INTRODUCTION
In psychology and cognitive research, the study of intelligence is a core endeavor that attempts to unravel the intricacies of human cognitive capacities. Theories of intelligence provide frameworks for comprehending the nature of intelligence and methods for evaluating it. These theoretical frameworks offer insights into human cognition and its uses in numerous circumstances, ranging from early psychometric approaches that quantify intelligence through tests to contemporary ideas that study diverse dimensions, including emotional and practical intelligence. Every theory presents a different angle on intelligence, adding to the ongoing discussions and progress toward a better knowledge of cognitive diversity and human potential.
MODERN CONCEPT OF INTELLIGENCE
Due to the difficulty of determining the specific definition of intelligence, psychologists are not in favor of creating a universal definition. Modern psychologists have determined the nature of intelligence individually. The names of psychologist Cattell and Hebb are particularly significant. Cattell divided intelligence into two parts: fluid intelligence and crystallized intelligence.
Just as biologists divide the nature of animals into genotype and phenotype, psychologists divide intelligence into two categories based on its innate form and manifest form.
Cattell’s fluid intelligence or Hebb’s A intelligence is a form of innate intelligence, meaning that we generally consider intelligence as an innate mental capacity, we think of intelligence as a capacity that we inherit from our ancestors through innate genetic organization and a power that helps us develop mentally.
On the other hand, the manifest aspect of intelligence is crystallized intelligence or B intelligence. We call a person intelligent by looking at his reasoning power, his understanding, etc. According to this idea, the result of the interaction of the born ability and the environment is reflected in the behavior of the person, so the manifest form of intelligence or B intelligence or crystallized intelligence.
In 1955, the English psychologist Peter Vernon talked about another type of intelligence and named this intelligence c intelligence.
THEORIES OF INTELLIGENCE
TWO FACTOR THEORY
Spearman’s two-factor theory is based on monarchism. He published his research results in an article titled General Intelligence Objectively Determined and Measured in the American Journal of Psychology.
Spearman’s famous book is Abilities of Man.
Spearman’s theory is called electric theory
In this theory of Spearman, two factors are mentioned, one is G ie general factor and the other is S ie specific factor.
The G component is the reservoir of intelligence, which is used in all kinds of work. Intelligence is required to do any work. On the other hand, the S component is the different skills for different tasks.
Spearman explained his theory both geometrically and mathematically. While explaining it mathematically, he used the coefficient of acceleration expressed by r.
SAMPLING THEORY
Spearman’s theory has been extensively researched and criticized, with Thompson’s name particularly prominent among these critics arguing that correlations between different intelligence functions follow the test equation, but can be explained without the two-factor theory. In Human Ability, published in 1950, Thomson commented that the two-factor theory is not the final word on the nature of intelligence or mental ability, but can be said to be a preliminary step in analyzing the nature of mental ability.
The mind is composed of various separate bonds or components. Any particular exam or educational exercise samples a few of these connections. A general common factor can be stated to exist among tests if two or more of them sample and use the same bonds. The sampling theory incorporates various theoretical stances in that it seems to be comparable to Thorndike’s multifactor theory, with the exception that Thompson seems to maintain that the idea of a group factor is equally useful in practice while Thorndike focuses on the concept of a concept like “g.”
VERNON’S HIERARCHICAL THEORY
According to him the mind is a kind of hierarchy in which G is the most prominent mental ability that is an overall factor measured through intelligence test. Under G we have to measure group factors, termed as Ved and KM , representing two main kinds of mental abilities. Ved is concerned with the verbal , numerical and education abilities and the other major group factor KM is connected with practical, mechanical, spatial and physical abilities.
GROUP FACTOR THEORY
The originator of the group component theory of intelligence, Thurstone applied 56 types of intelligence tests to 240 students and from the results of that test, he concluded that intelligence is composed of several independent independent mental components. This information is based on the feudal theory of intelligence. He spoke of seven primary elements
- Perceptual ability
- Numerical ability
- Word fluency
- Verbal factor
- Spatial factor
- Memory
- Reasoning
But later Thurstone divides reasoning into two parts, one is inductive reasoning and the other is deductive reasoning, and he adds another element to it, which is problem-solving ability, and talks about the total of nine elements, and he named his theory as multifactor theory.
STRUCTURE OF INTELLECT
The Structure of Intellect (SOI), a theory developed by Guilford, divides intellect into three primary categories:
Operations: These are the fundamental mental functions associated with thought, such as remembering, evaluation, evaluation, and divergent and convergent creation.
Content: Guilford distinguished six types of content—visual, auditory, symbolic, semantic, behavioral, and operations—that these procedures can handle.
Four categories of products are indicative of intelligence: units, which are fundamental components of thought, classes, which are collections of related units, relations, which are connections between units or classes, systems, which are intricate structures of linkages, transformations, and implications.
JENSEN’S THEORY OF MENTAL FUNCTIONING
This hypothesis holds that an individual’s kind and level of intellect determine how well their mind functions. According to Jensen, intelligence is made up of two different kinds of abilities: conceptual and associative abilities.
The category of associative abilities include the following skills: recall, replication, discrimination, identification, synthesis, association, assimilation, etc. Intelligence test questions or discussions involving free recall, recognition, free and controlled associative learning, selection, discrimination, etc. are typically used to examine these abilities.
Conversely, conceptual talents refer to the capacity for higher-order thinking, reasoning, analysis, and problem-solving.
There is no difference in associative capacities between social classes and races and are related to biological maturity. Conceptual skills: what about our reliance on culture and education?
An individual’s intelligence is two-dimensional, with intellectual breadth and intellectual altitude, according to Jensen’s attribute of intelligence.
CAMPION AND BROWN’S THEORY OF INTELLIGENCE
An individual’s intelligence is divided into two parts, according to a theory of intelligence proposed by American psychologists Joe Canon and Ann Brown. An executive system influenced by the environment makes up the second section, while an architectural system based on biology makes up the first.
Basic cognitive functions including memory capacity, memory loss rate, appropriate information processing ability, etc. are all included in the architectural system. Alternatively, the executive system is thought to store cognitive skills such as metacognition, cognitive learning strategy, and cognitive schema. It functions as a repository for knowledge and information.
CONCLUSION
In summary, intelligence is a multidimensional construct formed by practical knowledge, emotional and social skills, and cognitive ability. Genetic predispositions, environmental factors, and developmental experiences all contribute to its evolution. Its complete complexity cannot be fully captured by testing methods such as IQ evaluations, although they do offer valuable insights. Our understanding is being deepened by ongoing research across fields, which emphasizes its adaptable nature and has consequences for society standards, education, psychology, and artificial intelligence.
