Intelligence Testing Article Analysis

Intelligence Testing Article Analysis

     Intelligence is the “capacity to understand the world, think rationally, and use resources effectively when faced with challenges” (McGraw Hill, 2010, p 178). Early psychologists believed that intelligence was caused by the g-factor and was one-dimensional. Howard Gardener and Robert Sternberg both rejected these theories and created their own multiple intelligences theories. They both developed and tested these theories in order to prove that intelligence was not one single thing. Because of their studies, intelligence tests were developed to test for more than just academic knowledge. 

Gardener's Multiple Intelligence Theory

     Howard Gardener defined intelligence as the ability to find and solve problems and create products of value in one’s culture (Campbell, 1992). He was the first in the field to recognize the diversity of human intelligences. He denied the existence of g-factor in intelligence (Wood, Wood, & Boyd, 2011). He developed his own theory after studying patients with brain damage affecting certain forms of intelligence. Gardener’s theory proposed that there were seven forms of intelligence: musical, kinesthetic, logical – mathematical, linguistic, spatial, interpersonal, and intrapersonal. After conducting his studies, Gardener concluded that each of these intelligences is linked to an independent system in the brain. Gardner’s belief was that each person has all seven intelligences but in different degrees. Within his theory, Gardener labeled the units of intelligence with its own abilities which are both measurable and observable (Morgan, 1996). His overall objective was not to develop ways to measure intelligence. Instead, Gardener’s objective was to study the differences in intelligences (Lewis, 2008). Gardener also concluded that these intelligences varied from culture to culture (Campbell, 1992). The intelligence that one culture valued highly may not have been valued highly by another. However, Gardener’s theory also met some controversy. The most controversial aspect of his theory was that all forms of intelligence were of equal value (Wood, Wood, & Boyd, 2011).

Sternberg's Triarchic Theory

     Robert Sternberg was also critical of the g-factor. In turn, he also developed his own multiple intelligence theory. The Triarchic Theory of Intelligence concluded that there were three types of intelligence. Sternberg believed that each of these intelligences are independent and that each individual had a distinct blend of these abilities (Howard, McGee, Shin, & Shia, 2001). The three intelligences included in this theory are componential, experiential, and contextual. Componential intelligence is also called analytical intelligence. This intelligence is used in analyzing, evaluating, explaining, comparing, and contrasting (Howard, McGee, Shin, & Shia, 2001). This intelligence is the same as the intelligence studied with traditional IQ tests. Experiential intelligence is also called creative intelligence. This intelligence is used in creating, designing, discovering, inventing, applying problem – solving processes to unfamiliar problems, and generating new ideas (Howard, McGee, Shin, & Shia, 2001). The third intelligence is contextual or practical intelligence. This intelligence is used to utilize, implement, and apply problem – solving processes to familiar problems (Howard, McGee, Shin, & Shia, 2001). Those individuals with high contextual intelligence are motivated by knowledge. Sternberg applied his theory to the concept of wisdom (Santrock, 2010). It was his belief that contextual intelligence was needed for wisdom. 

Evaluating the Effectiveness of Intelligence Testing

     Intelligence tests were devised to quantify the level of intelligence in an individual (McGraw Hill, 2010). Most intelligence tests measure only analytic intelligence. The main concerns with intelligence testing are the validity and reliability of the tests. This includes whether or not the test was influenced. It is believed in the psychological field that intelligence cannot be understood outside of its cultural context (Shiraev & Levy, 2010). Intelligence may be understood differently in cultures. Because of this, there may be ethnic differences in IQ scores (Shiraev & Levy, 2010). To use intelligence tests reliably, tests should be culture – fair. The evaluator should avoid stereotyping. Because of the theories of multiple intelligences, intelligence tests have been developed to demonstrate the different intelligences. In these tests, more than one answer may be correct, thereby demonstrating the different intelligences.  

    

   Conclusion

      Through the works of Gardener and Sternberg, a greater understanding of intelligence has been developed. While both theories have been met with criticism, the theories also explain the cultural differences of intelligence. By using the tests developed by the multiple intelligence theorists, understanding of how an individual is more intelligent in one area than another is formed. Therefore, the cultural similarities and differences can be studied and explained.                                                              

 

References

Campbell, B. (1992). Multiple intelligences in action. Childhood Education, 68(4), 197.

Howard, B. C., McGee, S., Shin, N., & Shia, R. (2001). The triarchic theory of intelligence and computer - based inquiry learning. Educational Technology, Research, and Development, 49(4), 49.

Lewis, A. C. (2008). Multiple Intelligences Theory. The Education Digest, 73(9), 74.

McGraw Hill (2010). Psychsmart. New York, NY: Author.

Morgan, H. (1996). An analysis of Gardener's theory of multiple intelligence. Roeper Review, 18(4), 263.

Santrock, J. W. (2010). Children (11th ed.). New York, NY: McGraw Hill.

Shiraev, E. B., & Levy, D. A. (2010). Cross - Cultural psychology: critical thinking and contemporary applications (4th ed.). Boston, MA: Pearson/ Allyn and Bacon.

Wood, S. E., Wood, E. G., & Boyd, D. (2011). The world of psychology (7th ed.). Boston, MA: Pearson/Allyn and Bacon.

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