CHARLES SPEARMAN’S THEORY OF INTELIGENCE

- Introduction of the "g" Factor: Spearman introduced the concept of general intelligence, known as the
"g" factor.
- Analysis of Aptitude and Cognitive Tests: He analyzed various mental aptitude and cognitive tests and
observed that individuals who performed well in one test tended to excel in others, indicating a common
underlying factor.
- Common Scores Across Tests: Participants with high scores in one test generally scored well in other
tests, highlighting the existence of a common factor.
- Factor Analysis Technique: Spearman used factor analysis to express intelligence-related factors
numerically.
- Existence of "g" Factor: He concluded that a common factor, the "g" factor, exists in all cognitive
abilities.
- Two Components of Intelligence:
- "g" Factor (General Ability): Influences all general mental tasks and abilities.
- "s" Factor (Specific Ability): Responsible for specific intellectual abilities and varies depending on the
type of test.
- Multiple "s" Factors: Despite the "two-factor" label, Spearman acknowledged various "s" factors
specific to different abilities.
- Interdependence of Mental Traits: Mental traits are not independent; a common factor, "g," influences
them.

**Spearman's Book "The Abilities of Man" (1927)**:

- New Term for "g" Factor: In this book, Spearman referred to the "g" factor as 'mental energy.'
- Elaboration of "g" and "s" Factors: He further clarified the concepts of the "g" and "s" factors in
intelligence.
- Variability of "g" Factor: Spearman emphasized that the levels of the "g" factor vary among individuals.
- Training Effect: While the "g" factor cannot be increased through training, the "s" factors can be
improved with training.
- Mathematical Expression: Spearman introduced a mathematical expression to represent an individual's
total intelligence score (I), which is the sum of the "g" factor and all the "s" factors they possess:
- I = g + S1 + S2 + S3 + S4 + ...
- Specific Abilities: The "S1," "S2," and so on represent various specific abilities, such as mechanical,
numerical, vocabulary, or spatial abilities. These specific abilities contribute to an individual's overall
intelligence score.
 L.L. THURSTONE’S THEORY OF INTELIGENCE
Thurstone’s theory is often referred to as the "multiple-factor theory" or the "primary mental abilities
theory." Thurstone's theory challenged the prevailing view of intelligence as a single, unitary concept (as
proposed by Charles Spearman in the early 20th century) and instead proposed that intelligence is
comprised of several distinct, independent factors or abilities.
- Based on Spearman's Concepts: Thurstone's theory builds upon Spearman's Two-Factor Theory of
Intelligence and uses similar concepts, formulas, and methods.
- Advanced Factor Analysis: Thurstone employed advanced factor analysis techniques to understand the
factors related to human intelligence.
- Research Method: He conducted 57 psychological mental abilities tests on a group of subjects,
analyzing their test scores using inter-correlation techniques and matrix algebra.
- Different Conclusion: Thurstone's findings differed from Spearman's. Instead of a single "g" factor,
Thurstone proposed the existence of seven distinct mental abilities factors, which he termed "primary
mental abilities" (P.M.A.).
- Rejection of "g" Factor: Thurstone rejected Spearman's concept of a general intelligence factor (g-
factor), asserting that his seven mental abilities better matched the obtained data.
- Diverse Intellectual Abilities: Thurstone argued that human intellectual abilities are diverse, and his
theory focused on these seven primary mental abilities.
- Independence of Abilities: Each of these seven abilities was considered independent, meaning that an
individual's level in one ability did not necessarily affect their level in another.
- Individual Evaluation: Thurstone advocated evaluating an individual's performance in various mental
abilities separately, rather than relying solely on a single intelligence quotient (IQ).
- Seven Primary Mental Ability Factors: Thurstone's theory emphasized these seven factors, which
represent distinct cognitive abilities unique to each person.
Thurstone identified seven primary mental abilities, which he believed to be the fundamental components
of intelligence. These primary abilities are:
Verbal Comprehension: Understanding written and spoken words.
Verbal Fluency: Quickly generating words, sentences, or verbal content.
Number: Rapid mathematical computation and problem-solving.
Perceptual Speed: Swift recognition of visual elements or patterns.
Inductive Reasoning: Drawing general conclusions from specific examples.
Spatial Visualization: Mentally manipulating shapes and objects, including rotations and puzzle-solving.
Memory: the ability to recall and retain information.
 HOWARD GARDNER’S THEORY OF INTELIGENCE
Howard Gardner supported Thurstone’s idea that intelligence comes in multiple forms. He noted that brain damage
may diminish one type of ability but not others.

Howard’s theory of intelligence is called as “theory of multiple intelligences”.

Howard Gardner’s theory of multiple intelligences proposes that people are not born with all of the intelligence they
will ever have.

