INTELLIGENCE OR MULTIPLE INTELLIGENCES

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INTELLIGENCE OR (MULTIPLE) INTELLIGENCES?

• Alan Garnham
• Department of Psychology
• alang_at_sussex.ac.uk

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INTELLIGENCE OR INTELLIGENCES

• The distinction is important because it has major
  potential implications for educational practice
• General methods for a single intelligence (maybe)
• Diverse methods for multiple intelligences (maybe)

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INTELLIGENCE

• Long (and often dubious) history in psychology of
  trying to establish who is bright
• Best known approach is the so-called PSYCHOMETRIC
  approach (measuring the mind)
• Construction of intelligence (IQ) tests
• Trying to discover the structure of the
  intellect
• one intelligence or many?

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ALFRED BINET

• Originator (with Simon) of the Intelligence Test
• Theoretician, chosen to solve a purely practical
  problem
• To identify children who could benefit (or not)
  from mainstream education (just made
  universally available in France)
• Adopted a purely pragmatic approach

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BINET-SIMON TEST

• Sample items
• copy drawing
• repeat back a string of digits
• recognise coins
• calculate change
• explain an absurdity
• may rely on background knowledge of "common
  culture"
• composite score was related to school grades and
  teacher's evaluation of intelligence.

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MENTAL AGE AND IQ

• Standardised on kids of different ages, so a kid
  can be assigned a mental age (MA) based on number
  of items correct.
• Binet originally focused on MA - CA as a measure
  of (relative) ability
• Wilhelm Stern 1912 proposed the ratio IQ(MA/CA)
  x 100 as more appropriate
• Note however, that CA/MA only make sense for kids

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LATER DEVELOPMENTS - THE WECHSLER TESTS

• Adult IQ - measured in relation to group norm of
  100
• WAIS - 1944, WAIS-R 1981 (16 -74 yrs)
• WISC - 1949 (5 -15 yrs), WISC-R 1974
• WPPSI (Pre-School Primary Scale of Intelligence)
  1963 (4 - 6.5 years)

David Wechsler
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ITEMS IN THE WECHSLER TESTS

• Stanford-Binet (American version of Binets test)
  had not been standardised on adults. Wechsler
  thought it was too heavily loaded on verbal items
  
• Wechsler tests 11 subscales in two main groups
• 6 "verbal" (vocabulary, general comprehension,
  general knowledge, mental arithmetic,
  similarities between pairs, digit span),
• 5 "nonverbal (block design, picture arrangement,
  picture completion, object assembly, digit
  symbol)
• Types of intelligence?

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FACTOR THEORIES(1) CHARLES SPEARMAN

• Based on relations among scores on sub-tests
• Proposed a two-factor theory of intelligence
• Every activity involves a general factor a
  specific factor (g s)
• g general intelligence and is innate
• the specific factors need not be innate

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RELATION BETWEEN RESULTS OF DIFFERENT SUBTESTS
g
maths tests
Verbal tests
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FACTOR THEORIES(2) CYRIL BURT

• Proposed a three-factor model
• g (as in Spearmans model)
• group factors
• ve, verbal-educational ability
• km,spatial-mechanical ability
• specific factors (as in Spearmans model)

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(3) LOUIS LEON THURSTONE - PRIMARY MENTAL
ABILITIES

• 7 factor model
• Started with 56 different (sub)tests and
  identified 7 primary mental abilities, which he
  claimed (hoped?) were independent
• S - spatial
• P - perceptual speed
• N - numerical reasoning
• V - verbal meaning
• W - word fluency
• M - memory
• I - inductive reasoning

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GEOMETRIC REPRESENTATION
Verbal PMA
Maths PMA
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RAYMOND CATTELL - FLUID AND CRYSTALLISED
INTELLIGENCE

• Cattell 1963 - distinguished between crystallised
  and fluid intelligence
• He regarded them as subdivisions of g (general
  intelligence), and so labelled them gf and gc

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FLUID INTELLIGENCE

• Deals with abstract relations
• Is not taught
• Is culture free
• Declines with age in adulthood
• Represents the ability to deal with new problems

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CRYSTALISED INTELLIGENCE

• Represents cumulative learning experience
• wisdom?
• expertise?
• Increases with age

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ROBERT STERNBERG ASKED WHAT IS INTELLIGENCE?

