LEARN · PRACTISE · DISCOVER
Theories of Intelligence
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LEARN · PRACTISE · DISCOVER
Join to unlock this lesson and the full course library, or log in if you are already a member.
LEARN · PRACTISE · DISCOVER
Is intelligence one general ability, or many separate abilities? Psychologists have answered this question in different ways, and APTET regularly tests who proposed which theory. This lesson explains the nature of intelligence and compares the main theories in the syllabus: single-factor, two-factor, multifactor, group-factor, Guilford’s model and Gardner’s multiple intelligences.
Psychologists define intelligence in different ways, for example as the ability to learn, to think abstractly, to adapt to new situations or to solve problems. Common features of most definitions:
| Theory | Proposed by | Main idea |
|---|---|---|
| Single-factor (unitary, “monarchic”) | associated with Alfred Binet and Lewis Terman | intelligence is one general, undivided ability that governs all mental activity |
| Two-factor | Charles Spearman (1904) | a general factor (g) common to all tasks, plus specific factors (s) for particular tasks |
| Multifactor (“anarchic”) | E. L. Thorndike | intelligence is made up of many separate, specific abilities; he described abstract, social and mechanical (concrete) intelligence |
| Group-factor | L. L. Thurstone | intelligence consists of several primary mental abilities, each common to a group of related tasks |
A child who does well in many subjects is showing g. Being especially good at music or drawing reflects s factors. Spearman’s g is still widely discussed in psychology.
Thurstone identified seven primary mental abilities:
Spearman = Second factor too (two: g and s). Thurstone = Three + four = seven primary mental abilities. Thorndike = many (“anarchic”).
J. P. Guilford proposed a three-dimensional model, often drawn as a cube. Every intellectual ability combines one item from each dimension:
| Dimension | Categories |
|---|---|
| Operations (what the mind does) | cognition, memory, divergent production, convergent production, evaluation |
| Contents (what it works on) | figural (later split into visual and auditory), symbolic, semantic, behavioural |
| Products (the form of the result) | units, classes, relations, systems, transformations, implications |
Guilford originally proposed 120 abilities (5 × 4 × 6), later expanded to 150 and then 180 as categories were split. His model introduced divergent and convergent production, linking intelligence with creativity.
Howard Gardner proposed in Frames of Mind (1983) that there are several relatively independent intelligences. He originally described seven and later added the eighth, naturalist.
| Intelligence | Strength | Example |
|---|---|---|
| Linguistic | words and language | poets, writers |
| Logical-mathematical | reasoning, numbers, patterns | scientists, mathematicians |
| Spatial | visualising and creating images | architects, artists |
| Bodily-kinesthetic | using the body skilfully | athletes, dancers |
| Musical | rhythm, pitch, melody | musicians |
| Interpersonal | understanding others | teachers, leaders |
| Intrapersonal | understanding oneself | reflective thinkers |
| Naturalist | recognising and classifying living things and nature | botanists, farmers |
Gardner’s theory encourages teachers to use varied activities such as songs, drawing, movement, group work and reflection, so that more children can succeed and show what they know. Some researchers question how independent these intelligences really are, but the classroom message of variety remains valuable.
Raymond Cattell distinguished fluid intelligence (reasoning in new situations) from crystallised intelligence (accumulated knowledge). Robert Sternberg proposed a triarchic theory: analytical, creative and practical intelligence.
For a Class 4 lesson on plants, a teacher includes reading a short text (linguistic), measuring plant growth (logical-mathematical), drawing a labelled diagram (spatial), a song about seeds (musical), a group survey of school plants (interpersonal), a nature walk (naturalist) and a journal entry on “my favourite plant and why” (intrapersonal).