Intelligence Theories

updated for fall, 2005

Theories of intelligence define partitionings or hierarchical organizations of human ability.

Intelligence Testing

Intelligence tests also divide human ability in different ways represented by subscales.

Wechsler Adult Intelligence Scale (WAIS)
Wechsler Intelligence Scale for Children (WISC)

• Verbal
• Performance

Canadian Cognitive Abilities Test (CCAT)

• Verbal
• Quantitative
• Non-verbal

Gardner's Multiple Intelligences

• Logical-mathematical
• Linguistic
• Musical
• Spatial
• Bodily-Kinesthetic
• Interpersonal
• Intrapersonal
• Naturalist

The normal distribution (alias gaussian distribution, bell curve) is found throughout nature. Most human abilities are normally distributed.

Examples of Intelligence Test Items

Which image is most different from the others?

Ice is to water as liquid is to:
(A) temperature
(B) gas
(C) solid
(D) steam

Intelligence tests have been criticized for culture-bias.

Schools use cognitive ability (intelligence) tests to identify exceptional children, but critics question whether such testing programs are necessary.

Further Reading on the History of Intelligence Testing

Cognitive Style

Learning Preferences

So far, research on learning preferences or learning styles has not discovered strong preferences that can be used to effectively adapt teaching to the individual.

Aptitude-Treatment Interaction

An aptitude-treatment interaction occurs when people with one type of aptitude (aptitude A) learn best with a certain type of treatment (treatment A), and people with a different type of aptitude (aptitude B) learn best with a different type of treatment (treatment B). However, very few aptitude-treatment interactions have been found.

When you do have an ATI, you can obtain higher achievement by giving treatments that match aptitudes.

But more often, research finds that one treatment works best for most aptitudes.

For more information go to http://www.psych.org/public_info/adhdfactsheet42401.pdf

Autism

* Lifelong developmental disability

* Usually recognized by age three

* Afflicts almost two in a thousand people

* Four times more common in boys than girls

* Found globally in all nations and cultures

* Symptoms: unusual responses to sensations, absent or delayed language, difficulty in relating to others

* Assessment (DSMMD IV):
(1)impairment in social interaction, e.g., lack of social/emotional reciprocity
(2)impairment in communication, e.g., delayed language development; repetitive, unvaried use of language
(3)repetitive and stereotyped behavior patterns, e.g., hand flapping or whole-body movements

* Causes unknown, but certainly neurological and likely biological in origin.

* Cognitively the autistic person is lacking in ability to model others' minds or intentions.

* Asperger's syndrome is similar to autism except that language development is normal. Often Asperger's syndrome is viewed as high-functioning autism.

* Scientifically investigated treatments include applied behavior analysis and Lovaas therapy.

Inclusion Debate

To what extent should exceptional children be integrated into regular classrooms?

Arguments for full inclusion

• Exceptional children need to be in real classrooms so they can learn to cope in the real world.
• If exceptional children are segregated they are more likely to be stigmatized.
• Non-disabled children can benefit from contact with disabled children.

Arguments against full inclusion

• Exceptional children may be more socially isolated in a regular class than a special class.
• Most parents of exceptional children are satisfied with special education classes.
• Regular teachers are not trained or prepared to teach exceptional children.

Grouping Debate

Ability grouping is a complex issue. Should students be placed in groups and classes with others of similar ability (homogenous grouping), or should they be placed in mixed ability groups and classes (heterogenous grouping)?

Benefits of homogenous grouping.

• Instruction can be more precisely targeted to the students' ability level.
• May give lower ability students more opportunity to contribute in class, and more peer-teaching opportunities.
• May increase learning for high ability students.

Benefits of heterogenous grouping.

• May give higher ability students more peer-teaching opportunities.
• Sets higher standards and expectations for lower ability students.
• May increase learning for lower ability students.