INTELLIGENCE
●
Arranged by Dr. Gordon Vessels 2005
INTELLIGENCE
●
Francis Galton
• Francis Galton studied many family histories and
concluded that success and brilliance were passed
from one generation to the next.
• He discounted the advantages of good schooling
and social-class, and proposed instead that
eminence was genetically determined.
• He believed like many that the mind was built from
elementary sensations. He sought to show that
superior intelligence was reflected by superior
sensory functioning. He failed in this effort and
eventually concluded that there is no detectable
difference between the sensory acuity of very
intelligent people and others.
• He published his findings in his 1869 book entitled
Hereditary Genius. Galton is credited with inventing
the phrase, nature versus nurture.
• Although Galton’s tests for intelligence were neither
valid nor effective, he caused an interest in
intelligence testing that set the table for future
psychologists to make important breakthroughs.
Unfortunately, it also fueled racism in the 1800s.
Paraphrased version of information found in a PPT slide at http://maverick.sdstate.edu/users/shaffert/Cognitive%20Psychology/Psychology%20306Human%20&%20Artifical%20Intelligence.ppt#4. Dr. Vessels the arranger of this slide was unable to find the full name of the author of the PPT show identified.
Click here to go to Dr. Smith’s super website
Intelligence can be defined as a combination of mental
competencies and potentialities that includes the ability to (a) learn
from experience and to (b) apply this knowledge, (c) formulate new
understandings, and (d) construct solutions to novel problems
encountered in new and challenging situations (Vessels, 2004).
Ninety-six percent
of all people fall
within 30 points of
100
Sixty-eight percent of
people score within fifteen
points above or below 100
on all standardized, norm
referenced IQ tests
Arranged by Dr. Gordon Vessels 2005
Alan Kaufman
WISC-R, WISC-III,
K-ABC, KABC-II
Charles Spearman
E.L. Thorndike
Robert Thorndike
Alfred Binet
G Factor & specific
abilities in intelligence
CAVD IQ Test; Abstract,
Mechanical, Social
Cognitive Abilities Test
Stanford-Binet
Binet-Simon
Intelligence Scale
Link to Learning Curve
website information
about intelligence
theories
Practical Assessment,
Research & Evaluation
Journal (article Current
issues Intelligence . . .
Link to Dr. Jesse
Smith’s website on
Intelligence
Link to map of
intelligence theorists
and test developers
over decades
MAJOR FIGURES IN INTELLIGENCE THEORY & INTELLIGENCE TESTING
Francis Galton
Link to description of
basic multiple
intelligence theory
Link to multiple
intelligence theory in
historical context
Link to website to
assess your own
intelligence
Link to a wild website
with all kinds of
challenging tests
James M. Cattell
Psychological Corporation
Mental Tests and
Measurements
David Wechsler
Robert Sternberg
Howard Gardner
Lewis Terman
WISC, WISC-R,
WISC-III, WISC-IV
Sternberg Triarchic
Abilities Test
Multiple Intelligences
Theorist
Stanford-Binet
Intelligence Scale
Arranged by Dr. Gordon Vessels 2005
HISTORY OF INFLUENCES IN THE DEVELOPMENT OF INTELLIGENCE
THEORY AND INTELLIGENCE TESTING
Click here to go to the same
chart on an IU website that
will carry you to more
information via links.
For further information please contact Dr. Jonathan Plucker (jplucker@indiana.edu), Project Director and Associate
Professor of Educational Psychology and Cognitive Science, at Indiana University. This map is used here with the
written permission of Dr. Plucker and was retrieved from http://www.indiana.edu/~intell/map.shtml
Idealism (Reason/Emotion)
1712-1778 Rousseau
1
Philosophy
Idealism (Reason)
1724-1804
Modern
Foundations
1806-1873
John S. Mill
Libertiy
Untilitarianism
Empiricism
Associationism
Pragmatism
J. Charcot
C. Pierce
The Great
Schools
A. Adler
1857-1911
G.S. Hall
3
Zone of
Proximal
Development;
Mediated
Learning
The Great
Schools
Influence
Vygotsky
1873
1961
J. Piaget
A. Luria
Accommodation
Assimilation
Adaptation
Neuropsychologist
4
Simon
18961934
1896-1980
1902-1977
LNNB
SBIS
1921 - Pres
1920 - Pres.
Mediated
Learning
G. Miller
Feuerstein
LPAD
Modern
Explorations
Dewey
1859
1952
1844
1924
1847
1931
Edison
5
M. Jensen
Psychophysical
Anthropometric Lab
Goodenough
1886-1959
1913-1997
M. Hoffman
& J. Kagan
PASS+S
S. Kline
ACFS
C. Lidz
STAT
R. Sternberg
1850-1909
Ebbinghaus
1857-1936
Pearson
Sociology
E. Durkheim
Gestalt Psych:
Wertheimer,
Koffka, Kohler
E.L. Thorndike
H.L.
