Class: BS Applied Psychology 3rd Semester
Batch
2018-2022
2019-2023
Psychological Testing &
Measurement-II
Course Code: PSY-603; PSY-503
Lecture No. 03
Course Instructor: Zain Haider
Theories of Intelligence
Learning Outcomes
• Students will be able to understand the various
theories of Intelligence
• Students will be able to understand the different
psychometric approaches employed in the theories
of intelligence
Theories of Intelligence
Cattel-Horn-Carrol (CHC) Theory
Raymond Cattell (1941, 1971) proposed an influential
theory of the structure of intelligence that has been
revised and extended by John Horn (1968, 1994) and
John Carroll (1993).
Based on the reanalysis of 461 data sets from
hundreds of independent studies published by other
researchers, Carroll’s contributions to the theory are
especially vital.
Theories of Intelligence
Cattel-Horn-Carrol (CHC) Theory
The ensuing theory, known as Cattell-Horn-Carroll
(CHC) theory, is a taxonomic tour de force that
synthesizes the findings from almost a century of
factor-analytic research on intelligence.
Many psychometricians consider CHC theory to
possess the strongest empirical foundation of any
theory of intelligence and also to provide the mostfar-
reaching implications for psychological testing
(McGrew, 1997).
Theories of Intelligence
Cattel-Horn-Carrol (CHC) Theory
According to CHC theory, intelligence consists of
pervasive, broad, and narrow abilities that are
hierarchically organized. These are known as Stratum
III, II, and I, respectively.
At the highest and most pervasive level called Stratum
III, a single general factor known as little g oversees all
cognitive activities. Stratum II capacities, which reside
beneath general intelligence, include several
prominent and well-established abilities.
Theories of Intelligence
Cattel-Horn-Carrol (CHC) Theory
These broad factors include “basic constitutional and
longstanding characteristics of individuals that can
govern or influence a great variety of behaviors in a
given domain”(Carroll, 1993, p. 634).
The narrow abilities at Stratum I include
approximately 70 abilities identified by Carroll 1993)
in his comprehensive review of factor-analytic studies
of intelligence.
Theories of Intelligence
Cattel-Horn-Carrol (CHC) Theory
Fluid Intelligence/Reasoning (Gf): Fluid intelligence
encompasses high-level reasoning and is used for
novel tasks that cannot be performed automatically.
The mental operations of fluid intelligence may
involve drawing inferences, forming concepts,
generating and testing hypotheses, understanding
implications, inductive reasoning, and deductive
reasoning. (example: Raven’s matric reasoning)
Theories of Intelligence
Cattel-Horn-Carrol (CHC) Theory
Crystallized Intelligence/Knowledge (Gc): This form
of intelligence is typically defined as an individual’s
breadth and depth of acquired cultural knowledge—
knowledge of the language, information, and
concepts of a person’s culture. The quintessential
example is the extent of vocabulary that an individual
understands.
Theories of Intelligence
Cattel-Horn-Carrol (CHC) Theory
Domain-Specific Knowledge (Gkn): Domain-specific
knowledge represents a person’s acquired knowledge
in one or more specialized domains that do not
represent the typical experiences of individuals in the
culture.
This might include, for example, knowledge of biology,
skill in lip reading, or knowledge of how to use
computers.
Theories of Intelligence
Cattel-Horn-Carrol (CHC) Theory
Visual-Spatial Abilities (Gv): This ability has to do
with imagining, retaining, and transforming mental
representations of visual images. For example, visual
spatial ability involves the capacity to predict how a
shape will appear when it is rotated, or to identify
quickly a known object from a vague, incomplete
picture, or to find an object hidden in a picture. This
capacity includes visual memory.
