Intelligence

Theories of Intelligence

Theories of intelligence can generally be divided into those that support a general factor theory of intelligence and those that support a multiple-factor theory of intelligence. Theorists who adhere to a general factor model espouse that intelligence is composed of a general or global ability (g). In contrast, multiple-factor theorists assert that this global ability is comprised of multiple, interrelated, but distinct abilities. Across these models, some theories are hierarchical, while others are not. Regardless of the proposed way in which components are believed to be connected, intelligence is a multifaceted and complex construct.

Alternatively, intelligence can be conceptualized from an information-processing perspective, a psychometric or structural approach, and a cognitive modifiability approach. The oldest and most researched of these is the psychometric approach, which measures and analyzes intellectual performance using quantitative (statistical) methods. In contrast, information-processing models focus on the ways individuals mentally present and manipulate information. Information-processing models see human cognition as similar to the way in which a computer processes information. Cognitive modifiability theories see intelligence as dynamic and modifiable, as opposed to unchanging. Changes that occur result from the individual's interactions with their environment.

The psychometric approach to the conceptualization of intelligence emphasizes the construct of a “general factor” (g) (i.e., global intelligence) and a “specific factor” (i.e., distinct abilities) to account for total intelligence. These two factors account for intelligence to varying degrees. Vernon (1961) also supported a general factor (g) theory of intelligence, followed by major group factors (verbal–educational and spatial–mechanical), as well as minor group factors.

Other models do not include specified hierarchies, but still include multiple components as comprising intelligence or multiple intelligences. Thurstone (1938) used factor analysis, a statistical procedure that examines the intercorrelations, to support the idea that “performance of a task requires a certain number of fundamental or primary abilities” (p. 2). Modern test construction is often based on Thurstone's work.

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