Hollingsworth
1886 -1939
Leta S.
Hollingsworth
F. Taylor
1916-Present
J. Guilford
R. Cattell
1925-2000
1925-Present
A.Bandura
8 intelligences: linguistic, mathematical,
spatial, naturalist, intrapersonal, musical
interpersonal, kinesthetic
Differential
Abilities Scale
C. Shearer
1920
Pres.
1928
Pres.
1897
1988
1915 Pres
Cortical Spec.
1896-1981
Wechsler
WISC
WISC-R
1890-1958
K-ABC
A. Kaufman
1905-1987
Chomsky
1906-1991
E. Hunt
1905
1998
Fluid & Crystallized
& Visual
R.B. Cattell Reasoning
MIDAS
Dev. Assessment Scale
Multiple Intelligences
= student or assistant of
= influenced by. Some info drawn
from a map created by J. Plucker in 1979; new design created by Vessels in 2004.
WJ-III
R. Woodcock
Based on Horn-Cattell
Fluid & Crystallized +
processing tests
CAS
J.P. Das
Eysenck
1916-1997
A. Jensen
CAS
KABC-II
J. Naglieri
PASS: Planning, Attention,
Simultaneous, Successive
Hard Science
Intelligence (3
types: A,B,C)
John Horn
A. Kaufman
DAS
C. Elliot
K. Lashley
Vernon
G. Miller
Cognitive and
Psychometric Blend
Hierarchical 3 Stratum: G, 8 generalized, many S
1901
1886 1969
1870
1955
M. Bentley
J. Bruner
1915-2000
Burt
Schema; Memory 1883
F. Bartlett
1897-1993
T.G. Thurstone
1904-1990
1910-1990 CAT
Skinner
SBIS-IV 1900
SBIS-IV
1986
Kohlberg
& Damon
McNemar
Intelligence
Hereditary
1885-1913
1863-1945
Structure of Intellect
7 Factor Model
McDougall
1871 - 1938
L. Stern
C. Spearman
1880-1957
1902-1994
Erikson
L. L. Thurstone
R.L.
Thorndike
H. Gardner
Heredity;
Correlation;
Anthropometric Lab;
Eugenics
1867 Titchener
1927
1887-1955
Triarchic:
Analytic
1985 - Present 1983 - present
Practical
Multiple Intelligences Theories
Creative
Neuropsychology
Surgeon; Aphasia
Broca’s Area
Cognition Memory
Experimental
Psychology
J. Watson
Information
Processing
Psychologists
Psychophysics
1858-1917
SBIS 1878-1958
Jung
1870 –
1937
Inhelder
Fechner
1801-18 87
1824 -1880
Broca
1822 -1911
Francis Galton
J.M. Cattell
Hierarchical Model
Dynamic Assessment
Current
Efforts
1832 -1920
1860
1944
J. Carroll
Mediated
Learning
Click Here
CAVD
L. Terman
Energy
Conservation
Wilhelm Wundt
1874-1949
Goddard
1877
1956
J. S. Mill
1789
1857
Comte
Bell, Muller
Flourens
(nerves)
1806 -1873
Structuralism
Click Here
1866 1957
A. Binet
SBIS
1842 1910
Physician
1809 -1882
Helmholtz
William James
1758
1828
Gall
Hume
Darwin
Phrenology; Mind as Nerve Impulse Speed
an Adaptive Function
Functionalism
1839 -1914
S. Freud
Cognition;
Memory;
Experimental
Psychology
H. Spencer
1822 -1884
G. Mendel
1820
1903
1821-1894
1856-1939
Ebbinghaus
Social Darwinism
Man explained by
examining sensation
1825-1893
Neurologist
1850-1909
2
Cabanis,
LaMittrie,
Condillac
Sensationalism
1711
1776
Principle of Heredity Evolutionary Biology
Mechanistic View
Man; Rationalism
1632-1677
of the Insane
Physiology
1596
1650
Descartes
Spinoza
Empiricism
1745-1826
Free Will
P. Pinel
Free Will
Eclectic
Renouvier
treatment
Marx Materialism
Kant
Psychophysical Parallelism
1632-1704
John Locke
RIAS
Reynolds
Intelligence 80%
Hereditary
1923 – pres.
