Comparing Theories Of Intelligence And Discuss Their Implications For Assessing Intelligence

When comparing Alfred Binet and Lewis Terman on their approaches to intelligence testing there are some similarities amongst the two. One such similarity would be regarding content. Alfred Binet’s approach to intelligence testing consisted of tests that ranged in difficulty levels from easy to hard. These tests required one to demonstrate his or her own cognitive ability, decision making, and verbal skills. Lewis Terman’s approach to intelligence testing was an updated version of Binet’s. Terman also used cognitive ability, decision making, and verbal skills in his testing; however, he added mathematics, attention span, and processing skills. However, their purposes for intelligence testing were quite different from one another. Alfred

When one speaks of intelligence or how bright another person is, the often quoted figure is the IQ or intelligence quotient. It is the most often used standard of how smart a person is. This paper shall look at what intelligence tests measure, how the IQ tests measure intelligence and interrogate their history. It shall then apply the tests to school policy and hence evaluate their validity.

Sir Francis Galton (1869, 1883) quantified traits that were assumed to be correlated, and developed the first comprehensive test of intelligence. By the end of the 19th century, the foundation was laid for modern day intelligence testing (Wicket, 1998). In 1905, the French psychologist Alfred Binet published the first modern intelligence test to identify students who needed special help in coping with the school curriculum (Neiser, et al. 1996). Shortly thereafter in 1908 and 1911, Alfred Binet and Theodore Simon published revisions of the Binet intelligence test (Wicket). The mental age concept was adopted to express the results in adequate units. The concept is based on an individual’s performance in comparison to the average performance of individuals in a specific chronological age group (Kaplin, & Saccuzzo).

Charles Spearman’s theory (1904) also takes the psychometric approach that there is a general intelligence. Spearman maintains that intelligence is hereditary and an individual is born with their maximum mental ability. This suggests that intelligence cannot be changed or strengthened. The concept of ‘general intelligence’ suggests that an individual has an underlying intelligence, in which their performance in one type of cognitive task is often similar to their performance in another (Boundless 2013). Spearman demonstrated this through the correlations between tests, where individuals who performed well in one test, often performed well in others. This led Spearman to the conclusion that intelligence is defined as a single factor. However, critics refute Spearman’s conclusions, as they argue that one cannot reduce all factors of intelligence to an indefinable “g” (Neisser et al. 1996).

In the beginning of the 20th century, French psychologist Alfred Binet developed an intelligence test to pilot student achievement. Since then, a plethora of tests of similar rigor have emerged throughout the world; however, when looking towards the United States, it is apparent that these tests are in favor. In the United States, standardized tests have been a part of student life for more than 50 years (Fletcher). The problem arises in the sense that these tests are now more pressure-packed and ubiquitous than ever. This can be linked to the fact that in the U.S., students are now taking more standardized tests than ever before.

Flynn’s sub-claim that there are seven different types of intelligence: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, self-oriented personal, and other-directed personal, supports Warwick’s idea that intelligence is a multi-dimensional entity because it provides an explanation of the multi-dimensions that Warwick is talking about when referring to intelligence and increase the strength of his argument. By addressing the seven types of intelligence, Flynn is able to further support his main claim by showing that there is more to intelligence than having an avid knowledge in math and being able to read. By using this as evidence, Warwick would be able to show how measuring intelligence through a “one-dimensional single value” (202) is inaccurate, thus strengthening his argument by showing a credible source and example and further extending on Flynn’s idea of the role that sociological imagination plays when defining

Modern psychology has been dominated by scholars either resident or have studied in North America. It means that many observations were made based on the society in that region. At some point, the scholars realized that there could be a bias, and that is where the idea of different cultures having different behaviors, social cues and definitions of intelligence. In this paper, the author shall investigate three of Gardner’s types of intelligence and apply aspects to different cultures around the world.

Each category already has an example, so devise your own standards. Do not use the example given. Explain why you think your choices are important.

The impact of the army testing on education is especially important. The perceived success of the army programme was used to present intelligence as the most important measure of human ability, which could be used successfully to categorise pupils and predict their future performance in school. In the 1920s, Yerkes and Terman created the ‘National Intelligence Tests’ aimed at primary schoolchildren, arguing that ‘the limits of a child’s educability can be fairly accurately predicted by means of mental tests given in the first school year’ (cited in Murdoch, 2007, p. 93). Similarly, intelligence testing became the basis of college recruitment.

Upon completing the Intelligence Assessment, the results concluded I have room for improvement for others emotions. One way I can honestly say I can improve this area is by being more sensitive to others feelings and emotions. I am the type of person when I have my mind made up for something and others don’t seem to agree, I could care less about what they feel or think. In other to improve this area, when dealing with these types of situations, I think I should think twice before reacting and I should also think about it from both perspectives.

Emotional intelligence and traditional conceptions of intelligence are two things that we use in our daily lives. We use them to think, learn, and express how we feel. It is very important that they are used when working within an organization. It helps us accept people and their opinions, race, ethnic, thoughts, and feelings. Not only is EI and traditional conceptions of intelligence important within an organization, but also leadership, motivation and working with people from culturally diverse backgrounds.

Overall, Gardner came up with nine types of intelligences. However, this essay will only cover three of them: verbal/linguistic, body-kinesthetic, and logical/mathematical. This essay will also cover several examples of each type of intelligence. Gardner also had some critics criticizing his research which will also be included throughout the essay.

2. The theory of Multiple Intelligences by Howard Gardner expanded the definition of intelligence. (a) Describe the benefits of this theory in everyday life (for example, in school setting). (b) Assess the type of

Beginning in the 1980’s, Spelke began development on her theory known as the ‘core knowledge’ theory. It was proposed that infants have the foundations for a number of cognitive abilities that develop into far more complex cognitive abilities as they age. Amongst others, these abilities include the knowledge of object representation, a concept of differences in the amount of something, and their spatial surroundings. Spelke suggested that these processes are innate, therefore present from birth, and domain specific, therefore meaning that these different structures of cognition are independent of each other. Contrary to what Piaget suggested, Spelke theorised that children are far more cognitively adept in regards to simple cognitive tasks and that these cognitive abilities are improved as the infant learns (Carey & Spelke, 1994).Throughout this paper, some aspects of cognition will be examined as well as evaluated.

Many theories exist around the world involving many different subjects. Some theories are in the science area while others are in the psychology area. One psychology theory that is used in education is the theory of Multiple Intelligences. The Multiple Intelligences Theory is a theory that shows the nine intelligences all individuals possess, with some individuals being more strong in some intelligences more than the others. Knowing the nine intelligences that exist, it is easier for educators to be able to teach students in the intelligence they are strongest in. The Multiple Intelligences Theory’s key points are that all individuals possess the nine intelligences, each intelligence can be improved with the right instruction, and the