The document discusses various theories of intelligence proposed by different psychologists, highlighting key theories including Spearman's two-factor theory, Thorndike's multi-factor theory, Thurstone's group-factor theory, and Gardner's multiple intelligences theory. Each theory offers unique insights into understanding intelligence, such as distinguishing between general and specific abilities or recognizing diverse types of intelligences. Additionally, the document presents Guilford's structure of intellects, suggesting a complex interaction of cognitive processes and types of content that yield numerous mental abilities.

1. THEORIES OF INTELLIGENCE
K. Ragavi ,
II B ED(physical science)
St.Christopher’s college of
education, chennai -600007

2. Introduction
Intelligence is the ability of an individual to direct his
behavior towards a goal .There are many views regarding what
constitutes intelligence.
• Different psychologists have given different view points and
formulated their own theories of intelligence.
• Some important such theories are as follows:
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3. Theories of intelligence
1. Unitary theory
2. Two factor theory of Spearman
3. Multi-factor theory of Thorndike
4. Theory of multiple intelligence by Gardner
5. Group-factor theory of Thurston
6. Structure of intellects by Guilford
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4. Single factor theory or Unitary or Monarchic
Theory
• This theory says intelligence is one’s power or energy which affects all
the activities of the individual.
• Psychologist like Johnson, Binet, Terman and Stern emphasized that
intelligence consists of one factor which is universal for all activities
of the individual.
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5. • It is the general ability of the individual that enables him/her to succeed in every sphere of life.
• But in our practical life we see contrary to this-
-Eg :A genial mathematical professor may be absent minded or social ill-adjusted.
Further analysis of scores in an intelligence test battery shows that different tests in the
battery are not highly correlated.
Hence, it is said that the unifactory approach fails to exlain all the mental abilities of a
person satisfactorily.
Single factor theory or Unitary or Monarchic
Theory
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6. Spearman’s Two - factor theory
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7. Spearman’s two - factor theory or Eclectic
theory
• The English psychologist , Charles spearman(1863-1945) in 1904
proposed his therory of intelligence Called two factor theory.
• According to him intellectual abilities are comprised of two factors
namely,
• The general ability known as G factor
• Specific abilities known as S factor
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8. Characteristics of G And S factor:
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9. Educational Implications:
1.The general factor is largely innate and accounts for success in all
activities.
2.It is constant in the sense that for any individual it remains the same of all
the correlated activities.
3. It differs from individual to individual.
4. Success in any specialised field very much depends on the concern specific
factor which is essentially learned.Thus no person is absolutely uniform in his
mental performance.
5. Persons who are good in certain field or discipline may be poor in the
other.
6.Performance in any situation is predicted by the amount of G and S factors
in different intellectual activities.
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10. Anarchic theory/ multi-factor theory/
atomistic theory
• It was developed by an American Psychologist E. L. Thorndike.
• Thorndike opposed the theory of general intelligence.
• He proposed that there are specific stimuli and specific response.
• A mental act involves a number of these minute elements operating
together.
• If any two tasks are correlated, the degree of correlation is due to the
common elements involved in the two tasks.
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11. Thorndike distinguished 4 attributes of
intelligence
Level
This refers to the difficulty of a task that can be solved.
If we think of all test items arranged in a sequential order of increasing difficulty, then the
height that we can ascend on this ladder of difficulty determines our level of intelligence.
Range
This refers to the number of tasks at any given degree of difficulty that we can solve.
Range is determined not only by level but also by the breadth of experience and by opportunity
to learn.
In intelligence tests range is represented by items of equal difficulty.
Area
It refers to the total number of situations at each level to which the individual is able to
respond.
Area is the summation of all the ranges at each level of intelligence processed by an individual.
Speed
This is the rapidity with which an individual can solve or respond to items.
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12. Group-factor theory - Thurstone
• Thurstone and his associates proposed the Group factor theory.
• According to this theory, Intelligent activity is not an expression of innumerable highly specific factor as Thorndike claimed. Nor it is the
expression primarily of a general factor as Spearman held.
• Primary Factor- Common for all operations.
• Primary Factors give Psychological and Functional unity which differentiates them from other mental operations and finally constitutes a
group.
• There are number of groups of mental abilities, each of which has its primary factor.
• Thurstone concluded that here are 9 primary mental abilities (PMA).
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13. • Verbal factor (V)-Related to comprehending verbal relations , words and ideas.
• Spatial factor (S)-Ability to visualize geometric pattern in space.
• Numerical factor (N)-Quick in performing numerical abilities/ calculations.
Accuracy and well organized in doing arithmetic problems/operations.