Theories of Intelligence
Cattel-Horn-Carrol (CHC) Theory
Auditory Processing (Ga): This is the ability to
perceive auditory information accurately, which
involves the capacity to analyze, comprehend, and
synthesize patterns or groups of sounds. Auditory
processing involves the ability to discriminate speech
sounds and to judge and discriminate tonal patterns
in music. A key characteristic of Ga abilities is the
cognitive talent needed to control the perception of
auditory information (i.e., to filter signal from noise).
Theories of Intelligence
Cattel-Horn-Carrol (CHC) Theory
Broad Retrieval [Memory] (Gr): Broad retrieval
includes the ability to consolidate and store new
information in long-term memory and then to
retrieve the information later through association.
Included in broad retrieval are such narrow abilities as
associative memory, ideational fluency (e.g., ability to
call up ideas), and naming facility (e.g., rapidly
providing the names of familiar faces).
Theories of Intelligence
Cattel-Horn-Carrol (CHC) Theory
Cognitive Processing Speed (Gs): This ability refers to
the speed of executing overlearned or automatized
cognitive processes, especially when high levels of
attention and focused concentration are required. For
example, the ability to perform simple arithmetic
calculations with lightning speed would indicate a
high level of Gs ability.
Theories of Intelligence
Cattel-Horn-Carrol (CHC) Theory
Decision/Reaction Time or Speed (Gt): This is the
ability to make decisions quickly in response to simple
stimuli, typically measured by reaction time.
For example, the capacity to quickly press the space
bar whenever the letter X appears on a computer
screen would involve the use of Gt ability.
Theories of Intelligence
Guilford and Structure of Intellect Model
After World War II, J. P. Guilford (1967, 1985)
continued the search for the factors of intelligence
that had been initiated by Thurstone. Guilford soon
concluded that the number of discernible mental
abilities was far in excess of the seven proposed by
Thurstone.
Guilford (1967) proposed an elegant structure-of
intellect (SOI) model to summarize his findings.
Theories of Intelligence
Guilford and Structure of Intellect Model
Visually conceived, Guilford’s SOI model classifies
intellectual abilities along three dimensions called
operations, contents, and products.
By operations, Guilford has in mind the kind of
intellectual operation required by the test.
Theories of Intelligence
Guilford and Structure of Intellect Model
Contents refers to the nature of the materials or
information presented to the examinee.
Theories of Intelligence
Guilford and Structure of Intellect Model
Products refers to the different kinds of mental
structures that the brain must produce to derive a
correct answer.
Theories of Intelligence
Guilford and Structure of Intellect Model
In, Guilford (1985) identified five types of operations,
five types of content, and six types of products, for a
total of 5 × 5 × 6 or 150 factors of intellect. Each
combination of an operation (e.g., memory), a
content (e.g., symbolic), and a product (e.g., units)
represents a different factor of intellect. Guilford
claims to have verified over 100 of these factors in his
research.
Theories of Intelligence
PASS Theory
• Planning, Attention, Simultaneous, and Successive
Theory
• Some modern conceptions of intelligence owe a
debt to the neuropsychological investigations of the
Russian psychologist Aleksandr Luria (1902−1977).
Theories of Intelligence
PASS Theory
Luria (1966) relied primarily on individual case studies
and clinical observations of brain-injured soldiers to
arrive at a general theory of cognitive processing.
Luria (1970) proposed three functional units in the
brain. Processing of information proceeds from lower
units to higher units.
Theories of Intelligence
PASS Theory
The first unit is found in subcortical areas including
the brain stem, midbrain, and thalamus. Attentional
processes originate here, including selective attention
and resistance to distraction.
The second unit consists of the rearward sensory
portions of the cerebral cortex (parietal, temporal,
and occipital lobes).
Theories of Intelligence
PASS Theory
The third unit is located in the frontal lobes. This is
primarily where planning occurs and also where
motor output initiates.
Naglieri and Das (1990, 2005) have developed the
Planning, Attention, Simultaneous, Successive (PASS)
theory of intelligence as a modern extension of Luria’s
work.
Theories of Intelligence
PASS Theory
Planning involves the selection, usage, and
monitoring of effective solutions to problems.
