1. Factor Analytic Theories of Intelligence

2. Factor analytic theorists
Fall into two camps: those who espouse a general – factor (g) theory
Those who favor a multiple factory theory
Galton ( )– first proposed that individuals possess both a general intellectual ability which is present in the whole range of their mental abilities with some special aptitudes

3. Karl Pearson (1857-1936) Galton’s close friend & biographer
Professor of applied mathematics and mechanics at University College, London
Developed the product-moment correlation formula for linear correlation, the multiple correlation coefficient, and chi – square test for determining how well a set of empirical observations conforms to an expected distribution
Galton – active in field of eugenics, anthropology, psychology
Furthered Galton’s close friend

4. In contrast, Thorndike, Kelley, and Thurstone asserted that intelligence is composed of many independent faculties such as mathematical, mechanical, and verbal faculties.
Spearman introduced statistical techniques such as factor analysis, that allowed for the testing of these rival theories

5. Factor analysts disagree
About how intelligence is organized
Whether intelligence is a general unitary function or a composite of many independent faculties
You should view factor labels as descriptive categories and not as accurate reflections of underlying entities

6. Charles Spearman

7. Charles Spearman Two- Factor Theory of Intelligence Figure 5-5
Spearman ( ) proposed a two-factory theory of intelligence, emphasizing a general factor (g) and one or more specific factors (s)
Thought the (g) factor as “mental energy
Tests with high g loadings are matrix relations, generalizations, verbal analogies, arithmetic problems, paragraph comprehension
Test with low (g) loadings: recall, speed, visual motor abilities, counting, simple addition

8. General Intelligence (g)
Charles Spearman – demonstrated that a statistical factor could explain the high degree of intercorrelation among behaviors.
Knowing a persons level of (g), could make accurate predictions of performance on other tasks

9. Edward Thorndike ( )

10. Thorndike’s multifactor theory of intelligence
Postulates that Intelligence is the product of many interconnected but distinct types of abilities.
Certain mental activities have elements in common & combine to form clusters
Described three types of intelligence
Social – deals with people
Concrete – deals with things
Abstract – deals with verbal and mathematical symbols
Concepts were based on a theoretical perspective not on statistical methods.

11. Louis Thurstone’s Multidimensional Theory of Intelligence
Stated we can not regard intelligence as a unitary trait.
Human Intelligence possesses a certain systematic organization with a structure that we can infer from a statistics
Described eight primary mental factors
Verbal
Perceptual Speed
Inductive reasoning,
Number
Rote memory
Deductive reasoning,
Word fluency
Space or visualization

12. J. P. Guilford’s Structure of Intellect Theory (1967) figure 5-6
Maintained that we must consider three classes of variables in any account of intellectual abilities:
(operations): The activities or operations performed
Content: the material or content on which the operations are performed
Products: the result of the operations

13. J. P. Guilford’s Structure of Intellect Theory (1967)
Developed the tree-dimensional structure of intellect model as a means for organizing intellectual factors.
The model posits 120 possible factors
Ex: cognition of semantic units;
factor refers to knowing what a word means and explaining it

15. Philip Vernon’s Hierarchical Theory Of Intelligence(1950) figure 5-7
Factors low in the hierarchy refer to a narrow ranges of behavior, while those high in the hierarchy refer to a wide variety of behaviors
1965 He believed that we must consider a general group factor (g) in any attempt to understand or measure intelligence
This support has support across numerous studies, as indicated by positive intercorrelations among cognitive tests administered to representatitive populations.

16. Cattell and Horns Fluid and Crystallized Theory of Intelligence figure 5-8
Raymond Cattell, John Horn )
There are two types of Intelligence
Raymond Cattell – general intelligence is based on two primary intelligence factors:

17. (gf) and (gc)
(gf) Fluid Intelligence – refers to the efficiency with which an individual learns and completes various tasks
Increases and decreases over time,
(gc) Crystallized intelligence

18. Fluid Intelligence
Essentially nonverbal, culturally free mental efficiency
is dependent on physiological structures
(cortical and low cortical regions) that support intellectual behavior
Ex: fast processing speed, working memory,

19. Crystallized Intelligence
Refers to acquired skills and knowledge that are more dependent on culture
Involves over learned and well established cognitive functions and related to mental products and achievement.
Examples of tasks that measure crystallized intelligence are vocabulary, general information, abstract word analogies, mechanics of languages
Is highly influence by formal and informal educational factors throughout the life span
Increases through middle adulthood

20. Argued against the concept of general intelligence
Asserted that intellectual ability is composed of several distinct functions that have genetic underpinnings
Ex: fluid ability and visual thinking decline with age, whereas crystallized ability and long term acquiring and retrieval show no decline
1998 modified theory and proposed 55 primary abilities

21. Carroll’s three stratum Factor Analytic Theory of Cognitive Abilities figure 5-9
John Carroll (1997) based the theory on 465 research studies
Postulates there are many distinct individual differences in cognitive ability
These can be classified into three strata or levels
All abilities are assumed to be cognitive
In many cases they go far beyond the kinds of intelligences measured in typical batteries of intelligence tests

