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    Three Faces of Intellect

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    Saswat Nayak
    1. The document outlines Guilford's Structure of Intellect model which proposes that intelligence can be understood through the interaction of three dimensions: operations, content, and products. 2. It identifies 120 potential intellectual abilities based on the different combinations of 5 operations (cognition, memory, convergent production, divergent production, evaluation) acted on 5 contents (figural, symbolic, semantic, behavioral, and psychological). 3. The model aims to provide a unified theory of intelligence with implications for understanding individuals, vocational training, and transforming educational approaches.

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    Three Faces of Intellect

    Uploaded by

    Saswat Nayak
    229 views11 pages
    1. The document outlines Guilford's Structure of Intellect model which proposes that intelligence can be understood through the interaction of three dimensions: operations, content, and products. 2. It identifies 120 potential intellectual abilities based on the different combinations of 5 operations (cognition, memory, convergent production, divergent production, evaluation) acted on 5 contents (figural, symbolic, semantic, behavioral, and psychological). 3. The model aims to provide a unified theory of intelligence with implications for understanding individuals, vocational training, and transforming educational approaches.

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    Managing Creativity in Organizations

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    three faces of intellect

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    1. The document outlines Guilford's Structure of Intellect model which proposes that intelligence can be understood through the interaction of three dimensions: operations, content, and products. 2. It identifies 120 potential intellectual abilities based on the different combinations of 5 operations (cognition, memory, convergent production, divergent production, evaluation) acted on 5 contents (figural, symbolic, semantic, behavioral, and psychological). 3. The model aims to provide a unified theory of intelligence with implications for understanding individuals, vocational training, and transforming educational approaches.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    229 views11 pages

    Three Faces of Intellect

    Uploaded by

    Saswat Nayak
    1. The document outlines Guilford's Structure of Intellect model which proposes that intelligence can be understood through the interaction of three dimensions: operations, content, and products. 2. It identifies 120 potential intellectual abilities based on the different combinations of 5 operations (cognition, memory, convergent production, divergent production, evaluation) acted on 5 contents (figural, symbolic, semantic, behavioral, and psychological). 3. The model aims to provide a unified theory of intelligence with implications for understanding individuals, vocational training, and transforming educational approaches.

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    Three Faces of Intellect

    Group 1

    The Structure of Intellect


    Unified theory of Human Intellect
    Intellectual Ability Kind of operations performed Cognition Kind of content involved Figural Symbolic Semantic Behavioral

    Kind of products
    Units

    Memory
    Convergent Thinking Divergent Thinking Evaluation

    Classes
    Relations Systems Transformations Implications

    Cubical Model for Structure of Intellect

    Units

    PRODUCTS

    Classes Relations Systems Transformations Implications

    The Cognitive Abilities


    All these tests depend on different abilities than what they measure
    Figural Units Street Gestalt Completion Test Involves perception of auditory figures, Kinesthetic forms Symbolic Units Disemvoweled Words Scrambled Words Semantic Units Factor of verbal comprehension Vocabulary test

    The Cognitive Abilities (contd.)


    Classes and Units Relations Systems
    Items with different kind of content (semantic, symbolic etc.) Which letter/object does not belong to the group Analogies test cutting across content Test more than the ability to cognize relations Factors have a common core of logical similarity Figural Column: Ordinary space tests (Part V of GZAS) Symbolic elements: Letter Triangle Test

    Transformations Implications

    Figural: Visualization, surface development tests (Part VI of GZAS) Semantics: Similarity, several ways in which two objects are alike

    Individual goes beyond the information given, not draw conclusions


    Foresight factors Figural: paper and pencil mazes Semantic: Pertinent Questions

    The Memory Abilities


    Visual and auditory memory
    Only 7 of potential cells have known factors

    Units
    Symbolic: Series of letters or numbers Semantic: Ideas in paragraph

    Relations
    Three abilities to remember relations: Formation of associations between units such as visual forms, syllables, and meaningful words

    Systems
    Figural: arrangement of objects Semantic: Sequence of Events Difference: person may be able to tell where he saw an object but may not be able to say on which of the several instances

    The Divergent Thinking Abilities


    Units
    Symbolic ability- Fluency Semantic ability: Ideational fluency

    Divergent production of class ideas


    Spontaneous Flexibility

    Ability involving Relations: Associational Fluency Production of Systems: Expressional Fluency Transformations
    Figural: Adaptive Flexibility (Match problem) Adaptive Flexibility with Semantics: Originality Symbol Production Test

    Implications
    Elaboration of given problem

    The Convergent Production Abilities


    12 abilities out of 18 organized Units: Naming Class: Word Grouping, Figure Concept Test Relations: Three known factors involving eduction of corelates Systems Semantic: Ordering tests Transformations Three factors, called redefinition abilities Symbolic: Camouflaged Words, Semantic: Gestalt Transformation Test Implications Drawing fully determined conclusions from given information Figural: Form Reasoning, Semantic: Deduction

    Evaluative Abilities
    Reaching decisions as to the accuracy, goodness, suitability, or workability of information Unit Figural: Perpetual Speed (Part IV of GZAS) Symbolic: ability to judge symbolic units, Clerical Aptitude Relations: abilities meet the criterion of logical consistency Figural: geometric reasoning or proof for figural relationships Systems: Experiential Evaluation Internal consistency of the systems, what is wrong with this picture? Transformations Semantic: Judgment, which is the most practical solution? Implications: sensitivity to problems Defects/ deficiencies are implications of evaluative kind, What is wrong with the object?

    Implications of Structure of Intellect


    Psychological Theory
    Not only for how individuals differ but also how they are alike Understanding of functioning individuals Useful in future investigations of learning, memory, problem solving, invention, and decision making

    Vocational Training
    With about 50 intellectual factors, there are 50 ways of becoming intelligent Theoretically 120 different abilities, if each cell contains a factor, multiple factors also possible Link abilities with required occupations and hence develop them

    Education
    Transformations wrt concept of learning and process of learner Emphasis on learning rather than habits/ skills as of now

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