Six
Theories
of
Intelligence
Psychometric
Approach
Gardner
(1983)
Steinbeg
(1985)
Piaget
(1972)
Theory
There
is
one
"g
factor"
that
accounts
for
intelligence
There
are
multiple
intelligences
and
no
"g
factor"
Tests
Testability
Criticism
Intelligence
tests
come
in
many
forms,
(Ex.
Wechler,
Subjects
tend
to
do
better
on
It
is
impossible
to
reduce
Stanford‐Binet,
IQ).
The
data
is
re‐standardized
to
a
mean
some
types
of
questions.
However
all
the
factors
of
of
100
with
a
standard
deviation
of
15.
The
tests
measure
the
subsets
of
questions
are
intelligence
and
special
scholastic
aptitude,
school
achievement,
special
abilities,
generally
positively
correlated.
abilities
to
an
indefinable
etc.
with
questions
and
performance
exams
testing
familiar
The
tests
are
correlated
by
factor
"g"
linguistics,
logical‐mathematics,
and
spatial
abilities.
analysis.
"Normal"
adults
and
children
as
Critics
say
Gardner
includes
He
includes
musical,
bodily‐kinaesthetic
and
various
forms
well
as
gifted
persons
and
those
some
"special
talents"
in
of
personal
intelligence
to
accompany
what
psychometric
with
brain
damage
have
been
his
studies
that
cannot
be
tests
examine.
There
are
no
paper
and
pencil
tests
tested
to
discover
other
factors
to
considered
a
form
of
intelligence
intelligence.
Analytic
intelligence
is
measured
by
mainstream
He
developed
three
aspects
of
intelligence:
"academic"
tests.
Creative
intelligence
is
measured
by
and
analytic,
creative
and
practical
(tacit
performance
exams.
Practical
intelligence
is
measured
by
knowledge,
action‐oriented
and
acquired
by
questionnaires
that
give
scenarios
and
ask
a
person
to
the
self
for
personal
satisfaction).
choose
how
to
handle
the
situation.
The
three
subsets
explain
why
handicappers
ability
is
generally
higher
than
its
correlation
to
IQ
and
why
school
performance
varies
from
psychometric
test
scores.
Piaget
proposed
a
developmentally
based
To
assess
understanding
of
conservation
(material
quantity
model
of
intelligence.
In
all
children,
not
changed
by
change
of
shape)
a
child
will
watch
water
intelligence
develops
from
a
continually
being
poured
from
a
small
container
to
a
tall
one
and
asked
shifting
balance
between
bringing
new
if
the
large
container
has
less
water
in
it.
information
into
existing
structures
The
test
must
be
modified
to
individuals.
The
test
correlates
well
to
psychometric
tests.
The
results
are
weak
if
tests
are
individualized
Vygotsky
(1978)
Because
traditional
psychometric
tests
ignore
the
"zone
of
Believes
all
intellectual
abilities
lie
in
social
proximal
development"
(the
level
of
performance
a
child
Twin
and
adoptive
studies
origin.
Language
and
thought,
learned
by
It
is
very
difficult
to
determine
the
would
reach
with
appropriate
help
from
supportive
have
defeated
Vygotsky's
parents,
begins
the
development
process
parents)
Vygotsky's
tests
are
dynamic.
The
tests
give
some
hypothetical
absolutism
which
is
continued
by
teachers
and
mentors.
idea
of
a
child's
potential
instead
of
only
testing
the
"static"
(already
developed)
intelligence.
Biological
Approach
Aspects
of
brain
anatomy
and
physiology
may
relate
to
intelligence.
Examples
include
The
brain
is
studied
and
measured
using
PET's
and
MRI's
to
the
arborisation
of
cortal
neurons,
cerebral
Much
of
the
workings
of
the
brain
understand
differences
among
humans
that
may
account
are
still
a
mystery
glucose
metabolism,
evoked
potentials,
for
differences
in
intelligence.
nerve
conduction
velocity
(NCV),
and
sex
hormones.
Neisser,
U.,
Boodoo,
G.,
Bouchard,T.J.,
Jr.,
Boykin,
A.
W.,
Brody,
N.,
Ceci,
S.
J.,
Halpern,
D.
F.,
Loehlin,
J.
C.,
Perloff,
R.,
Sternberg,
R.
J.,
G
Urbina,
&
Urbina,
S.
(1996).
Intelligence:
Knowns
and
unknowns.
American
Psychologist,
51,
77‐107.