Latest theories of intelligence (GDP)

Up to 60 years in studies of intelligence was dominated by the factorial approach. However, with the development of cognitive psychology with its emphasis on information processing models (see Chapter 9), a new approach has emerged. Different researchers define it somewhat differently, but the main idea is to explain intelligence in terms of the cognitive processes that occur when we perform intellectual activities (Hunt, 1990; Carpenter, Just & Shell, 1990). The information approach raises the following questions:

1. What mental processes are involved in performing various intelligence tests?
2. How fast and accurate are these processes?
3. What kind of mental representations of information are used in these processes?

Instead of explaining intelligence in terms of factors, the information approach seeks to determine what mental processes are behind intelligent behavior. It assumes that individual differences in the solution of a particular problem depend on the specific processes involved in its solution by different individuals, and on the speed and accuracy of these processes. The goal is to use the information model of a specific task to find measures that characterize the processes involved in this task. These measures can be very simple: for example, the response time to a set of selection elements, or the reaction speed of the subject, or eye movements and cortical potentials associated with this reaction. Any information necessary to evaluate the effectiveness of each component of the process is used.

Gardner's theory of multiple intelligence​

Howard Gardner (1983) developed his theory of multiple intelligence as a radical alternative to what he calls the "classical" view of intelligence as the ability to think logically.

Gardner was struck by the diversity of adult roles from different cultures — roles based on a wide variety of abilities and skills that are equally necessary for survival in their respective cultures. Based on his observations, he came to the conclusion that instead of a single basic intellectual ability, or "g factor", there are many different intellectual abilities that occur in different combinations. см.→

Anderson's theory of intelligence and cognitive development

One of the criticisms of Gardner's theory points out that a high level of abilities related to any of the identified manifestations of intelligence, as a rule, correlates with a high level of abilities related to other manifestations of intelligence; that is, that none of the specific abilities is completely independent of the others. In addition, psychologist Mike Anderson points out that Gardner does not clearly define the nature of multiple intellectual abilities — he calls them "behaviors, cognitive processes, and brain structures". см.→

Sternberg's Triarchic theory

Sternberg's theory considers individual experience and context, as well as the basic mechanisms of information processing. Sternberg's theory includes three parts, or sub-theories: the component sub-theory, which considers thought processes; the experiential sub-theory, which considers the influence of individual experience on intelligence; and the contextual sub-theory, which considers environmental and cultural influences (Sternberg, 1988). The most developed of them is the component subtheory. см.→

Bioecological theory Ceci

Ceci believes that there are "multiple cognitive potentials", as opposed to a single basic intellectual ability or a factor of General intelligence. These multiple abilities or areas of intelligence are biologically determined and impose restrictions on mental (mental) processes. Moreover, they are closely connected with the problems and possibilities inherent in the individual environment or context. см.→

The theory of intelligence: the results

Despite these differences, all theories of intelligence share a number of common features. All of them try to take into account the biological basis of intelligence, Whether it is a basic processing mechanism or a set of multiple intellectual abilities, modules, or cognitive potentials. см.→

How accurately do intelligence tests reflect intelligence?

SAT and GRE test results are accurate indicators of intelligence

How can you know that two types of measurement point to the same thing? You calculate a statistical metric called correlation (which varies from 0 to 1.0), and the higher the correlation, the more similar these types of measurements are. Tests of aptitude, achievement, intelligence, and cognitive ability correlate so highly with each other that many experts believe that these tests are all actually the same. см.→

Why IQ, SAT, and GRE don't measure overall intelligence

Thousands of "validity" studies show that General intelligence tests predict a wide range of different behaviors, although not perfectly, but better than any other method known to us. First-year students ' grades are predicted by IQ scores slightly better than the grades or characteristics obtained by students in high school. Students ' grades in their first year of graduate school are also better predicted by IQ scores than by grades and characteristics obtained at University. But the accuracy of predictions based on IQ (or SAT or GRE) is limited, and many candidates ' scores will differ from what is expected. Test makers argue that even limited predictability can help school enrollment officials make better decisions than without using tests (Hunt, 1995). см.→