UNIT 4 THEORIES OF INTELLIGENCE*

Structure
4.1 Objectives
4.2 Introduction
4.3 Spearman’s Two Factor Theory of Intelligence
4.4 Thurstone’s Theory of Intelligence
4.5 Guilford’s Structure of Intellect Theory
4.5.1 The Contents Dimension
4.5.2 The Operations Dimension
4.5.3 The Products Dimension

4.6 Cattell’s Theory of Intelligence

4.7 Gardner’s Theory of Multiple Intelligences
4.8 Sternberg’s Triarchic Theory of Intelligence
4.9 PASS Theory of Intelligence
4.10 Cross-cultural Conception of Intelligence
4.11 Let Us Sum Up
4.12 Key Words
4.13 Answers to Self Assessment Questions
4.14 Unit End Questions
4.15 References
4.16 Suggested Readings

4.2 OBJECTIVES
After going through the Unit, you would be able to:
Get an overview of different approaches and theories of intelligence;
Explain the two factor theory of Charles Spearman;
Define Thurstone’s primary mental abilities (PMA);
Describe Guilford’s structure of intellect model based on factor analysis;
Elucidate Cattell’s two types of intelligences;
Describe Gardner’s theory of multiple intelligences;
Discuss triarchic theory of Robert Sternberg;
Explain the PASS model of intelligence; and
Elaborate the cross-cultural conception of intelligence.
* Mousumi Sethy, Assistant Professor, Department of Psychology, Utkal University,
76 Bhubaneswar, Odisha
 Theories of
4.1 INTRODUCTION Intelligence
In Unit 3 you learned about the concept of intelligence and how it has been defined in
various ways. It also discussed the influence of nature and nurture on intelligence, that
is, to what extent our intelligence is determined by hereditary and environmental factors.
Various theories have been advocated to explain the nature of intelligence. You have
got a brief overview of some of these theories in the previous Unit. In the present Unit,
we will learn about the various theories of intelligence in detail, starting from the
psychometric approach to intelligence to the recent brain-based model of intelligence.
Considerable attention and effort has been devoted to find out whether intelligence is a
single ability or it consists of multiple abilities, whether there is only one type of intelligence
or there are several types of intelligences. These issues led to the development of different
theories of intelligence. There are mainly three approaches or theories of studying
intelligence, namely, (a) psychometric approach, (b) information processing approach,
and (c) cognitive developmental approach. Psychometric approach describes intelligence
as an ability or aggregate of multiple abilities. The two factor theory of Charles Spearman,
fluid and crystallized intelligence of Cattell (gf-gc model), Thurstone’s primary mental
abilities (PMA), Guilford’s structure of intellect model based on factor analysis and
Gardner’s theory of multiple intelligence are examples of psychometric approach. The
information processing approach emphasizes on the processes that we use in problem
solving and other intellectual tasks. It includes the triarchic theory of Robert Sternberg
and the PASS model of J.P. Das. Cognitive approach emphasises the functional
significance and development of intelligence. Jean Piaget’s theory of intelligence is the
most dominant cognitive-developmental approach to study intelligence. Let us now
discuss all these theories of intelligence.

4.3 SPEARMAN’S TWO FACTOR THEORY OF

INTELLIGENCE
Charles Spearman (1863-1945), an English psychologist and the originator of factor
analysis was the first to claim that intelligence consists of general ‘g’ factor and specific
‘s’ factors. His theory is known as ‘Two Factor Theory’(1904).One of his major
contributions to the history of psychology is the development and use of ‘factor analysis’.
He used the techniques of factor analysis and corelational analysis to find out the ‘g’
and ‘s’ factor. Factor analysis involves finding out the correlation of related variables,
and then grouping the variables to form clusters and derive the underlying factors. Thus
a larger number of variables are reduced to a lesser number of factors.
In his book, ‘The Abilities of Man’ (1927), Spearman elaborated that all intellectual
activities share a single common factor that runs through all the activities a person
performs during his life. Spearman called this general factor as ‘mental energy’ which is
determined innately. A person cannot be trained to have a higher ‘g’factor. It is a part of
who they are. People possess general intelligence or ‘g’ in varying degrees. On the
basis of this general intelligence, we describe a person as either intelligent or dull. This
‘g’ is the major determinant of one’s score in any intelligence test. In addition to this
general or ‘g’ factor, he recognised the specific factors, each called ‘s’, which are
specific to different abilities. For example, test of arithmetic, spatial relationships, verbal
fluency, each of these specific intelligence measure a separate ‘s’. An individual’s
intelligence score reflects the amount of ‘g’ plus the magnitude of various ‘s’ factors
possessed by the individual. For example, one’s performance in spatial intelligence test
would be a function of a person’s general intelligence (g) and his spatial ability (s).
77
Intelligence Spearman statistically analysed the interrelation among various scores obtained by
and Aptitude different individuals on various tests.A positive correlation between any two test or
mental function implies a factor common to both or ‘g’ and two specific factors ‘s’. Let
us assume that, the two tests are M (mechanical) and N (numerical), the common
factor in these tests is ‘g’ and the specific factors are sM and sN. Similarly, let V
(verbal) and S (spatial) be two other tests with ‘g’ as the common factor and sV and sS
are the specific factors as shown in Figure 4aF below (In the Figure 4aF, g refers to
‘general ability’ and s refers to ‘Specific abilities’). Spearman’s theory states that the
objective of psychological tests should be to measure individual’s ‘g’as it runs through
all the abilities and predicts individual’s performance. Individuals differ on the basis of
‘g’ they possess.