• Memory factor(M)-Ability to memorize quickly.
• Word fluency (W)-Able to think and use more words in short span of time.
• Inductive Reasoning(RI)-Ability to generalize through specific examples.
• Deductive Reasoning(RD)-Making use of generalized facts or results.
• Perceptual factor(P)-Ability to perceive objects accurately.
• Problem Solving Ability(PS)-Ability to solve problems accurately.
PRIMARY MENTAL ABILITIES (PMA).
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14. Multiple Intelligence Theory -Howard
Gardner
• Multiple Intelligences is Howard Gardner’s psychological theory about
people and their different types of intelligences (logical, visual, musical,
etc.).
• There are seven Intelligences that each person has.
• A person may have two or more dominant intelligences, and maybe there
are some individuals who have a balance of all seven intelligences.
• Howard Gardner initially formulated a list of seven intelligences. His listing
was provisional.
• The first two have been typically valued in schools; the next three are
usually associated with the arts; and the final two are what Howard
Gardner called 'personal intelligences’.
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15. Multiple Intelligence Theory -Howard Gardner
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16. Types of Multiple Intelligences
• Visual / Spatial Intelligence
Ability to perceive the visual.
These learners tend to think in pictures and need to create vivid mental images to retain information.
They enjoy looking at maps, charts, pictures, videos, and movies.
• Verbal / Linguistic Intelligence
Ability to use words and language.
These learners have highly developed auditory skills and are generally elegant speakers.
They think in words rather than pictures.
• Logical / Mathematical Intelligence
Ability to use reason, logic and numbers.
These learners think conceptually in logical and numerical patterns making connections between pieces of information.
Always curious about the world around them, these learners ask lots of questions and like to do experiments.
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17. Types of Multiple Intelligences
• Bodily / Kinesthetic Intelligence
Ability to control body movements and handle objects skilfully.
These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (E.g. ball play, balancing beams).
• Musical / Rhythmic Intelligence
Ability to produce and appreciate music.
These musically inclined learners think in sounds, rhythms and patterns.
They immediately respond to music either appreciating or criticizing what they hear.
• Interpersonal Intelligence
Ability to relate and understand others.
These learners try to see things from other people's point of view in order to understand how they think and feel.
Generally they try to maintain peace in group settings and encourage co-operation.
They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others.
• Intrapersonal Intelligence
Ability to self-reflect and be aware of one's inner state of being.
These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses.
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18. Structure of Intellect by Guilford
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19. • Guilford and his associates proposed the theory of Structure of Intellects on their
attempt of factor analysis.
Process of operations:
• Cognition: This involves immediate discovery, rediscovery, awareness,
comprehension and understanding.
• Memory recording: It is a fundamental operation. It refers to the retention of
what is recognised for a short duration.
• Memory retention: It means the retention of what is recognised for a long period
of time.
• Divergent thinking: It refers to the generation of information from the given data
where the emphasis is on conventionally accepted best outcomes.
• Convergent thinking: It involves thinking in different directions, searching and
seeking some different variety and novelty. It is closely related with creativity. It
simply means thinking out of the box.
• Evaluation: It refers to the reaching of conclusion and decision as the goodness,
correctness, adequacy and desirability of information.
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20. Material or Contents:
• Visual content: It refers to the concrete material perceived through
ideas and thoughts.
• Auditory content: It refers to the matter or information perceived
through ears.
• Symbolic content: t refers to the composition of letters, digits or other
conventional signs and symbols usually organised in general patterns.
• Semantic content: t refers to the clear verbal form of meanings or
ideas for which no examples are necessary.
• Behavioural content: It refers to the social intelligence which enables
one to understand human communications.
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21. Products:
• Units: This is similar to Gestalt psychology of figure and ground; relatively segregated
items.
• Classes: It refers to conceptions underlying sets of information or data grouped by virtue
of their common properties.
• Relations: It refers to the connections between items of information based on variables.
These connections are more meaningful and definable.
• Systems: It refers to the aggregate of items of information or data with a structure.
• Transformations: It refers to the changes like redefination, modification in existing
information or its functions.
• Implications: It refers to the explorations of information in the form of expectancies,
predictions and consequences.
Thus according to Guilford there can be only 180 mental abilities that comes as
a result of six processes operating on any one of the 5 contents to produce
anyone of the 6 products.
Thus 6*5* 6=180 mental abilities.
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22. Summary:
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23. Reference:
• Kalvi uzhaviyal by nagarajan
• https://www.slideshare.net/mobile/atulunik/spearman-2-factor-theory
• https://www.web3.lu/guilfords-structure-of-intellect/
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