theories of intelligence.pptx PhD Education

Ph.D Education: Educational Psychology

1. THEORIES OF INTELLIGENCE Presented by: Noreen naz Ph.D ( Ist Semester) Session: 2017

2. THEORIES OF INTELLIGENCE Cattell’s theory of Intelligence Two Factor Theory of Intelligence Theory of Primary Mental abilities/Group Factor Theory Theory of Multiple intelligences Triarchic Theory of Intelligence Cecei’s theory of Biological Intelligence Theory of Emotional Intelligence

3. CATTELL’S THEORY OF INTELLIGENCE

4. Cattell's Theory of Intelligence Raymond’s Cattell ,a Psychologist first proposed the concepts of fluid ( gf ) and crystallized intelligence( gc ) and further developed the theory with John Horn. The Cattell -Horn theory of fluid and crystallized intelligence suggests that intelligence is composed of different abilities that interact and work together to produce overall individual intelligence.

5. Cartel's Theory of Intelligence………continued CRYSTALLIZED INTELLIGENCE Crystallized intelligence comprises the skills and knowledge acquired through education and acculturation. Applying old knowledge to solve a new problem depends on crystallized intelligence. Many psychologists believe that crystallized intelligence increases with age, as people learn new skills and facts; however, researchers disagree about the precise relation between crystallized intelligence and age. Cattell believed that crystallized intelligence interacts with fluid intelligence.

6. Cattell’s Theory of Intelligence……Continued FLUID INTELLIGENCE the ability to think and reason abstractly and solve problems. This ability is considered independent of learning, experience, and education. Examples: solving puzzles and coming up with problem solving strategies. It declines with the age.

7. Cattelle's Theory of Intelligence ….continued

8. Cattelle's Theory of Intelligence….continued Both types of intelligence increase throughout childhood and adolescence. Fluid intelligence peaks in adolescence and begins to decline progressively beginning around age 30 or 40.

9. TWO FACTOR THEORY OF INTELLIGENCE

10. TWO FACTOR THEORY OF INTELLIGENCE An English Psychologist Charles Spearman (1863-1945) developed his two-factor theory of intelligence in 1940. According to this theory Intellectual abilities are comprised of two factors: G factor of general intelligence S factor of specific intellectual abilities Total Intelligence of an individual is the sum total of G & S factor . The performance of a particular task depends on the G factor/general ability & the particular S factor / specific factor

11. Two Factor Theory………. Continued Characteristics of “G” Factor: G is what now the psychologist view as objective intelligence and called as IQ It is universal inborn ability It is general mental energy The amount of G varies from person to person It is used in every activity of life Greater the G in an individual greater the success in his life Most important information to have about a person’s intellectual ability is an estimate of their G

12. Two Factor Theory………. Continued Characteristics of “S” Factor: The ability to excel in certain area. It is learned and acquired by the environment. It varies from activity to activity in an individual. Individuals varies in the amount of “s” ability. S factor varies in degrees therefore it can be modified by learning or habitual training

13. Two Factor Theory………. Continued

14. Two Factor Theory………. Continued Educational implications of Spearman’s Two- Factor Theory The theory gives better insight to the teacher about the nature of Intelligence. The general ability differs from individual to individual The specific abilities also differ from individual to individual S factor varies in degrees therefore it can be modified by learning or habitual training

15. GROUP FACTOR THEORY (THEORY OF PRIMARY MENTAL ABILITIES)

16. Theory of Primary Mental abilities (Group Factor Theory) Louis L. Thurston , an American Scientist (1887-1955), proposed a group theory of intelligence (1937) by saying that intelligence is a cluster of abilities. According to him there were 7 different primary mental abilities and later on he added 2 more. a. Verbal Comprehension b. Reasoning c. Perceptual speed d. Numerical ability e. word Fluency f. Associative memory g. spatial visualization deductive Reasonong (P) & Problem solving (PS)