Figure 4aF: ‘g’ and ‘s’ factors of Spearman’s Two Factor Theory
Spearman has often been criticised for his factor analytic approach to intelligence which
was purely psychometric and ignored the cognitive basis of intelligence. Louis Thurstone
(1935) objected to Spearman’s emphasis on general intelligence. He suggested that
intelligence can be divided into a number of primary abilities by using factor analysis.
However, the contribution of Spearman to the field of psychology remains valuable as
his model of two factor theory introduced factor analysis in psychology.

4.4 THURSTONE’S THEORY OF INTELLIGENCE

Louis Leon Thurstone (29 May 1887 – 30 September 1955) suggested that intelligence
is a composite of seven distinct primary mental abilities (PMA). His approach was
different from Spearman’s theory of general intelligence. Rather than focusing on a
single factor of general intelligence as suggested by Spearman, Thurstone (1935) pointed
out that intelligence consists of a number of primary mental abilities. He recognizes the
diversity of human abilities. Using improved statistical techniques he developed a new
factor model of intelligence. He analyzed the inter-correlation of the scores of 57 tests
on a large group subjects, and identified seven factors. These factors were called primary
mental abilities or PMA. These are described as follows:
78 Inductive Reasoning: The ability to find rules or the logical reasoning ability. It is
 the ability to find general rules and principles from the given information. Theories of
Intelligence
Memory: The ability to memorize and recall. It is the ability to memorize events,
list of words, mathematical formulas, dates, definitions etc.
Numerical Ability: The ability to solve arithmetic problems. It is the ability to use
numbers with speed and accuracy, to compute answers to mathematical problems.
It measures the speed and accuracy of computational skills.
Perceptual Speed: The ability to visualize details rapidly. It is the ability to perceive
or grasp perceptual details quickly and accurately, to see differences and similarities
among things.
Spatial Relations: The ability to understand relationship. The ability to visualise
and manipulate different geometric patterns, forms and imaginary objects in space.
Verbal Comprehension: The ability of reading comprehension; define and
understand words, concepts, ideas; verbal reasoning
Word Fluency: The ability to produce words rapidly, i.e., to use words quickly
and fluently in performing tasks like naming word, rhyming, solving cross word
puzzles.
Thurstone views each of these mental abilities as independent of each other. Each of
them can be assessed separately and there cannot be a single score for intelligence. He
suggests a cognitive ability profile for the individual rather than a single IQ score.
Self Assessment Questions I
1) According to Spearman, factors specific to different abilities are called as
........................ factors.
2) Spearman has stated that individuals differ on the basis of .................. they possess.
3) Thurstone terms the seven factors as ................................................ .

4.5 GUILFORD’S STRUCTURE OF INTELLECT (SI)

THEORY
Joy Paul Guilford, an American psychologist, was born in March 7, 1897 in Marquette,
Nebraska. He is best known for his psychometric studies of human intelligence, including
the distinction between convergent and divergent production. After completing his
graduation from University of Nebraska, he studied under Edward Titchner at Cornell
during 1919 to 1921 and conducted intelligence testing on children. He taught in different
universities, like University of Kansas, University of Nebraska and University of Southern
California till his retirement in 1967.
Unlike Spearman, Guilford believed that intelligence is a combination of multiple activities.
Traditional models prior to Guilford proposed intelligence as a monolithic and global
attribute. By the 1950’s, he tried to develop a system to classify the new mental abilities
being discovered and the first version of the Structure of Intellect (SI) model was
presented. This model was based on factor analysis. He argued that intelligence consists
of numerous intellectual abilities. He first proposed a model with 120, later on revised
to 180 independently operating factors in intelligence. In this Structure of Intellect Model,
all the mental abilities were organized along three dimensional framework: Content,
Operations, and Product. This model is represented as a ‘cube’ with each of the
three dimensions occupying one side (5×6×6 = 180 specific abilities). Thus, there are 79
Intelligence three feature of intellectual task: the content dimension which includes broad areas of
and Aptitude information; the operations dimension which includes the operations or general cognitive
or mental activities, and the products dimension which contains results of applying
particular operations to specific contents. Thus this model is also called 3- dimensional
model represented in the form of a cube.
Let us now know about each of these dimensions as given in the Figure 4bF below.

