (Ga): is the ability to analyze,
synthesize, and discriminate auditory stimuli, including the
ability to process and discriminate speech sounds that may be
presented under distorted conditions.

28.  Processing Speed (Gs): is the ability to perform automatic cognitive
tasks, particularly when measured under pressure to maintain focused
attention.
 Auditory Processing (Ga): is the ability to analyze, synthesize, and
discriminate auditory stimuli, including the ability to process and
discriminate speech sounds that may be presented under distorted
conditions.
 Processing Speed (Gs): is the ability to perform automatic cognitive
tasks, particularly when measured under pressure to maintain focused
attention.
Decision/Reaction Time/Speed (Gt): reflect the immediacy with which
an individual can react to stimuli or a task (typically measured in
seconds or fractions of seconds; not to be confused with Gs, which
typically is measured in intervals of 2–3 minutes).

32. The Information-Processing View

Derived from work of Russian neuropsychologist Aleksandr Luria

Focus on HOW information is processed than WHAT is processed

2 basic styles of Information-processing styles
Simultaneous processing
(parallel)
Successive processing
(sequential)

33. 
Strong influence of Das, who developed the PASS model of intellectual
functionaing

PASS = Planning, Attention, Simultaneous and Successive

Naglieri and Das developed the CAS (Cognitive Assessment System) to tap PASS
factors

Sternberg proposed a triarchic theory of intelligence

34. Thank you!