Question

Theories of Intelligence

Intelligence tests and psychological definitions of intelligence have been heavily criticized since the 1970s for being biased in favor of Anglo-American, middle-class respondents and for being inadequate tools for measuring non-academic types of intelligence or talent. Intelligence changes with experience and intelligence quotients or scores do not reflect that ability to change. What is considered smart varies culturally as well and most intelligence tests do not take this variation into account. For example, in the west, being smart is associated with being quick. A person who answers a question the fastest is seen as the smartest. But in some cultures, being smart is associated with considering an idea thoroughly before giving an answer. A well-thought out, contemplative answer is the best answer.

Multiple Intelligences

Gardner (1983, 1998, 1999) suggests that there are not one, but nine domains of intelligence. The first three are skills that are measured by IQ tests:

Logical-mathematical: the ability to solve mathematical problems; problems of logic, numerical patterns

Linguistic: vocabulary, reading comprehension, function of language

Spatial: visual accuracy, ability to read maps, understand space and distance

The next six represent skills that are not measured in standard IQ tests but are talents or abilities that can also be important for success in a variety of fields: These are:

Musical: ability to understand patterns in music, hear pitches, recognize rhythms and melodies

Bodily-kinesthetic: motor coordination, grace of movement, agility, strength

Naturalistic: knowledge of plants, animals, minerals, climate, weather

Interpersonal: understand the emotion, mood, motivation of others; able to communicate effectively

Intrapersonal: understanding of the self, mood, motivation, temperament, realistic knowledge of strengths, weaknesses

Existential: concern about and understanding of life’s larger questions, meaning of life, or spiritual matters

Gardner contends that these are also forms of intelligence. A high IQ does not always ensure success in life or necessarily indicate that a person has common sense, good interpersonal skills or other abilities important for success.

Triarchic Theory of Intelligence

Another alternative view of intelligence is presented by Sternberg (1997; 1999). Sternberg offers three types of intelligences. Sternberg provided background information about his view of intelligence in a conference I attended several years ago. He described his frustration as a committee member charged with selecting graduate students for a program in psychology. He was concerned that there was too much emphasis placed on aptitude test scores and believed that there were other, less easily measured, qualities necessary for success in a graduate program and in the world of work. Aptitude test scores indicate the first type of intelligence-academic.

Academic (componential): includes the ability to solve problems of logic, verbal comprehension, vocabulary, and spatial abilities.

Sternberg noted that students who have high academic abilities may still not have what is required to be a successful graduate student or a competent professional. To do well as a graduate student, he noted, the person needs to be creative. The second type of intelligence emphasizes this quality.

Creative (experiential): the ability to apply newly found skills to novel situations.

A potential graduate student might be strong academically and have creative ideas, but still, be lacking in the social skills required to work effectively with others or to practice good judgment in a variety of situations. This common sense is the third type of intelligence.

Practical (contextual): the ability to use common sense and to know what is called for in a situation.

This type of intelligence helps a person know when problems need to be solved. Practical intelligence can help a person know how to act and what to wear for job interviews, when to get out of problematic relationships, how to get along with others at work, and when to make changes to reduce stress.

Compare Gardner’s Theory of Multiple Intelligences and Sternberg’s triarchic theory of intelligence. You must have at least 3 points of comparison.

Do you think that these types of intelligences are cultivated in school or at home?

Answer 1

Compare Gardner’s Theory of Multiple Intelligences and Sternberg’s triarchictheory of intelligence. You must have at least 3 points of comparison. Do you think that these types of intelligences are cultivated in school or at home?

• Sternberg’s theory had three components: analytical, creative as well as practical intelligence. Whereas, in gardner’s Theory there had been 9 types of intelligence suggested.
• Gardner argued that the aspects of intelligence are different as well as independent from each other. Whereas, Sternberg’s suggested that these are three different components of intelligence and not separate intelligence.
• Gardner explained that the link neurogenic the functioning of the brain consists of a strong association between the brain areas and their ability to be identifying the different areas. Sternberg’s explains his theory to be developing as a whole.
• Sternberg explained that intelligence could be learned but Gardner stated that intelligence is not to be learnt.