Figure 4bF: J.P. Guilford’s Structure of Intellect Model

4.5.1 The Contents Dimension

The contents dimension includes the broad areas of information to which human intellect
operations are applied. Initially, these included only four categories, later on auditory
and visual were separated making it five content dimensions.
1) Visual – information perceived through seeing or the information arising from the
stimulation of retina in the form of an image.
2) Auditory – information perceived through hearing or information arising from the
stimulation of cochlea of the inner ear as a sound.
(Figural: Information that is non-verbal or pictorial, later divided into Visual
and Auditory)
3) Symbolic – information perceived as symbols or signs that stand for something
else, has no meaning by themselves (Arabic numerals, letters of an alphabet, musical
and scientific notations).
4) Semantic – concerned with verbal meaning and ideas.
5) Behavioural – information perceived as acts or behaviour of people.

4.5.2 The Operations Dimension

As the name suggests, this consists of six operations or general intellectual processes:
1) Cognition – the ability to understand, comprehend, discover, and become aware
80 of information.
2) Memory recording – the ability to encode information. Theories of
Intelligence
3) Memory retention – the ability to recall information.
4) Divergent production – the ability to generate multiple solutions to a problem;
creativity.
5) Convergent production – the ability to deduce a single solution to a problem;
rule-following or problem-solving.
6) Evaluation – the ability to judge whether or not information is accurate, consistent
or valid.

4.5.3 The Products Dimension

The products dimension contains results of applying particular operations to specific
contents. There are six kinds of products in increasing complexity, they are:
1) Units – represents a single item of information or knowledge.
2) Classes – a set of items that share some common attributes.
3) Relations – represents a connection between items or variables; may be linked as
opposites or in associations, sequences, or analogies.
4) Systems – an organization of items or networks with interacting parts.
5) Transformations – changes perspectives, conversions, or mutations to knowledge;
such as reversing the order of letters in a word.
6) Implications – predictions, inferences, consequences, or anticipations of
knowledge.
Each task accomplished by a person includes a particular type of content, mental
operation and a product. For example a test of recall on ‘the movements undertaken
by Gandhiji during the freedom struggle’ includes the ‘semantic’ aspect of content
dimension as it involves information using words or sentences, ‘memory’ is the process
dimension and ‘relation’ of the sequence of events is the product dimension. As there
are 5 types of contents, 6 types of operations and 6 types of products, resulting in 180
(5×6×6) types of distinct mental abilities among which more than 100 have been
empirically verified.
Guildford’s structure theory of intelligence has been criticised for being too complex.
From the practical point of view, Guildford’s factors are so narrow and specialised that
they have little value of prediction in vocational and educational guidance. Despite all
these criticism, his theory is a significant contribution to the field of research on intelligence.

4.6 CATTELL’S THEORY OF INTELLIGENCE

Raymond Cattell (March 20, 1905 - February 2, 1998) is a British psychologist who
proposed that two types of intelligence constitute the g (Cattell, 1971). These are fluid
intelligence (gf) and crystalized intelligence (gc). Fluid intelligence refers to the ability
for abstract and logical thinking, and does not require any prior knowledge. Thus it
involves the ability to think and reason abstractly and solve any new task or problem
independent of any past knowledge or experience in it. It helps one to analyze a novel
problem, perceive the relationships and patterns that underlie the problem and solve it
using logic. Though grows rapidly during the early years of life, fluid intelligence tends
to decline during later years of life. It can be measured by tests of puzzle solving, block 81
Intelligence designs and spatial visualization. The Cattell Culture Fair IQ tests, The Raven’s
and Aptitude Progressive Matrices are the measures of Gf.
In contrast to the fluid intelligence (gf), which is more hereditary, crystallized intelligence
(gc) depends on past learning and experience; it is acquired. Thus, gc increases with
age and experience and gf declines gradually.
Crystallized intelligence refers to knowledge that one gains through learning, past
experience, acculturation and the ability to use that acquired knowledge. It is one’s life
time intellectual achievement and improves with age. More the knowledge and
information you gain, more the stronger it becomes. It can be measured through tests of
general knowledge, use of language (vocabulary) and a wide variety of acquired skills
(Horn & Cattell,1967). Fluid intelligence grows rapidly during the early years of life but
crystallized intelligence grows throughout the life span.
Self Assessment Questions II
1) Guilford’s Structure of Intellect consists of three dimensions such as
........................, ........................ and ........................ .
2) According to Guilford, what are the categories included inder the Contents
dimension?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
3) What is fluid intelligence?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
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4) Crystallized intelligence increases with age and experience. True or False