17. Theory of Primary Mental ability …..continued It States that Intelligent Activities are not an expression of innumerable highly specific factors, as Thorndike claimed. Nor is it the expression primarily of a general factor that pervades all mental activities. It is the essence of intelligence, as Spearman held. Instead, the analysis of interpretation of Spearman and others led them to the conclusion that ‘certain’ mental operations have in common a primary 'factor that gives them psychological and functional unity and that differentiates them from other mental operations. These mental operations then constitute a group. A second group of mental operation has its own unifying primary factor, and so on. In other words, there are a number of groups of mental abilities, each of which has its own primary factor, giving the group a functional unity and cohesiveness.

18. Theory of Primary Mental ability …..continued These Abilities are relatively independent of one other. So a person with exceptional perceptual speed might lack word fluency The G factor was just an overall average score of these independent abilities. Based on these factors Thurston constructed a new test of intelligence known as ‘‘Test of Primary Mental Abilities (PMA).’’

19. Theory of Primary Mental Ability….continued 1. Verbal comprehension Factor: a) This factor involves a person’s ability to understand verbal material b) It is measured by tests such as vocabulary and reading comprehension. 2. Verbal fluency Factor a) This ability is involved in rapidly producing words, sentences, and other verbal material b) It is measured by tests such as one that requires the examinee to produce as many words as possible beginning with a particular letter in a short amount of time.

20. Thurston’s Group Factor Theory….continued 3. Inductive reasoning Factor a) This ability requires generalization—reasoning from the specific to the general b)It is measured by tests, such as letter series, number series, and word classifications, in which the examinee must indicate which of several words does not belong with the others. 4. Numerical Factor: This ability is involved in rapid arithmetic computation and in solving simple arithmetic word problems.

21. Thurston’s Group Factor Theory….continued 5. Perceptual speed Factor: a)This ability is involved in proofreading and in rapid recognition of letters and numbers b)It is measured by tests such as those requiring the crossing out of As in a long string of letters or in tests requiring recognition of which of several pictures at the right is identical to the picture at the left. 6. Memory Factor It means the ability to recall and associate previously learned items effectively or memorize quickly.

22. Thurston’s Group Factor Theory….continued 7. Spatial visualization Factor a)This ability is involved in visualizing shapes, rotations of objects, and how pieces of a puzzle fit together b)An example of a test would be the presentation of a geometric form followed by several other geometric forms c)Each of the forms that follows the first is either the same rotated by some rigid transformation or the mirror image of the first form in rotation d)The examinee has to indicate which of the forms at the right is a rotated version of the form at the left, rather than a mirror image.

23. Theory of Primary Mental Abilities….continued 8. Deductive Reasoning (P) Ability to use the generalized results correctly 9. Problem solving ability factor (PS) Ability to solve problem independently

24. Theory of Primary Mental Abilities…..continued

25. Theory of Primary Mental Abilities….continued Educational implications of Theory of Primary Abilities 1. Contributed greatly to the measurement of attitudes. Thurston’s scale developed in 1928 was the first formal technique to measure attitudes. 2.This theory was a major influence by on later theories of multiple intelligences such as Guldford , Gardner and Sternberg. 3. Developed a comparative judgment rank-scaling technique ,where all possible feelings related to an issue can be ranked and to categorize the people expressing an opinion based on the rank of that opinion. 4. If the individual wants to perform any particular activity ,one or more of these factors/abilities are involved. some of them are more important than others.

26. THEORY OF MULTIPLE INTELLIGENCES

27. Theory of Multiple Intelligences Howard Gardner a PhD professor of Education at Harvard University proposed his model of Multiple Intelligences in his book “Frames of Mind” in 1983. He later suggested that existential and moral intelligence may also be worthy of inclusion. Different forms of Intelligences have often have different values placed on them by different cultures. Can’t measure it using a standard IQ test.