J. McClelland
1948 - present
PDP Parallel Distributed
Processing
Multiple Intelligences
Historical Origins of Psychology, Intelligence Theory,
Cognitive Psychology, and Intelligence Testing
Howard Gardner’s Eight Intelligences
Type of Intelligence
Linguistic intelligence
Description
Logical-mathematical
intelligence
“word smart”
"number/reasoning
smart"
Spatial intelligence
"picture smart"
Bodily-Kinesthetic
intelligence
"body smart"
Musical intelligence
"music smart"
Interpersonal intelligence
"people smart"
Intrapersonal intelligence
"self smart"
Naturalist intelligence
"nature smart"
Arranged by Dr. Gordon Vessels 2005
Gardner’s Multiple Intelligences Model
Gardner’s (1999, p. 20) criteria for acceptance as a distinct
form of intelligence:
– Potential localization in the brain via brain damage cases;
– Existence of individuals who display the form of intelligence to an
exceptional degree;
– An identifiable set of core operations such as the detection of relationships
among musical tones;
– A regular developmental progression by way of experience beginning with
novice and resulting in mastery;
– An evolutionary history wherein increases in intelligence can be associated
with better adaptation to the natural environment;
– Supportive evidence from psychometric tests showing intelligence systems
or clusters of abilities (e.g. visual spatial vs. verbal skills);
– Supportive evidence from cognitive psychology showing cross-task
performance strengths or information processing strengths (e.g. mental
rotation, recall of visual spatial images);
– Possible or actual encoding in a symbol system (e.g. linguistics, math,
dance, athletics, music).
Gardner, H. (1999). Disciplined Minds: What all students should understand. New York: Simon and Schuster.
Paraphrased and arranged by Dr. Gordon Vessels 2005
Theories of Multiple Intelligence:
Sternberg’s Triarchic Model
• Sternberg proposes that intelligence is comprised of
three fundamental aspects:
– Factors related to the “internal world” of the individual
(e.g. executive processes, performance components
as in sensory functioning, and problem solving or
knowledge acquisition components);
– Factors relating to the “external world” (e.g. how we
adapt to the external world, how we shape our
environment to suit our needs, how we select new
environments);
– Factors related to “experience” (e.g. difficult tasks
may become easy with practice, so experience
shapes intellectual functioning)
Primary source for this slide: Sternberg, R.J. (1988). The triarchiic mind: A new theory of human intelligence. New York: Viking.
Arranged by Dr. Gordon Vessels 2005
Robert Sternberg’s Triarchic Theory of
Intelligence
ANALYTIC
Characteristic of people who
have high IQs on traditional tests;
includes the capacity to acquire
and apply knowledge.
CREATIVE
Shown by people who think
divergently and flexibly and can
consider a wide range of original
solutions to problems.
PRACTICAL
Displayed by people who can
“size up” a real-world situation
and then adapt effectively to
demands and circumstances.
Sources: Sternberg, Robert (1985). Beyond IQ, A triarchic theory of human intelligence. New York: Viking; Sternberg, R. J. (1997). The triarchic theory of intelligence. In
Dawn P. Flannagan, Judy, L. Genshaft, & Patti L. Harrison (Eds.). Contemporary Intellectual Assessment: Theories, tests, and issues (pp. 92-104) New York: Guilford Press.)
Arranged by Dr. Gordon Vessels 2005
Sternberg’s model of intelligence
consists of three parts: the
contextual subtheory, the
experiential subtheory, and the
componential subtheory. Much of
his research has been devoted to
the componential subtheory.
Triarchic
Theory of
Intelligence
Practical
Intelligence
Types of
Intelligence
Analytical
Intelligence
Metacomponents:
Control, monitor,
and evaluate
cognitive
processing
Componential
Subtheory
Knowledge
acquisition
components:
Encode, combine,
and compare
information
He has attempted to identify the
cognitive processes that contribute
to intelligence. He proposes that
these processes fall into three
categories: metacomponents,
performance components, and
knowledge-acquisition
components.
Performance
components:
Execute strategies
assembled by
metacomponents
Creative
Intelligence
Experiential
Subtheory:
Specifies how
experiences affect
intelligence and
vice versa
Triarchic
Theory of
intelligence
InternalComponential
Subtheory:
Specifies the
internal cognitive
processes that
underlie all intelligence
ExternalContextual
Subtheory:
Specifies the
behaviors thought
intelligent in a
particular culture
Robert Sternberg
Sources: Sternberg, Robert (1985). Beyond IQ, A triarchic theory of human intelligence. New York: Viking; Sternberg, R. J. (1997). The triarchic theory of intelligence. In Dawn P. Flannagan,
Judy, L. Genshaft, & Patti L. Harrison (Eds.). Contemporary Intellectual Assessment: Theories, tests, and issues (pp. 92-104) New York: Guilford Press. Slide arranged by G. Vessels.