4.7 GARDNER’S THEORY OF MULTIPLE

INTELLIGENCES
Howard Gardner (1983), an American Psychologist, proposed the theory of multiple
intelligences. In his book ‘Frames of Mind’, he pointed out that he did not believe
there was “one form of cognition which cut across all human thinking. There are multiple
intelligences with autonomous intelligence capacities.” So, intelligence cannot be viewed
as a single entity. There are different types of intelligenceswhich are independent of
each other. Further, people may have varied combinations of these intelligences.
According to Gardner (1999), intelligence is much more than IQ as high IQ in the
absence of productivity does not equate to intelligence.Gardner initially proposed eight
82
types of intelligence which later on he increased to nine. Thus Gardner views each Theories of
indivdual as a unique combination of various intelligenes, hence we cannot say that one Intelligence
is more intelligent and another is less intelligent. Each one of us is talented in unique
ways. The utility and value of each type of intelligence is culturally determined in the
sense that individual’s intelligent performance is determined according to the high
desirability, usefulness and demands of society for particulat types of intelligence. For
instance, one type of intelligence highly valued in a particular society may be of little
significance in another.
Let us briefly discuss the nine types of intelligence as given by Gardner.

Figure 4cF: Gardner’s Theory of Multiple Intelligences

Linguistic Intelligence refers to the ability to use language. It is the capacity to use
spoken and written words in a skilled way. Individuals with high verbal/linguistic
intelligence are very good in using words and language to express themselves, articulate
things and create. They can use language fluently and flexibly and creatively. They can
learn various languages easily. Poets, writers, lawyers, journalists, teachers, politicians,
philosophers and speakers are very strong in this component of intelligence. Robert
Frost, William Wordsworth, William Shakespeare, Gulzar, R.K. Narayan, Chetan Bhagat
are some people high on linguistic intelligence.
Logical-mathematical Intelligence is the ability to use logical reasoning and
mathematical ability. Individuals high on this intelligence have good abstract reasoning,
critical thinking, and good in dealing with numbers. This type of intelligence correlates
well with the traditional notion of intelligence. Scientists, engineers, physicist, economists
are people with high logical-mathematical intelligence. They are good in mathematics,
calculations, numbers and computer programming. Albert Einstein, Archimedes, C.V.
Raman and Amartya Sen are examples of people high in this area of intelligence.
Musical Intelligence is the ability to use rhythms, sounds and patterns to create,
compose and perform music. It involves sensitivity to music, and the ability to recognise
and manipulate musical patterns. People with high musical intelligence are likely to be
singers, music composers, instrumentalists and musicians. Yehudi Menhuin, Ludwig
van Beethoven, Michael Jackson, W.A. Mozart, M.S.Subhalaxmi, Lata Mangeshkar,
R.D. Burman, Zakir Hussain are some examples of people with high musical intelligence. 83
Intelligence Bodily-kinesthetic Intelligence is the ability to use and control one’s body movements
and Aptitude and actions. Dancers and sports persons are usually high in such intelligence. Further, it
is also required in surgery and crafts making as it involves skills and dexterity for fine
motor movements. People with high bodily-kinesthetic intelligence can become good
athletes, actors, sports persons, acrobats, yoga practitioners, surgeons, police officers
and soldiers. Cricketers like Bradman, Tendulkar, dancer Pt. Birju Maharaj, Sonal
Mansingh, Sanjukta Panigrahi, Madhuri Dixit, Rekha, acrobat Rosa Maria Ritcher,
Olympic medallist P.T. Usha, Vijendra Singh demonstrate high bodily-kinaesthetic
intelligence.
Spatial Intelligence is the capacity to perceive, understand and use spatial and visual
information effectively. Such people are good in spatial orientation, forming visual images
and patterns. They can easily visualise the world with the mind’s eye, modify the
surrounding based upon their perception and recreate aspects of their visual experiences.
They are good at remembering images, figures, faces, fine details and visualise things
from different angles. People with high visual/spatial intelligence are likely to be architects,
painters, interior designers, surgeons, pilots, drivers and sailors. M. F. Husain, Amrita
Sher-gil, Michael Angelo, Leonardo da Vinci and I.M. Pei are examples of some people
with good spatial intelligence.
Interpersonal Intelligence refers to the ability to understand others and social
