Theories of Intelligence
Overview
Theories of Intelligence is a foundational topic in Child Development and Pedagogy for TN TET. Questions from this area test your understanding of how psychologists have conceptualised intelligence—from viewing it as a single general ability to recognising multiple distinct capacities. This directly impacts classroom practice: if intelligence is multidimensional, teachers must use varied strategies to reach all learners.
For the exam, you must know the key theorists (Spearman, Thurstone, Gardner), their core ideas, and how these theories apply to educational settings. Expect 2–4 questions that ask you to identify a theory from its description, match theorists with their concepts, or apply a theory to a classroom scenario. Mastery here also supports your understanding of inclusive education and differentiated instruction.
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Key Concepts
- **Intelligence is not a single, fixed trait**—psychologists debate whether it is one general ability or many separate abilities. This debate shapes how we assess and teach children.
- **Spearman's Two-Factor Theory** proposes that all cognitive tasks share a common "g-factor" (general intelligence), plus task-specific "s-factors." High g-factor predicts success across subjects.
- **Thurstone's Primary Mental Abilities** rejects a dominant g-factor. Instead, intelligence comprises 7 independent abilities (verbal, numerical, spatial, etc.) that vary across individuals.
- **Gardner's Multiple Intelligences** expands the concept further—intelligence includes at least 8 distinct types (linguistic, logical-mathematical, musical, etc.), each relatively independent.
- **Educational implication**: If intelligence is multidimensional, standardised IQ tests capture only part of a child's potential. Teachers should use diverse methods to identify and nurture different abilities.
- **No single theory is "correct"**—each offers a lens. Spearman explains why some children excel broadly; Thurstone and Gardner explain why some excel in specific domains.
- **Nature vs Nurture**: All theories acknowledge both hereditary and environmental influences on intelligence development.
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Formulas / Key Facts
| Theorist | Theory Name | Core Idea | Key Terms | |----------|-------------|-----------|-----------| | **Charles Spearman** (1904) | Two-Factor Theory | Intelligence = g-factor + s-factors | g = general intelligence; s = specific abilities | | **Louis Thurstone** (1938) | Primary Mental Abilities (PMA) | 7 independent abilities, no dominant g | V, N, S, W, M, P, R (see below) | | **Howard Gardner** (1983) | Multiple Intelligences (MI) | 8+ distinct intelligences | Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalistic |