2. THE BINET-SIMONE
SCALE
Alfred Binet, French
Psychologist (1857-1911)
- Modern approach to understand the
concept of intelligence began with his
work together with his colleague,
Theodore Simon.
3. TitleWhy did they make it?
• A push for compulsory education
• To identify students with special education
• To measure the intellectual development
of young children ages 3-12
• To measure the ability of children to think
and reason
4.
5.
6. SPEARMAN’S TWO
FACTOR THEORY OF
INTELLIGENCE(1904)
Charles Spearman,a British
psychologist(1863-1945),advanced the
two-factor theory of intelligence “g” and
“s”.The performance of any intellectual act
requires some combination of “g” general
factor which is available to the same
individual degree for all intellectual acts
and “s” or specific factors which are
specific to that act & which varies in
strength from one act to another.
7. intelligence comprises both a
single, pervasive reasoning
ability, a general
factor, that is used on a
wide variety of tasks and a
number of narrow
abilities, specific
factors, involved in
executing particular tasks.
8. • The theory explains that if one knows
how a person performs on one task
that is highly saturated with “g”, one
can safely predict a similar level of
performance for another highly “g”
saturated task.Prediction of
performance on task with high “s”
factors is less accurate.The most
important information to have about a
person’s intellectual ability is an
estimate of his “g”
9. TERMAN’S STANFORD BINET
INDIVIDUAL INTELLIGENCE TEST
(1906) Lewis
Madison Terman,an American
cognitive psychologist,published a
revised and perfected Binet-Simon
Scale.
• In 1916 he adopted William Stern’s
suggestion that that the ratio
between mental & chronological
age be taken as a unitary measure
of intelligence multiplied by 100 to
get rid of the decimals.
10.
11. THORNDIKE’S
STIMULUS RESPONSE
THEORY(1920)• Edward Thorndike,an American
psychologist & his students used
objective measurements of
intelligence on human subjects.
• 1920’s he developed a multifactored
test of intelligence that consisted of
completion,arithmetic,vocabulary,an
d direction tests(CAVD). It became
the foundation of modern
intelligence test.
12. • Thorndike drew an important distinction among
3 broad classes of intellectual functioning:
• 1. Abstract intelligence-Standard Intelligence
Tests
• 2. Mechanical Intelligence- ability to visualize
relationship among objects & physical world
works.
• 3. Social Intelligence - ability to function
succesfully interpersonal situations.
• The 2 most basic intelligences: TRIAL &
ERROR , STIMULUS RESPONSE
13. • Louis L. Thurstone was an American
psychometrician who studied intelligence test
& tests of perception through factor
analysis.Hid MFTI identified the
7 primary mental abilities:
• Verbal comprehension,
• word-fluency,
• number facility,
• spatial visualization,
• association
• speed and
• reasoning.
L.L THURSTONE’S MULTIPLE FACTORS
THEORY OF INTELLIGENCE(1938)
14. CATTELL’S THEORY ON FLUID AND
CRYSTALLIZED INTELLIGENCE
• Raymond B. Cattell,a British- American
psychologist theorized that there are 2 types of
intelligence.
• A. FLUID INTELLIGENCE- is essentially
nonverbal & relatively culture free.It onvolves
adaptive & new learning capabilities,related to
mental operations & process on
capacity,decay,selection & storage of
information.It increases until adolescence.
15. B. CRYSTALLIZED INTELLIGENCE
• It develops through the exercise of fluid
intelligence or a product of acquisition of
knowledge & skills that are strongly
dependent upon exposure to culture.It
continues to increase through middle
adulthood.
16. GUILFORD’S THEORY ON THE
STRUCTURE OF THE INTELLECT(1967)
• J.P Guilford,an American psychologist,advanced a general theory
of human intelligence whose major application is for educational
research,personnel selection & placement and education of gifted
and talented.(SOI ) advances that human intelligence is composed
of 180 separate mental abilities.
4 TYPES OF CONTENTS ARE
• Figural-senses
• Symbolic-letters,numbers,symbols,designs
• Semantic-words & ideas
• Behavioral-actions & expressions
17. 5 Kinds of Operations are:
1. COGNITION- ability to gain, recognize &
didcover knowledge.
2. MEMORY- ability to retain, store,retrieve &
recall the contents of thoughts.
3. Divergent production- ability to produce a
variety of ideas, or solution to a problem.
4. Convergent Production- ability to produce a
single best solution to a problem.
5. EVALUATION- ability to render a judgment
& decide whether the intellectual contents
are correct or wrong.
18. 6 KINDS OF PRODUCTS are:
1.UNITS- single number,letter or word.
2. CLASSES-higher order concept.Men &
women.
3.RELATIONS-connection between
4. SYSTEMS- process of
ordering/classification of relations.
5.TRANSFORMATION- process of altering or
restructuring of intellectual concept.
6. IMPLICATION- process making inferences
from separate pieces of information.
19.
20. STERNBERG’S TRIARCHIC
THEORY OF INTELLIGENCE
• Rober Sternberg theorized that intelligence is a
fixed capacity of a person.
• 1. Intelligence & the internal world of the
individual, mental mechanism that underlie
intelligent behavior;
• 2. Intelligence & external world of the
individual,mental mechanism in everyday life in
order to attain an intelligent fit to the
environment.
• 3. Intelligence & experience,or the mediating
role of one’s passage through life between
internal & external worlds of individual.
21.
22. CONTEXTUAL INTELLIGENCE
emphasizes in its sociocultural contexts.
Intelligence for a child requires adaptive
behavior that is not required of an older
person.
EXPERENTIAL INTELLIGENCE
Emphasizes insight & the ability to
formulate new ideas & combine
seemingly unrelated facts or
information.Sternberg emphasizes the
role of experience.
23. COMPONENTIAL INTELLIGENCE
• Emphasizes the effectiveness of
information processing. Sternberg defines
component as the underlying cognitive
mechanisms that carry out the adaptive
behavior to novel situations.
24. 2 KINDS OF
COMPONENTS
Performance Components
Used in the actual execution of the tasks. It
include encodong, comparing,chunking, &
triggering actions & speech.
METACOMPONENTS
Higher order executive processes used in
planning,monitoring & evaluating one’s
working memory program.