Robert Sternberg’s Triarchic
Theory of Human Intelligence
Metacomponents:
control, monitor,
and evaluate
cognitive
processing
Contextual
Subtheory:
Specifies the
behaviors thought
intelligent in a
particular
culture.
Experiential
Subtheory:
Specifies how
experiences affect
intelligence and
vice versa.
Componential
Subtheory:
Specifies the
cognitive
processes that
underlie all
intelligent
behavior.
Knowledge
acquisition
components:
encoding,
combining, and
comparing
information
Performance
components:
Execute
strategies
assembled by
metacomponents
Adapted by Dr. Gordon Vessels from a similar graphic in Beyond IQ: A Triarchic Theory of Human Intelligence, by Robert Sternberg, 1985. Cambridge University Press
Mental Ability, Cognitive, Intelligence Tests Used by Applied Psychologists
Including School and Clinical Psychologists
Name of Test
Ages
Tested
Description of abilities tested
Stanford-Binet Intelligence Scale, Fifth
Edition (SBIS-V)
2 - 90+
In addition to providing a test composite score, this recent
Revision of the SB assesses Fluid Reasoning, Knowledge,
Quantitative Reasoning, Visual-Spatial Processing, and Working Memory
as well as the ability to compare verbal and nonverbal performance. Not
all subtests have to be administered in order to obtain composite scores.
Wechsler Intelligence Scale for Children,
Fourth Edition (WISC-IV)
6 - 16
An update of the WISC-III, this test yields a Full Scale score and
scores for Verbal Comprehension, Working Memory, Perceptual
Reasoning, and Processing speed. This revision includes several
new subtests and omits several from earlier versions.
Woodcock-Johnson III: Tests of Cognitive
Abilities (WJ-III)
2 - 90+
This test gives a measure of General Intellectual Ability as well
as looking at various types of memory, including working memory,
executive function skills, and many other learning-related abilities.
Cognitive Assessment System
(CAS)
5 - 17
Based on the “PASS” theory, this test measures Planning,
Attention, Simultaneous, and Successive cognitive processes.
This is one of just a few theory-based tests.
Wechsler Adult Intelligence Scale
(WAIS-Revised)
16 – 89
An IQ test for teens and adults, the WAIS provides a Verbal,
Performance and Full Scale score as well as scores for verbal
comprehension, perceptual organization, working memory, and
processing speed. The structure is very similar to the WISC-IV
and was developed by the same people. There is also the
WPPSI-R that is designed for children six and below.
Comprehensive Test of Nonverbal
Intelligence (CTONI)
6 - 18
The CTONI is designed to assess children who may be at a disadvantage
on traditional tests that put a premium on
language skills. It is made up of six subtests that measure
different nonverbal intellectual abilities.
Universal Nonverbal Intelligence Test
(UNIT)
5 - 17
Also created to assess children who may be at a disadvantage on
traditional tests that put a premium on language skills, this test is
completely nonverbal in administration and response style. It may
or may not reflect general intellectual ability for each subject.
Kaufman Assessment Battery for Children
(KABC-II)
2 - 16
This test measures simultaneous and sequential processing skills,
and has subscales that measure achievement as well. It is an
intelligence-theory-based test based on the work of Das and Lurie.
Primary sources: (1) Carolyn K’s website called Hoagies Gifted Education Page: An Inventory of Tests. Retrieved at http://www.hoagiesgifted.org/tests.htm; (2) Machek,
Greg (2003). Individually administered intelligence tests, a webpage accessed at http://www.indiana.edu/~intell/intelligenceTests.shtml#characs This is a page on the website at
Indiana University created and maintained by Dr. Jonathan Plucker and which covers in-depth key contributors to intelligence testing and theory.
Charles Spearman’s “g”
S2
S3
S4
“g”
In his analysis of the
structure of intellect,
Charles Spearman
S1 found that specific
mental talents
(S1, S2, S3, etc.)
were highly
Inter-correlated.
He concluded
that all cognitive
abilities share a
common “core,”
which he labeled
“g” for general
mental ability.
Arranged by Dr. Gordon Vessels 2005
CONTENTS
Cognition
Evaluation
OPERATIONS
Evaluation
OPERATIONS
Memory
Cognition
Evaluation
Divergent Production
Convergent Production
Guilford’s Structure of Intellect
PRODUCTS
PRODUCTS
CONTENTS
In contrast to Spearman,
Guilford concluded that
intelligence is made up of
numerous abilities. According
to his analysis, people have as
many as 150 distinct mental
abilities that can be described
in terms of operations,
contents, and products.
Arranged by Dr. Gordon Vessels 2005
Guilford’s Structure of Intellect
Click title to learn more.