interactions. They can understand the emotions and the perspectives of others and
relate well to others. They are able to establish good interpersonal relationships with
others. They have good and effective communication skills. They also show sensitivity
and empathic understanding towards others. People with high interpersonal intelligence
tend to be social workers, managers, psychologists, nurses, counsellors, politicians,
leaders, teachers, reformers and spiritual gurus. Some examples of such people are
Mother Teresa, Mahatma Gandhi, Sarvepalli Radhakrishnan, Raja Rammohun Roy,
Sri Sri Ravi Shankar and Mata Amritanandamayee.
Intrapersonal Intelligence is the ability to understand oneself and know one’s thoughts,
emotions, feelings, motives and desires, and how these influence their behaviour. It
includes awareness about one’s strengths, limitations, goals and ambitions in life. Such
intelligence includes one’s introspective and self-reflective capacities.
Such people are usually introverted, intuitive type, love to work alone and are least
affected by any external events. Various people-oriented careers require intrapersonal
intelligence, e.g., psychologists and spiritual leaders like Swami Vivekananda,
Ramakrishna Paramahansa and Sri Aurobindo. Philosophers and writers also have
strong intrapersonal intelligence.
Naturalistic Intelligence is the ability to recognize and understand the various patterns
in nature. It includes sensitivity to the nature with all its features including flora, fauna
and all the biodiversity. Gardner has added this eighth type of intelligence to his original
seven intelligences.
Such people appreciate the beauty of nature and the subtle aspects of nature. Hunters,
farmers, bird watchers, botanists, biologists, tourists and gardener are high in this aspect
of intelligence. Charles Darwin, a naturalist and best known for his contribution to the
science of evolution with his book ‘On The Origin of Species’ is an example of a
person with high naturalistic intelligence.
Existential Intelligence Gardner (1998) added existential intelligence as the ninth
intelligence which refers to the sensitivity and capacity to tackle deep questions beyond
84 sensory data and about human existence such as meaning of one’s life, why have we
come to this world, why do we die, where do we go after death etc. It concerns the Theories of
‘big picture’ in life and the ultimate truth of life.Cosmologists and philosophers are high Intelligence
on this aspect of intelligence.
According to Gardner, each of these “intelligences” has a specific set of observable and
measurable abilities. The first two abilities, i.e., linguistic and logical-mathematical
intelligence, strongly contribute to the performance in traditional school system and in
the academic achievement; usually promoted more in our societies. The next three
intelligences, namely, bodily-kinaesthetic, musical and spatial intelligence are usually
associated with arts and is high among people like singers, musicians, dancers, athletes,
architects, designers, actors and others who make the world beautiful with these
capacities and skills. Our traditional school system usually ignores these intelligences,
and thus many children high on these capacities do not get enough scope to pursue their
interest. Gardner’s theory suggests that equal focus should be given to other intelligences
and for optimal use of one’s potentials.
His theory is applied in an experimental program called project spectrum spanning
from 1984 – 1993 by Gardner which aims at developing a comprehensive educational
system where the elementary school children get an opportunity to explore their strengths
and weaknesses by being assigned into different sections of specific intelligences. You
can refer to the following link for further details: www.pz.harvard.edu/projects/project-
spectrum

4.8 STERNBERG’S TRIARCHIC THEORY OF

INTELLIGENCE
Among other theories of intelligence is a theory proposed by Robert Jeffery Sternberg
(born in 8th December, 1949), an American psychologist from Yale university. He is a
new generation cognitive psychologist who attempts to understand the cognitive processes
involved in solving problems. Sternberg defined human intelligence as the cognitive
ability to learn from experience, to reason well, to remember important information,
and to cope with the demands of daily living. Thus, it involves reasoning, problem-
solving ability, knowledge, memory and successful adaptation to one’s surroundings
(Sternberg, 2004). He viewed intelligence as how well an individual deals with
environmental changes throughout their life span.
Sternberg (1988a) formulated the ‘triarchic theory of intelligence’ which theorizes that
there are three types of intelligence such as (a) Componential or analytical
intelligence, (b) Experiential or creative intelligence, and (c) Contextual or practical
intelligence.