Anticipation of consequences and use of feedback are
essential. Planning also entails impulse control.
Planning is actually the last stage of information
processing. The first process is Attention, which
requires selectively attending to some stimuli while
ignoring others.
Theories of Intelligence
PASS Theory
Simultaneous processing of information is
characterized by the execution of several different
mental operations simultaneously.
Forms of thinking and perception that require spatial
analysis, such as drawing a cube, require
simultaneous information processing.
Theories of Intelligence
PASS Theory
Successive processing of information is needed for
mental activities in which a proper sequence of
operations must be followed.
This is in sharp contrast to simultaneous processing
(such as drawing), for which sequence is
unimportant. Successive processing is needed in
remembering a series of digits, repeating a string of
words (e.g., shoe, ball, egg), and imitating a series of
hand movements (fist, palm, fist, fist, palm).
Theories of Intelligence
Gardner’s Theory of Multiple Intelligence
Howard Gardner (1983, 1993) has proposed a theory
of multiple intelligences based loosely on the study of
brain−behavior relationships.
He argues for the existence of several relatively
independent human intelligences, although he admits
that the exact nature, extent, and number of the
intelligences have not yet been definitively
established.
Theories of Intelligence
Gardner’s Theory of Multiple Intelligence
Based on these criteria, Gardner (1983, 1993)
proposes that the following seven natural
intelligences have been substantially confirmed.
The seven intelligences are
1. linguistic, 2. logical-mathematical,
3. spatial 4. musical,
5. bodily-kinesthetic, 6. Interpersonal
7. intrapersonal
Theories of Intelligence
Sternberg’s Triarchiac Theory of Successful
Intelligence
Sternberg (1985b, 1986, 1996) takes a much wider
view on the nature of intelligence than most previous
theorists. In addition to proposing that certain mental
mechanisms are required for intelligent he also
emphasizes that intelligence involves adaptation to
the real-world environment.
Theories of Intelligence
Sternberg’s Triarchiac Theory of Successful
Intelligence
His theory emphasizes what he calls successful
intelligence or “the ability to adapt to, shape, and
select environments to accomplish one’s goals and
those of one’s society and culture” (Sternberg &
Kaufman, 1998, p. 494).
Theories of Intelligence
Sternberg’s Triarchiac Theory of Successful
Intelligence
Sternberg’s theory is called triarchic (ruled by three)
because it deals with three aspects of intelligence:
1. Componential intelligence
2. experiential intelligence,
3. contextual intelligence.
Each of these types of intelligence has two or more
subcomponents.
Theories of Intelligence
Sternberg’s Triarchiac Theory of Successful
Intelligence
Componential intelligence, also known as analytical
intelligence, consists of the internal mental
mechanisms that are responsible for intelligent
behavior.
The components of intelligence serve three different
functions (meta-components, performance,
knowledge acquisition).
Theories of Intelligence
Sternberg’s Triarchiac Theory of Successful
Intelligence
According to the theory, a person with good
experiential intelligence is able to deal effectively
with novel tasks. Experiential intelligence is also
known as creative intelligence.
This aspect of his theory explains why Sternberg is so
critical of most intelligence tests
Theories of Intelligence
Sternberg’s Triarchiac Theory of Successful
Intelligence
Contextual intelligence, also known as practical
intelligence, is defined as “mental activity involved in
purposive adaptation to, shaping of, and selection of
real-world environments relevant to one’s life”
(Sternberg, 1986, p. 33).
Contextual intelligence has three parts (adaptation,
selection, and shaping).
References
Gregory, R. J. (2017). Psychological testing: History,
principles, and applications (7th Ed.). Pearson
Education, Inc.
Groth-Marnat, G. (2009). Handbook of psychological
assessment. John Wiley & Sons.
Urbina, S. (2014). Essentials of psychological
testing. John Wiley & Sons.
Thank you