This theory challenged the traditional notion that there is one single type of intelligence, sometimes known as “g”
for general intelligence, that only focuses on cognitive abilities.

To broaden this notion of intelligence, Gardner introduced eight different types of intelligences consisting of:
Linguistic, Logical/Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist.

Gardner notes that the linguistic and logical-mathematical modalities are most typed valued in school and society.

Gardner also suggests that there many other “candidate” intelligences—such as spiritual intelligence, existential
intelligence, and moral intelligence—but does not believe these meet his original inclusion criteria. (Gardner, 2011).

In order to capture the full range of abilities and talents that people possess, Gardner theorizes that people do not
have just an intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial-
visual, and linguistic intelligences.

Gardner proposed 8 types of intelligence and speculates about the ninth one- existential intelligence.

 Linguistic intelligence: sensitivity to spoken and written language, the ability to learn languages and the
capacity to use language to accomplish certain goals.
 Logical-Mathematical intelligence: Logical-mathematical intelligence refers to the capacity to analyze
problems logically, carry out mathematical operations, and investigate issues scientifically.
 Spatial intelligence: Spatial intelligence is the potential to recognize and manipulate the patterns of wide
space (those used, for instance, by navigators and pilots) as well as the patterns of more confined areas,
such as those of importance to sculptors, surgeons, chess players, graphic artists, or architects.
 Bodily-Kinesthetic Intelligence: Bodily-kinesthetic intelligence is the potential of using one’s whole body
or parts of the body (like the hand or the mouth) to solve problems or to fashion products.
 Musical Intelligence: Musical intelligence refers to the skill in the performance, composition, and
appreciation of musical patterns.
 Interpersonal intelligence: Interpersonal intelligence is the capacity to understand the intentions,
motivations, and desires of other people and consequently to work effectively with others.
 Intrapersonal intelligence: Intrapersonal intelligence is the capacity to understand oneself, to have an
effective working model of oneself-including own’s desires, fears, and capacities—and to use such
information effectively in regulating one’s own life.
 Naturalist intelligence: Naturalistic intelligence involves expertise in the recognition and classification of
the numerous species—the flora and fauna—of his or her environment.
 Existential intelligence: the ability to think about the question of life, death and existence.
 ROBERT STERNBERG’S THEORY OF INTELLIEGNCE

Robert’s theory of intelligence was referred as “Triarchic theory of intelligence”.

Robert Sternberg developed theory of intelligence, which he titled the triarchic theory of
intelligence because it sees intelligence as comprised of three parts (Sternberg, 1988): practical,
creative, and analytical intelligence.
Sternberg's theory departs from traditional views of intelligence, such as the g-factor theory,
which suggests that intelligence is a single, general cognitive ability.
Sternberg's Triarchic Theory of Intelligence emphasizes the importance of considering multiple
facets of intelligence, acknowledging that individuals may excel in one component while
performing differently in another.
The triarchic theory of intelligence originated as an alternative to the concept of general
intelligence factor, or g.

Analytical intelligence: includes the ability to learn how to do things, solve problems, and acquire
new knowledge. Intelligence is assessed by intelligence tests.

Creative intelligence: includes the ability to adjust to new tasks, use new concepts and respond
well in new situations.

Practical intelligence: includes the ability to select contexts in which you can excel and solve
practical problem. People with practical intelligence are often referred to as “street-smart”. It is
basically the intelligence required for everyday tasks.
 R.B. CATTELL’S THEORY OF INTELLGENCE

Cattell’s theory of intelligence was also known as the theory of fluid v. crystallized intelligence.
Cattell argued that fluid intelligence and crystallized intelligence are two categories of general
intelligence.
Our general intelligence, which enables us to learn and recall, comprises our fluid intelligence
and crystallized intelligence.
According to Cattell, a person's cognitive performance can be understood by considering their
relative strengths and weaknesses in fluid and crystallized intelligence.

Fluid Intelligence:
Fluid intelligence is the ability to think abstractly, reason, and solve novel problems. It involves
the capacity to adapt to new situations, learn quickly, and make inferences. Fluid intelligence is
not dependent on specific knowledge or experience but rather represents the ability to apply
logical thinking and problem-solving skills to unfamiliar tasks. It tends to decline with age,
reflecting a person's inherent cognitive capacity. It represents the biological basis of intelligence.

Crystallized Intelligence: Crystallized intelligence, on the other hand, refers to the knowledge and
information that individuals have acquired throughout their lives. It includes vocabulary, facts,
and other culturally relevant information. Crystallized intelligence is influenced by a person's
education, culture, and life experiences. Unlike fluid intelligence, crystallized intelligence tends
to increase or remain stable with age, as people accumulate more knowledge and expertise over
time.