TRIARCHIC THEORY

Componential Experiential Contextual

Subtheory Subtheory Subtheory

• Metacomponents • Novelty • Adaptation

• Performance • Automation • Selection
• Knowledge • Shaping
acquisition
Figure 4dF: Sternberg’s Triarchic Theory
85
Intelligence 1) Componential or analytical intelligence refers to the ability to break down the
and Aptitude problem into components and analyze things for problem –solving. It refers to the
internal mechanisms used in problem solving. It reflects the traditional
conceptualization of intelligence and relates more to the academic achievement. It
is also called as being ‘book smart’.They are good in problem solving and abstract
reasoning.
Analytical intelligence or academic problem solving skills consists of three
components such as metacomponents, performance components and knowledge
acquisition components. Metacomponents are the executive part which controls
the other two components. They control and monitor the cognitive processing.
They tell the performance components what to do. Performance components
help in performing a task or solving a problem. Thus it uses attention, coding ,
memory etc. Knowledge acquisition components help in acquiring knowledge
and uses different strategies for it.
2) Experiential or creative intelligence refers to new ways of problem solving by
engaging in divergent thinking. It uses prior knowledge and experience to come up
with new ideas and solve problems. It includes two components: Automation
and novelty. Automation means some aspects of information processing are
automated, they do not require much attention, effort or energy. They can run
parallel to other processes. This enables the individual to use cognitive resources
for coming up with novel/ new ideas.
3) Contextual or practical intelligence refers to the ability to use information to
function effectively in life. It is also known as ‘street smart’ or being high on ‘common
sense’. It is the ability to understand and deal with everyday situation and events
successfully. It is the ability to adapt, adjust and change depending on the contextual
requirements. Thus they can handle real life problems.
It includes the components/subtheories of adaptation, shaping and selection.
As Sternberg states, “Intelligence is purposive adaptation to, shaping of, and
selection of real-world environments relevant to one’s life” (Sternberg, 1984,
p.271).
Adaptation takes place when one makes changes within oneself to adjust to a new
environment. For example, an intelligent person upgrades himself by learning new
technologies to improve his employability.
Shaping occurs when one changes one’s environment according to his requirement.
For example, the person may try to change the attitude of the employer or impress
the selection committee.
Selection is done when a completely new environment is replaced with the older
ineffective one. For example, the person may do a new course and try for another
field or migrate to a place where there is better job opportunity.
An important asset of this theory is to avoid defining intelligence in terms of
intelligence tests as in the case of analytical intelligence. Rather, contextual/practical
intelligence focuses on performance in the everyday world.
Self Assessment Questions III
1) Singers, music composers are high on which intelligence?
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86
 Theories of
2) Which professions best suits the persons high on bodily kinaesthetic intelligence? Intelligence

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3) What is linguistic intelligence?
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4) What is logical mathematical intelligence?
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5) Define componential or analytical Intelligence.
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6) Explain contextual or practical intelligence.
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4.9 PASS THEORY OF INTELLIGENCE

The PASS theory of intelligence developed by J P Das et. al. (Das, Naglieri & Kirby,
1994) follows an information processing approach. The PASS stands for Planning,
Arousal-Attention, Simultaneous and Successive processing. The theory is based on
Luria’s (1973) conception of three functional units of brain. The first unit is concerned
with cortical arousal and attention, and is located in the brain stem and the reticular
activating system. The second unit involves coding of information, either simultaneous
or successive coding/processing. Thus it deals with how we receive, store and analyze
the information. Simultaneous processing of information is represented by a holistic or
comprehensive approach to processing of information. It is associated with the occipetal
and parietal lobe of the brain. Successive processing refers to processing of information
in a sequential way and is carried out by frontal-temporal part of the brain. The third
unit deals with planning which includes decision making, self monitoring, self regulation
and problem solving. It is broadly located in the prefrontal area of the brain.
As you see in the Figure 4eF below, the individual first receives the input from the
sensory organs, and the external environment; the central processing mechanisms (the
attention-arousal, simultaneous-successive processing, and planning) are activated then
and process the inputs; finally, after the information is processed, it results in output.
According to J P Das, all the four processing mechanisms operate in a knowledge base
which consists of the past experiences, learning, emotion, motivation of the individual
and the socio-cultural background of the individual. 87
Intelligence
and Aptitude

Figure 4eF: PASS Theory of J P Das

Thus the PASS model presents a comprehensive model of intelligence. It integrates the
neuropsychological aspects, cognitive and psychometric approaches to intelligence.
Further, it views intelligence in a contextual background through knowledge base. PASS
theory has identified processes involved in intellectual ability and provided various tests
to measure intelligence. The Das-Naglieri cognitive assessment system (CAS) is a
comprehensive assessment that includes tests to assess each of the four components of
the PASS model. It also provides remedial measures in case of processing difficulties.
The PASS theory thus has given rise to evidence-based intervention programmes such
as PASS Reading Enhancement Programme (PREP) and COGENT programme which
aims at enhancing the cognitive processes.

