One advocate of the idea of multiple intelligences is the psychologist Robert Sternberg. But even these dimensions tend to be at least somewhat correlated, showing again the importance of g. Thurstone (1938) proposed that there were seven clusters of primary mental abilities, made up of word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, and memory. Other researchers have proposed even more types of intelligences. These intelligences must be different because crystallized intelligence increases with age-older adults are as good as or better than young people in solving crossword puzzles-whereas fluid intelligence tends to decrease with age (Horn, Donaldson, & Engstrom, 1981 Salthouse, 2004). ![]() One distinction is between fluid intelligence, which refers to the capacity to learn new ways of solving problems and performing activities, and crystallized intelligence, which refers to the accumulated knowledge of the world we have acquired throughout our lives (Salthouse, 2004). Although the different types of questions do correlate with each other, some items correlate more highly with each other than do other items they form clusters or clumps of intelligences. One empirical result in support of the idea of s comes from intelligence tests themselves. The Stanford-Binet is a measure of general intelligence made up of a wide variety of tasks including vocabulary, memory for pictures, naming of familiar objects, repeating sentences, and following commands.Īlthough there is general agreement among psychologists that g exists, there is also evidence for specific intelligence (s), a measure of specific skills in narrow domains. Soon after Binet and Simon introduced their test, the American psychologist Lewis Terman (1877–1956) developed an American version of Binet’s test that became known as the Stanford-Binet Intelligence Test. People with higher general intelligence learn faster. Virtually all psychologists now believe that there is a generalized intelligence factor, g, that relates to abstract thinking and that includes the abilities to acquire knowledge, to reason abstractly, to adapt to novel situations, and to benefit from instruction and experience (Gottfredson, 1997 Sternberg, 2003). He called the construct that the different abilities and skills measured on intelligence tests have in common the general intelligence factor (g). On the basis of these results, the psychologist Charles Spearman (1863–1945) hypothesized that there must be a single underlying construct that all of these items measure. ![]() ![]() And it turned out that the correlations among these different types of measures were in fact all positive students who got one item correct were more likely to also get other items correct, even though the questions themselves were very different. Binet and Simon developed what most psychologists today regard as the first intelligence test, which consisted of a wide variety of questions that included the ability to name objects, define words, draw pictures, complete sentences, compare items, and construct sentences.īinet and Simon (Binet, Simon, & Town, 1915 Siegler, 1992) believed that the questions they asked their students, even though they were on the surface dissimilar, all assessed the basic abilities to understand, reason, and make judgments. The goal was to help teachers better educate these two groups of students. In the early 1900s, the French psychologist Alfred Binet (1857–1914) and his colleague Henri Simon (1872–1961) began working in Paris to develop a measure that would differentiate students who were expected to be better learners from students who were expected to be slower learners. General (g) Versus Specific (s) Intelligences
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