28. Gardner’s Types of Intelligence

29. Theory of Multiple Intelligences……….continued Linguistic Crosswords, newspapers, Internet, biographies, autobiographies, books. Visual Artwork, photographs, posters, charts, illustrations, cartoons, props for plays, videos, murals, sculptures Bodily/ kinesthetic Games, experiments, pantomiming, presentations, dances, aerobics. Interpersonal Movies, team computer games, wrap arounds , conversations, conferences. Mathematical Musical Background Intrapersonal Journals, readings, self evaluation. Mathematical Puzzles, timelines, analogies, patterns, formulas, abstract symbols, diagrams, mind maps, computer games. Musical music, raps, jingles, tone patterns, trios/quartet, choirs, cheers Environmental Elements found in nature Existential (sensitivity and capacity to tackle deep questions about human existence such as, What is the meaning of life? Why do we die? How did we get here?

30. Theory of Multiple Intelligences…continued Educational Implications of Multiple Intelligences: 1. Multiple Inteligences theory can be used for curriculum development,planning instruction,selection of course activities & related assessment stratigies . 2. Instruction which is designed to help students develop their strengths can also trigger their confidence to develop areas in which they are not as strong. 3. Students’ multiple learning preferences can be addressed when instruction includes a range of meaningful and appropriate methods, activities, and assessments

31. TRIARCHIC THEORY OF INTELLIGENCE

32. TRIARCHIC THEORY OF INTELLIGENCE Robert J. Sternberg, a prominent figure in research of human intelligence proposed this theory which focused on the following 3 mental abilities. Triarchic theory of multiple intelligences consisting of 3 mental abilities Componential intelligence : the ability assessed by intelligence tests Analytic/Academic “intelligence” mental processes used in learning how to solve problems. Experiential intelligence : the ability to adapt to new situations and produce new ideas Practical “intelligence”—ability to adapt to the environment. Contextual intelligence : the ability to function effectively in daily situations

33. Triarchic theory of Intelligence….continued Analytical Thinking/componential: Focuses on planning, monitoring reflection and transfer. Is influential in being able to take apart problems and being able to see solutions not often seen. Experiential Thinking/Practical component: Focuses on selecting and shaping real world environments and experiences. Deals with the mental activity involved in attaining fit to context. Contextual Thinking/Creative Intelligence: Focuses on selecting and shaping real world environments and experiences. Deals with the mental activity involved in attaining fit to context.

34. BIOLOGICAL THEORY OF INTELLIGENCE

35. Ceci’s Biological Theory Ceci (1990) proposes that there are multiple cognitive potentials. These multiple intelligence’s are biologically based and place limits on mental processes. These are closely linked to the challenges and opportunities in the individual’s environment. In his view, context is essential to the demonstration of cognitive abilities. By context, he means domain of knowledge and other factors such as personalities, motivation and education. Context can be mental, social or physical.

36. THEORY OF EMOTIONAL INTELLIGENCE

37. THEORY OF EMOTIONAL INTELLIGENCE Goleman claims that one’s emotional life can matter much more than one’s intellectual abilities. According to Goleman (1995), Emotional Intelligence consists of ‘‘abilities such as being able to motivate oneself and persist in the face of frustrations; to control impulse and delay gratification; to regulate one’s moods and keep distress from swamping the ability to think : to empathize, and to hope’’.

38. Theory of Emotional Intelligence….continued The main areas are: a. knowing one’s emotions, b. managing emotions, c. motivating oneself, d. recognizing emotions in others e. handling relationships. The ability to perceive, express, understand, and regulate emotions is the Emotional Intelligence. People high in emotional intelligence are more in touch with their feelings and the feelings of others.

39. Theory of Emotional Intelligence….continued

40. CONCLUSION

41. At present, intelligence is a diffuse concept and there are multitudes of theories that attempt to explain it. Some involve a general intelligence some involve situational factors, and some involve both. None of them satisfactorily deals with the scope of intelligence.