Guilford's Structure of intellect

Guilford's Structure of Intellect : Intelligence is viewed as comprising operations, contents, and products. ...

1. Guilford’s structure of Intellect By Monika Sharma Assistant Professor Bhutta College of Education

2. J.P . G uilford (1897–1987)

3. J. P . Guilford (1897–1987) He was a United States psychologist, best remembered for his psychometric study of human intelligence, including the distinction between convergent and divergent production.

4. Structure of intellect Guilford Proposed the concept of divergent thinking , ability to find several solutions to one problem, as a quality of creative people – Fluency (great number of ideas in a short period of time) – Flexibility (simultaneously propose a variety of approaches to a specific problem) – Originality (produce new, original ideas); – Elaboration (systematize and organize the details of an idea in a head and carry it out)

5. J.P. Guilford developed the idea of specific intelligence factors into a very detailed model beginning in the 1950s. Guilford(1967) conceives of intelligence as being a combination of three dimensions, shown in the below model:

6. Guilford has suggested that there are three (3 ) basic categories , or faces of intellect : 1. CONTENTS - what we think about 2. OPERATIONS - the process of thinking 3. PRODUCTS - the end results of our thinking

7. Structure of intellect

8. The Figure in previous slide gives us the comprehensive idea of the primary mental abilities included in intelligence. However, Guilford (1967) has expanded his cube-shaped model of intellect to include 150 factors, which includes 5 contents, 6 products and 5 operations (5x6x5=150).

9. Content dimension Guilford meant that different people seemed to pay more attention to and think more effectively about different kinds of information, such as 1.Visual is information in visual form such as are shape or color . For example: triangle, cubes, parabola, etc. 2.Auditory involves information in auditory form, such as spoken words or music

10. 3.Symbolic : are symbol or codes representing concrete object or abstract concepts. E.g. + is the mathematical symbol for the Operation of addition. 4.Semantic of learning are those words and ideas which evoke a mental image when they are presented as stimuli. E.g. sun, car, white, moon, etc. are word which evoke image in people’s minds when they hear or read them . Content dimension

11. 5. Behavioral contents of learning are the manifestation of stimuli and responses in people can be also obtained through facial expression or voice. Content dimension

12. Operations dimension This dimension describes what the brain does with and to these types of information : 1. Cognition : is the ability to recognize various forms of information and to understand information . E .g : A child who can separate a mixed pile of squares and triangles into separate piles of squares and triangles is exercising a degree of cognition .

13. 2. Memory is the ability to store information in the mind and to call out stored information in response to certain stimuli. E.g. A student who immediately answer 1 when asked to give the sine of 90° is using his or her memory. Operations dimension

14. 3.Divergent is the ability to view given information in a new way so that unique and unexpected conclusions are the consequence. E.g. A mathematician who discovers and proves a new and important mathematical theorem is exhibiting considerable ability in divergent production. Operations dimension

15. 4.Convergent is the ability to take a specified set of information and draw a universally accepted conclusion or response based upon the given information. E.g . In algebra lesson, student who finds the correct solution to a set of three linear equations have used his or her convergent production ability. Operations dimension

16. 5. Evaluation is the ability to process information in order to make judgment s , dr a w c on c lusion an d arri v e at decisions. E .g . I f w e w a n t to s o lve mathemat i cs prob l em we think hard to solve it by simple method Operations

17. This dimension relates to the kinds of information we process from the content types. These are: 1. Unit i s a single s y mbo l , fig u re, w or d , object, o r i d e a . E .g : each real number. 2. Classes is sets of items grouped by virtue of their common properties E .g : set of real numbers. 3. Relations are connections between items of information E .g : equality and inequality are relation in the set of real numbers. Product dimension

18. 4. Systems : is a composition of units, classes, and relationship into a larger and more meaningful structure. E.g : the set of real numbers together with the operations of addition, subs traction, multiplication, and division and the algebraic properties of these operations. Product dimension

19. 5. Transformation : is the process of modifying , reinterpreting , and restructuring existing information into new information . The transformation ability is usually thought to be characteristic of creative people. E .g : functions defined on the real number system. Product dimension

20. 6.Implication is a prediction or a conjecture about the consequences of interactions among units, classes, relations, systems, and transformations. E.g : each theorem about function on the real numbers. Product dimension

21. Example to understand the SI A child is asked to determine the day of the week on a particular date with the help of a calendar. The task involves operations like convergent thinking, memory and cognition . In carrying out these operations, he has to make use of the contents. In this particular case, he will make use of semantics , i.e. reading and understanding of the printed words and figures indicating days and dates of a particular month in the calendar. By carrying out mental operations with the help of the contents he will finally arrive at the products . The day of the week to which the date in question refers represents the factor known as ‘relations’.

22. Educational implications intelligence is not fixed. Intelligence can be learnt. IQ tests implements narrow abilities where the SI measures a wide variety of abilities. Need to consider all students are different. Knowledge of specific ability Reasons of unsatisfactory progress Modification in curriculum and methodology Attention towards intellectual abilities New ideas to school practice Basis for future learning Corrective teaching

23. Bibliography Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Guilford , J. (1950). Creativity. American Psychologist , 5, 444454. Mangal , S. K. (2002).  Advanced educational psychology . PHI Learning Pvt. Ltd . Retrieved from : https://www.slideshare.net/Mishi23/guilford-31976652 http :// www.instructionaldesign.org/theories/intellect.html http :// www.lifecircles inc.com/ Learningtheories /guilford.html http :// www.youtube.com/watch?v=DR-lAzk66YU http :// www.youtube.com/watch?v=OsxqOIR9mzA&feature=relate

24. Thank You