Theories of Intelligence

Overview

Intelligence is one of the most frequently tested concepts in Child Development and Teaching Methods for JTET. Understanding different theories helps teachers recognise that children possess varied intellectual abilities—not just academic smartness. This directly impacts how you design lessons, assess learners, and support diverse classrooms.

For JTET, you must know four major theorists: Spearman (two-factor theory), Thorndike (multifactor theory), Thurstone (primary mental abilities), and Gardner (multiple intelligences). Questions typically ask you to match theorists with their theories, identify the number and names of factors/intelligences, or apply these ideas to classroom scenarios. Mastering this topic also helps you answer questions on individual differences and inclusive education.

Key Concepts

• **Intelligence is not a single ability**: Modern theories reject the idea that intelligence is one general capacity. Instead, intelligence comprises multiple distinct abilities that vary across individuals.

• **Spearman's Two-Factor Theory (1904)**: Intelligence has two components—'g' factor (general intelligence) common to all mental tasks, and 's' factors (specific abilities) unique to particular tasks. Strong 'g' means overall cognitive competence.

• **Thorndike's Multifactor Theory (1920s)**: Intelligence is a combination of numerous independent abilities with no general factor. He identified three broad types: abstract (verbal-mathematical), mechanical (handling objects), and social (dealing with people).

• **Thurstone's Primary Mental Abilities (1938)**: Intelligence consists of seven distinct, relatively independent abilities. He rejected a dominant 'g' factor and used factor analysis to identify these seven.

• **Gardner's Multiple Intelligences (1983)**: Intelligence is not a single entity but eight (originally seven) distinct intelligences. Each person has a unique profile—strength in one area does not predict strength in another.

• **Educational implication**: Teachers must provide varied learning experiences because a child weak in linguistic intelligence may excel in spatial or bodily-kinesthetic tasks.

• **Nature vs measurement**: Spearman and Thurstone relied heavily on psychometric testing, while Gardner emphasised observation of real-world problem-solving and cultural contributions.

Formulas / Key Facts

| Theorist | Theory Name | Key Components | |----------|-------------|----------------| | Spearman | Two-Factor Theory | 'g' factor (general) + 's' factors (specific) | | Thorndike | Multifactor Theory | Abstract, Mechanical, Social intelligence | | Thurstone | Primary Mental Abilities | 7 abilities: Verbal, Word Fluency, Number, Spatial, Memory, Perceptual Speed, Reasoning | | Gardner | Multiple Intelligences | 8 intelligences (originally 7) |