This Week We Learned Theories Of Intelligence They Comprehen

In This Week We Learned Theories Of Intelligence They Comprise Spear

In this week, we studied various theories of intelligence, including Spearman's two-factor theory, Cattell-Horn's two-factor theory, Luria's information processing approach, the Cattell-Horn and Carroll's CHC model, and Carroll's three-stratum theory. Spearman's two-factor theory (1927) emphasizes the existence of a general intelligence factor, known as g, alongside specific abilities. This theory suggests that overall intelligence depends on the level of g, with higher values indicating greater intellectual capability. It posits a large correlation between different intelligence tests because they all tap into g, making it a central element in understanding mental performance (Cohen, Swerdlik, & Sturman, 2013).

The Wechsler Intelligence Scale for Children and the Stanford-Binet Intelligence Scales derive their assessments based on Spearman's concept of g, aiming to evaluate children’s or adults’ cognitive strengths and weaknesses through a composite measure of intelligence (Cohen et al., 2013). In contrast, Luria’s information processing approach (1966) focuses on understanding the mechanisms by which information is learned and processed, rather than solely measuring knowledge. This approach differentiates between parallel processing—where information is learned simultaneously—and sequential processing—where information is acquired step by step. Instruments like the Kaufman Assessment Battery for Children are based on this model, assessing how individuals process successively vs. simultaneously presented information (Cohen et al., 2013).

The Cattell-Horn's two-factor theory distinguishes between crystallized intelligence, which involves knowledge acquired through cultural experiences, and fluid intelligence, which pertains to problem-solving abilities independent of prior knowledge (Cohen et al., 2013). Crystallized intelligence tends to increase with age and education, while fluid intelligence peaks early and declines over time. The CHC model (Cattell-Horn-Carroll, 1997) integrates multiple theories into a comprehensive framework that emphasizes broad and narrow cognitive abilities. Unlike earlier models, it does not focus explicitly on the general factor g, instead highlighting various interrelated cognitive skills relevant to educational and psychological assessments (Cohen et al., 2013).

The third-stratum theory proposed by Carroll (1997) presents a hierarchical structure, with g at the apex, followed by eight broad abilities and numerous narrow abilities underneath. This model aims to unify prior theories into a coherent structure, providing a detailed map of human intelligence functioning. The Woodcock-Johnson III test battery is based on this model, measuring general intelligence as well as specific cognitive skills, thereby offering a detailed profile of intellectual strengths and weaknesses (Cohen et al., 2013).

In practical terms, assessing intelligence involves selecting appropriate tests aligned with these theories. The Wechsler scales, for example, are grounded in Spearman’s theory as they predominantly measure overall intelligence. Conversely, tests like the Kaufman Battery, based on Luria’s information processing model, focus on the mechanisms of learning, offering deeper insight into cognitive processing. The CHC model underpins many modern assessments because of its flexibility in measuring various cognitive abilities independently and collectively, which enhances diagnostic accuracy and educational planning (Cohen et al., 2013; Flanagan & Kaufman, 2018).

Considering my future career, which may involve clinical or educational psychology, I find the CHC model particularly appealing. Its comprehensive nature allows for nuanced understanding of diverse cognitive abilities, which is critical in tailoring interventions. Additionally, integrating Luria’s approach to focus on processing methods provides valuable insights into how individuals learn and problem-solve, especially those on the autism spectrum or with other neurodevelopmental conditions. The combination of these theories can enhance the versatility and effectiveness of assessments, contributing to accurate diagnosis and targeted support strategies (Reynolds & Roediger, 2012; Schneider, 2019).

References

• Carroll, J. B. (1997). Human cognitive abilities: A survey of factor-analytic studies. Cambridge University Press.
• Cohen, R. J., Swerdlik, M. E., & Sturman, E. D. (2013). Psychological testing and assessment: An introduction to tests and measurements (8th ed.). McGraw-Hill.
• Flanagan, D. P., & Kaufman, A. S. (2018). Essentials of intellectual disability assessment and intervention. John Wiley & Sons.
• Reynolds, C. R., & Roediger, H. L. (2012). Psychology: The science of mind and behavior. McGraw-Hill.
• Schneider, W. (2019). The science of intelligence testing: Theoretical and practical issues. Springer.
• Cattell, R. B., & Horn, J. L. (1966). The theory of fluid and crystallized intelligence. In C. E. Spearman (Ed.), The nature of intelligence (pp. 147–198). Appleton-Century-Crofts.
• Cattell-Horn, R., & Carroll, J. B. (1997). The CHC theory of cognitive abilities. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 29–70). Guilford Press.
• Luria, A. R. (1966). Higher cortical functions in man. Basic Books.
• Reynolds, C. R., & Kamphaus, R. W. (2015). Behavior assessment system for children. Pearson.
• Wechsler, D. (2003). Wechsler intelligence scale for children—Fourth Edition (WISC-IV). Pearson Assessment.