22. Narrow (stratum I): first level
Consists of 65 narrow abilities comprising levels of mastery in various cognitive areas (general sequential reasoning, reading comprehension, memory span, visualization, speech sound discrimination, originality/creativity, numerical facility, and simple reaction time)

23. Broad (Stratum II)
The second level is composed of eight broad factors:
Fluid intelligence (Gf)
Crystallized intelligence (Gc)
General memory (Y)
Broad Visual Perception (V)
Broad Auditory Perception (U)
Broad Retrieval Capacity (R)
Broad Cognitive Speediness (S)
Processing Speed (Decision Speed (T)

24. General (Stratum III) The third is composed of a general factor or g.
Carroll’s theory constitute a provisional statement about the enumeration, identification, and structuring of the total range of cognitive ability discovered thus far.
Carroll’s theory was expected to replace, expand or supplement previous theories

25. Campione, Brown and Borkowski’s information – processing theory
Joseph Campione and Ann Brown (1978) and expanded by John Borkowski (1985)
Information – processing conceptions of intelligence focus on the ways individuals mentally represent and process information.
In these models, human cognition is conceived as occurring in a series of discrete stages

26. Figure 5-10 Campoine, Brown and Borkowski’s model of intelligence
Information is received at one stage, and then passed on as input to the next stage for further processing.
Mental process are composed of specific covert cognitive behaviors, “which transform and manipulate information between the time it enters as a stimulus and the time a response to it is selected.

27. Figure 5-11
Shows how a cognitive, motivational and and self – system components interact to facilitate metacognitive processes.
Example: A child is taught to use a learning strategy, and with recognition, comes to learn about the attributes of that strategy.

28. The attributes of this specific strategy knowledge include the effectiveness of the strategy, the range of its appropriate applications, and the proper use of the strategy with a variety of tasks.
2. The child learns other strategies and repeats them in multiple contexts. The child comes to understand when, where, and how to employ each strategy. In this way specific strategy knowledge is enlarged and enriched.
The child gradually develops the capacity to select strategies appropriate for some tasks, but not others, and adjust the strategy by monitoring performance.

29. Sternberg’s Triarchic Theory of Intelligence figure 5--12
Robert Sternberg (1986)
Divides human intelligence into three dimensions: componential, experiential, contextual

30. PASS model of Intelligence figure 5-13
JP Das,Jack Naglieri, and John Kirby’s
Planning-Attention-Simultaneous success processing (PASS model of Intelligence
Based on work of Alexsanr Luria’s (1966) in neuropsychology
postulates that four cognitive processes are involved in intellectual functioning

31. Planning process involved cognitive control, knowledge, intentionality, and self regulation
Attention processes allow for focused cognitive ability
Simultaneous processing involves perception of stimuli as a whole or the understanding of grammatical statement s requiring integration of words into a meaningful idea
Successive processing – involves operating on stimuli arranged in sequence in order to make a decision

32. *processing occurs in a sequence-dependent, temporally based series
The four process operate together when a person is working on intellectual tasks
The Cognitive Assessment system (CAS) was designed according to the PASS system
CAS designed for children ages 5-17, takes 1 hour to administer, has adequate reliability and validity, measures cognitive ability based on planning, attention, simultaneous and successive processing

33. Gardner’s Multiple Intelligence Theory (1993, 1998) figure 5-14
Indentified eight competencies and two tentative competencies
Proposes that multiple intelligence theory be used as a basis for assessing children
He believes that we can assess children’s intellectual competencies through planned observation Ex: teach an infant a pattern, and then test infant to see if they remember the pattern

34. Different assessment strategies are required for evaluating children of different ages
Developing a reasonably accurate picture of a child’s abilities may require 5 to 10 hours of observation of regular classroom activities over the course of a month.
Gardner has not developed a standardized test to measure these different types of intelligences

35. Sternberg’s Successful Intelligence Theory (1996)
Referred to as successful intelligence - the ability to adapt, to shape, and select environments to accomplish one’s goals and those of one’s society and culture.
Individuals with successful intelligence are able to discern their strengths & weaknesses and then determine ways to use their strengths and minimize their weaknesses.
Three broad areas associated with Succ. Int: analytical, creative and practical abilities

36. Ceci’s Bio-Ecological Theory of Intelligence (1977)
Attempts to explain the development of behavior using four perspectives
Intelligence composed of multiple cognitive abilities rather than one pervasive general factor
It is the interplay of genetics and environmental interactions at various points in development that produces changes in intelligence
Cognitive processes depend on the context in which cognition takes place
Noncognitive intrinsic abilities are highly important in the development of intelligence (temperament, motivation,

37. Piaget’s Periods of Cognitive Develooment Table 5-2
All children go through four developmental periods:
Sensorimotor
There are six developmental stages
Preoperational ages 2-7
Concrete ages 7-11
Formal Operations ages 11 and upward