4.10 CROSS CULTURAL CONCEPTION OF

INTELLIGENCE
Intelligence has been viewed and theorized in various ways, starting from unitary notion
to multiple intelligences. Majorly, it has been viewed as a decontextualized entity involving
logical thinking, abstract reasoning and problem solving. Cross-cultural studies have
pointed out cultural differences in the way intellectual abilities are reflected. You must
have seen your local grocery shop owner doing mathematics calculation so easily even
if he has not gone to school. Similarly, the rural and tribal cultures may not be very
proficient in using paper and pencil as their urban counterparts, and may exhibit expertise
in oral or other medium of expression. Thus there are cultural differences in the
conceptualization and expression of intelligence. The western culture views intelligence
more in terms of abstraction and generalization; whereas the non-western cultures relate
intelligence more to the social context (e.g. Srivastava, 2013).
As Srivastava and Misra (1996) have pointed out, intelligence in the Indian context, is
viewed in terms of relations or sensitivity to the context rather than the context-free
western notion of intelligence. In their study, they reported that Indian notion of intelligence
88 is multifaceted which includes not only the cognitive competence, but also the emotional,
social and entrepreneurial competence (Srivastava & Misra, 2007). Cognitive Theories of
competence includes aspects such as planning, decision-making, sensitivity to context, Intelligence
reflection and communication. Emotional competence includes features such as control
of emotions, expressing kindness, patience, adjustment, empathy, and honesty. Social
competence involves attributes like obedience, helping the needy, adherence to norms,
respecting parents and elders etc. Finally, intellectual behaviour also reflects
entrepreneurial competence such as ability to do hard work, commitment, efficiency,
patience and discipline.
Self Assessment Questions IV
1) Simultaneous processing is associated with which area of the brain?
2) Provide the full form of PASS: .......................................................................
3) PASS theory views intelligence in a contextual background known as
.................................
4) The western culture views intelligence more in terms of ................................;
whereas the non-western cultures relate intelligence more to .................................

4.11 LET US SUM UP

Now we have learned about various theories of intelligence. Let us list the salient points
in each of the theories discussed.
Charles Spearman proposed the ‘Two Factor Theory of Intelligence’. He used
factor analysis to find out the two important factors of intelligence i.e., the general
‘g’ factor and specific‘s’ factor.
Thurstone suggested that intelligence is a composite of seven distinct primary mental
abilities (PMA).
Unlike Spearman, Guilford believed that intelligence is a combination of multiple
intellectual abilities. These are organized along three dimensions: operations, content,
and products.
Cattell (1971) proposed that two types of intelligence, fluid intelligence (gf) and
crystalized intelligence (gc) constitute the g .
The theory of multiple intelligences proposed by Howard Gardner (1983) views
that intelligence consists of different abilities. It cannot be viewed as a single entity.
Gardner has proposed nine types of intelligences which are relatively independent
of each other.
Sternberg formulated the ‘triarchic theory of intelligence’ which theorizes that
intelligent behaviour consists of three major components or subtheories such as
(a) componential or analytical intelligence, (b) contextual intelligence or the practical
intelligence and, (c) experiential or creative intelligence.
The PASS model presents a comprehensive model of intelligence integrating the
neuropsychological aspects, cognitive and psychometric approaches to intelligence
in a contextual background through knowledge base.
Indian notion of intelligence is multifaceted which includes not only the cognitive
competence, but also the emotional, social and entrepreneurial competence.

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Intelligence
and Aptitude 4.12 KEY WORDS
Two Factor Theory : was proposed by Spearman which states that
intelligence consists of a general 'g' factor and
specific 's' factors.
Triarchic Theory of : proposes that intelligent behaviour is a
Intelligence combination of three types of intelligences such
as analytical intelligence, practical intelligence,
and creative intelligence.
Multiple Intelligences : advocates that intelligence is not unitary and it
includes different abilities, e.g., Gardner proposes
nine types of intelligences.
Fluid Intelligence : is more hereditary in nature and grows rapidly
during the early years of life.
PASS Model : is proposed by J.P. Das et.al. (1994) and refers
to Planning, Attention, Simultaneous and
Successive Processing.

