PSY 6645 FINAL LATEST REVIEW
Intelligence
"the aggregate of global ability of the individual to act purposefully, to think rationally,
and to deal effectively with the environment"
cognitive abilities
cognitive abilities
"one's ability to understand complex ideas, solve novel problems, think abstractly, and
engage in various forms of reasoning".
cognitive abilities (2)
general intellectual ability
spearman's two factor
To explain Spearman's theory, let's say we have four cognitive tests measuring vocab-
ulary, reading comprehension, computation, and arithmetic reasoning. According to
Spearman, each of these tests measures both the g factor and the particular s factor.
As Figure 10.1 illustrates, he believed that s factors overlap the g factor, but the g is the
most important estimate or measurement of someone's intellectual ability. Although
Spearman's theory was developed over 100 years ago, the issue of g versus multiple
factors of intelli-gence is an issue still hotly debated today (Flanagan & Harrison, 2012)
thurstone's multifactor
1. Numerical Ability
2. Verbal Comprehension
3. Word Fluency
4. Memory
5. Reasoning
6. Spatial Ability
7. Perceptual Speed
guilford structure of intellect
, a model that also rejected the existence of general intelligence, even as a higher-order
factor. The complex model represents the extreme in terms of the number of factors
associated with intellectual ability.
luria's model
a Russian neuropsychologist who is best known for his seminal work on structures of
the brain and the behavioral and cognitive deficits associated with various brain lesions
(i.e., areas of brain tissue that appear abnormal). Luria's research has had considerable
influence on intelligence testing; for example, the Kaufman Assessment Battery for
Children (KABC-II) focuses on mental processes based on Luria's theory. Luria's work
involved mapping the brain's systems and functions responsible for human cognitive
processes, especially the high-level processes associated with the intake and
integration of information and with problem-solving abilities (Kaufman & Kaufman,
2004a; Luria, 1970). He identified three main blocks in the brain that represented the
brain's functional systems: The first block (Block 1) is responsible for arousal,
concentration, and attention. Block 2 involves the use of one's senses to analyze, code,
and store information. Block 3 applies executive functions for formulating plans and
programming behavior; it represents the output or response center of the brain.
gardner's theory of multiple intelligences
theory of multiple intelligences (1983) rejected the traditional views of intelligence and
contended that human intelligence was neither a single complex entity nor a set of
specific abilities. Instead, Gardner suggested that there are several relatively auton-
omous intelligences, and an individual's intelligence reflects a unique configuration of
these intellectual capacities.
1. Linguistic Intelligence
2. Logical/Mathematical Intelligence
3. Spatial Intelligence
4. Bodily/Kinesthetic Intelligence
5. Musical/Rhythmic Intelligence
6. Interpersonal Intelligence
Intelligence
"the aggregate of global ability of the individual to act purposefully, to think rationally,
and to deal effectively with the environment"
cognitive abilities
cognitive abilities
"one's ability to understand complex ideas, solve novel problems, think abstractly, and
engage in various forms of reasoning".
cognitive abilities (2)
general intellectual ability
spearman's two factor
To explain Spearman's theory, let's say we have four cognitive tests measuring vocab-
ulary, reading comprehension, computation, and arithmetic reasoning. According to
Spearman, each of these tests measures both the g factor and the particular s factor.
As Figure 10.1 illustrates, he believed that s factors overlap the g factor, but the g is the
most important estimate or measurement of someone's intellectual ability. Although
Spearman's theory was developed over 100 years ago, the issue of g versus multiple
factors of intelli-gence is an issue still hotly debated today (Flanagan & Harrison, 2012)
thurstone's multifactor
1. Numerical Ability
2. Verbal Comprehension
3. Word Fluency
4. Memory
5. Reasoning
6. Spatial Ability
7. Perceptual Speed
guilford structure of intellect
, a model that also rejected the existence of general intelligence, even as a higher-order
factor. The complex model represents the extreme in terms of the number of factors
associated with intellectual ability.
luria's model
a Russian neuropsychologist who is best known for his seminal work on structures of
the brain and the behavioral and cognitive deficits associated with various brain lesions
(i.e., areas of brain tissue that appear abnormal). Luria's research has had considerable
influence on intelligence testing; for example, the Kaufman Assessment Battery for
Children (KABC-II) focuses on mental processes based on Luria's theory. Luria's work
involved mapping the brain's systems and functions responsible for human cognitive
processes, especially the high-level processes associated with the intake and
integration of information and with problem-solving abilities (Kaufman & Kaufman,
2004a; Luria, 1970). He identified three main blocks in the brain that represented the
brain's functional systems: The first block (Block 1) is responsible for arousal,
concentration, and attention. Block 2 involves the use of one's senses to analyze, code,
and store information. Block 3 applies executive functions for formulating plans and
programming behavior; it represents the output or response center of the brain.
gardner's theory of multiple intelligences
theory of multiple intelligences (1983) rejected the traditional views of intelligence and
contended that human intelligence was neither a single complex entity nor a set of
specific abilities. Instead, Gardner suggested that there are several relatively auton-
omous intelligences, and an individual's intelligence reflects a unique configuration of
these intellectual capacities.
1. Linguistic Intelligence
2. Logical/Mathematical Intelligence
3. Spatial Intelligence
4. Bodily/Kinesthetic Intelligence
5. Musical/Rhythmic Intelligence
6. Interpersonal Intelligence