• Stepped back from the idea that intelligence is
  what IQ tests measure
• Experts said
• Ability to learn from experience
• Ability to adapt to ones environment
• Lay People said
• Ability to solve practical problems
• Verbal Ability
• Social Competence
• Of these only verbal ability fits with the idea
  that intelligence is measured by typical IQ tests

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STERNBERGS TRIARCHIC THEORY

• Three types of intelligence
• Analytic
• Creative
• Practical
• Analytic corresponds roughtly to IQ
• Analytic tends to correlate moderately with
  Creative, but poorly with Practical

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CREATIVE INTELLIGENCE

• Creating, Exploring, Discovering, Inventing,
  Imagining, Supposing.
• Suggests particular methods of teaching material
  (in primary, secondary and tertiary education)
  and of assessing what has been learned

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PRACTICAL INTELLIGENCE

• Solving problems that may be encountered in job,
  for example
• Sternberg (1993, 1995) finds relatively low
  correlations with IQ scores
• Practical intelligence may be a better predictor
  of adaptive functioning in the world (low
  depression, low anxiety, good physical health)
• the university of life?

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USING THE THREE TYPES OF INTELLIGENCE

• Intelligent people know their strengths and
  weaknesses
• They capitalise on their strengths
• They correct or compensate for their weaknesses
• Again, you might like to consider educational
  implications

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HOWARD GARDNERS THEORY OF MULTIPLE INTELLIGENCES

• linguistic
• logical-mathematical
• spatial
• musical
• bodily-kinaesthetic
• interpersonal
• intrapersonal

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GARDNERS THEORY OF MULTIPLE INTELLIGENCES

• Recent proposed addition to list (by Gardner)
• naturalist
• Other possible additions mooted by Gardner
• spiritual
• existential
• Gardner believes his ideas has important
  implications for educational reform
• See e.g. http//www.ed.psu.edu/INSYS/ESD/gardner/m
  enu.html

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EIGHT CRITERIA FOR AN INDEPENDENT INTELLIGENCE

• Isolation by brain damage
• Existence of savants, prodigies, etc.
• Core set of operations
• Special symbol system
• Support from psychometric test analysis
• Experimental evidence - interference
• Developmental history
• Evolutionary history

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EMOTIONAL INTELLGENCEThe Goodies and the Baddy

• Jack Mayer

?Peter Salovey
Daniel Goleman
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EMOTIONAL INTELLIGENCE

• http//emotionaliq.com
• /http//www.unh.edu/emotional_intelligence/
• a type of social intelligence that involves the
  ability to monitor one's own and others'
  emotions, to discriminate among them, and to use
  the information to guide one's thinking and
  actions" (Mayer Salovey, 1993 433).
• The idea of EI was popularised by Daniel Goleman
• A journalist who wrote a book called Emotional
  Intelligence
• According to Mayer Salovey, EI Includes
  Gardner's inter- and intrapersonal intelligences,
  and involves abilities that may be categorised
  into five domains

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EMOTIONAL INTELLIGENCE

• Self-awareness
• Observing yourself and recognising a feeling as
  it happens.
• Managing emotions
• Handling feelings so that they are appropriate
  realising what is behind a feeling finding ways
  to handle fears and anxieties, anger, and
  sadness.
• Motivating oneself
• Channelling emotions in the service of a goal
  emotional self control delaying gratification
  and stifling impulses.
• Empathy
• Sensitivity to others' feelings and concerns and
  taking their perspective appreciating the
  differences in how people feel about things.
• Handling relationships
• Managing emotions in others social competence
  and social skills.

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EMOTIONAL INTELLIGENCE

• There is a certain amount of academic research on
  EI
• The originators of the theory have provided
  evidence for the construct validity of
  emotional intelligence
• However, a different team (Davies, Stankov, and
  Roberts, 1998) have claimed that they cannot show
  construct validity