4.13 ANSWERS TO SELF ASSESSMENT

QUESTIONS
Self Assessment Questions I
1) s factors
2) g factor
3) primary mental abilities
Self Assessment Questions II
1) operation, content, and product
2) visual, auditory, symbolic, semantic and behavioural
3) Fluid intelligence refers to the ability for abstract and logical thinking, and does not
require any prior knowledge.
4) True
Self Assessment Questions III
1) musical intelligence
2) dancer, athlete, surgeon, actor, sports man, acrobat, yoga practitioner, surgeon,
police officer and soldier
3) Linguistic intelligence is the capacity to use language fluently and flexibly to express
one’s own thinking and to understand others.
4) Logical-mathematical Intelligence involves scientific thinking and problem solving.
It deals with abstract reasoning and manipulation of symbols involved in numerical
problems.
5) Componential or analytical Intelligence is described more in terms with the
traditional definitions of IQ and academic achievement and can also be referred to
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 as being ‘book smart’. Theories of
Intelligence
6) Contextual or practical intelligence is the application of knowledge and information
to real world situations, and includes the ability to understand and deal with everyday
tasks.
Self Assessment Questions IV
1) occipetal and parietal lobe of the brain
2) PASS stands for Planning, Arousal-Attention, Simultaneous and Successive
processing.
3) knowledge base
4) abstraction and generalization; social context

4.14 UNIT END QUESTIONS

1) Critically appraise Spearman’s two factor theory.
2) How does Thurstone’s theory differs from Spearman’s theory of intelligence?
3) Differentiate theory of multiple intelligences from the unitary theory of intelligence.
Explain the educational implications of Gardner’s theory of multiple intelligences.
4) Describe the Structure of Intellect theory given by Guilford.
5) Critically examine Sternberg’s triarchic theory of intelligence.
6) Describe the Indian notion of intelligence and contrast it with the western notion.

4.15 REFERENCES
Cattell, R. B. (1971). Abilities: Their structure, growth and action. Boston, MA:
Houghton Mifflin
Gardener, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New
York: Basic Books.
Gardner, H. (1998). Are there additional intelligences? The case for naturalist, spiritual,
and existential intelligences. In J. Kane (Ed.), Education, information and transformation
(pp.111-131). Upper Saddle River, NJ: Merrill-Prentice Hall.
Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st
Century. New York: Basic Books.
Guilford, J.P. (1956).The Structure of Intellect. Psychological Bulletin, 53, 267-293
Guilford, J.P. (1967). The Nature of Human Intelligence. New York: Mc Graw
HillSpearman, C. (1904). General intelligence objectively determined and measured.
American Journal of Psychology, 15, 201-292.
Spearman, C. (1927).The abilities of man. London:Macmillan.
Srivastava, A. K. (2013). Intelligence – general, emotional, multiple. The Encyclopedia
of Cross-cultural Psychology, 733-741.
Srivastava, A. K. & Misra, G. (1996). Changing perspectives on understanding
intelligence: an appraisal. Indian Psychological Abstracts and Reviews, 3, 3-34.
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Intelligence Srivastava & Misra (2007). Rethinking intelligence: conceptualizing human
and Aptitude competence in cultural context. New Delhi: Concept publishing company
Sternberg, R. J. (1985). Beyond IQ: A Triarchic Theory of Intelligence. Cambridge:
Cambridge University Press.
Sternberg, R.J.(1997). Thinking Styles. New York: Cambridge University Press.
Thurstone, L.L. (1935). The vectors of mind: Multiple factors analysis for the
isolation of primary traits. Chicago: University of Chicago Press

4.16 SUGGESTED READINGS

Chamorro-Premuzic, T. (2015). Personality and individual differences. (3rd Ed.),
UK: British Psychological Society and John Wiley & Sons Ltd.
Eysenck, M.W.(2004).Psychology: An international perspective. New York:
Psychology press Ltd.
Eysenck, M.W. (2004). Psychology. Psychology Press Ltd.
Morgan, C.T., King, R.A.,Weisz, J.R. & Schopler, J. (1986). Introduction to
psychology. New Delhi: Tata McGraw-Hill.
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* Credit for the Figures (Figure 4aF, 4bF, 4cF, 4dF and 4eF) in Unit 4: Theories
of Intelligence goes to Prof. Swati Patra, Discipline of Psychology, SOSS,
IGNOU, New Delhi

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