Factor Analytic Theories of Intelligence Factor analytic theorists

Factor Analytic Theories of Intelligence

Factor analytic theorists n Fall into two camps: those who espouse a general – factor (g) theory n Those who favor a multiple factory theory n Galton (1822 -1911)– first proposed that individuals possess both a general intellectual ability which is present in the whole range of their mental abilities with some special aptitudes

Karl Pearson (1857 -1936) n Galton’s close friend & biographer n Professor of applied mathematics and mechanics at University College, London n Developed the product-moment correlation formula for linear correlation, the multiple correlation coefficient, and chi – square test for determining how well a set of empirical observations conforms to an expected distribution

n In contrast, Thorndike, Kelley, and Thurstone asserted that intelligence is composed of many independent faculties such as mathematical, mechanical, and verbal faculties. n Spearman introduced statistical techniques such as factor analysis, that allowed for the testing of these rival theories

Factor analysts disagree n About how intelligence is organized n Whether intelligence is a general unitary function or a composite of many independent faculties n You should view factor labels as descriptive categories and not as accurate reflections of underlying entities

Charles Spearman

Charles Spearman Two- Factor Theory of Intelligence Figure 5 -5 n n Spearman (1863 -1945) proposed a two-factory theory of intelligence, emphasizing a general factor (g) and one or more specific factors (s) Thought the (g) factor as “mental energy Tests with high g loadings are matrix relations, generalizations, verbal analogies, arithmetic problems, paragraph comprehension Test with low (g) loadings: recall, speed, visual motor abilities, counting, simple addition

General Intelligence (g) n Charles Spearman – demonstrated that a statistical factor could explain the high degree of intercorrelation among behaviors. n Knowing a persons level of (g), could make accurate predictions of performance on other tasks

n. Edward Thorndike (18741949)

Thorndike’s multifactor theory of intelligence Postulates that Intelligence is the product of many interconnected but distinct types of abilities. n Certain mental activities have elements in common & combine to form clusters n Described three types of intelligence n § § Social – deals with people Concrete – deals with things Abstract – deals with verbal and mathematical symbols Concepts were based on a theoretical perspective not on statistical methods.

Louis Thurstone’s Multidimensional Theory of Intelligence Stated we can not regard intelligence as a unitary trait. Human Intelligence possesses a certain systematic organization with a structure that we can infer from a statistics n Described eight primary mental factors n n – – – – Verbal Perceptual Speed Inductive reasoning, Number Rote memory Deductive reasoning, Word fluency Space or visualization

J. P. Guilford’s Structure of Intellect Theory (1967) figure 5 -6 n Maintained that we must consider three classes of variables in any account of intellectual abilities: – (operations): The activities or operations performed – Content: the material or content on which the operations are performed – Products: the result of the operations

J. P. Guilford’s Structure of Intellect Theory (1967) n Developed the tree-dimensional structure of intellect model as a means for organizing intellectual factors. n The model posits 120 possible factors n Ex: cognition of semantic units; factor refers to knowing what a word means and explaining it

Philip Vernon’s Hierarchical Theory Of Intelligence(1950) figure 5 -7 n Factors low in the hierarchy refer to a narrow ranges of behavior, while those high in the hierarchy refer to a wide variety of behaviors n 1965 He believed that we must consider a general group factor (g) in any attempt to understand or measure intelligence

Cattell and Horns Fluid and Crystallized Theory of Intelligence figure 5 -8 n Raymond Cattell, John Horn 1963 -1998) n There are two types of Intelligence n Raymond Cattell – general intelligence is based on two primary intelligence factors:

(gf) and (gc) n (gf) Fluid Intelligence – refers to the efficiency with which an individual learns and completes various tasks n Increases and decreases over time, n (gc) Crystallized intelligence

n Fluid Intelligence – Essentially nonverbal, culturally free mental efficiency – is dependent on physiological structures (cortical and low cortical regions) that support intellectual behavior Ex: fast processing speed, working memory,

Crystallized Intelligence n n n Refers to acquired skills and knowledge that are more dependent on culture Involves over learned and well established cognitive functions and related to mental products and achievement. Examples of tasks that measure crystallized intelligence are vocabulary, general information, abstract word analogies, mechanics of languages Is highly influence by formal and informal educational factors throughout the life span Increases through middle adulthood

n n Argued against the concept of general intelligence Asserted that intellectual ability is composed of several distinct functions that have genetic underpinnings Ex: fluid ability and visual thinking decline with age, whereas crystallized ability and long term acquiring and retrieval show no decline 1998 modified theory and proposed 55 primary abilities

Carroll’s three stratum Factor Analytic Theory of Cognitive Abilities figure 5 -9 n n n John Carroll (1997) based theory on 465 research studies Postulates there are many distinct individual differences in cognitive ability These can be classified into three strata or levels All abilities are assumed to be cognitive In many cases they go far beyond the kinds of intelligences measured in typical batteries of intelligence tests

n Narrow (stratum I): first level n Consists of 65 narrow abilities comprising levels of mastery in various cognitive areas (general sequential reasoning, reading comprehension, memory span, visualization, speech sound discrimination, originality/creativity, numerical facility, and simple reaction time)

Broad (Stratum II) n The second level is composed of eight broad factors: – – – – Fluid intelligence (Gf) Crystallized intelligence (Gc) General memory (Y) Broad Visual Perception (V) Broad Auditory Perception (U) Broad Retrieval Capacity (R) Broad Cognitive Speediness (S) Processing Speed (Decision Speed (T)

General (Stratum III) n The third is composed of a general factor or g. n Carroll’s theory constitute a provisional statement about the enumeration, identification, and structuring of the total range of cognitive ability discovered thus far. n Carroll’s theory was expected to replace, expand or supplement previous theories

Campione, Brown and Borkowski’s information – processing theory n Joseph Campione and Ann Brown (1978) and expanded by John Borkowski (1985) n Information – processing conceptions of intelligence focus on the ways individuals mentally represent and process information. n In these models, human cognition is conceived as occurring in a series of discrete stages

Figure 5 -10 Campoine, Brown and Borkowski’s model of intelligence n Information is received at one stage, and then passed on as input to the next stage for further processing. n Mental process are composed of specific covert cognitive behaviors, “which transform and manipulate information between the time it enters as a stimulus and the time a response to it is selected.

Figure 5 -11 n Shows how a cognitive, motivational and self – system components interact to facilitate metacognitive processes. n Example: A child is taught to use a learning strategy, and with recognition, comes to learn about the attributes of that strategy.

The attributes of this specific strategy knowledge include the effectiveness of the strategy, the range of its appropriate applications, and the proper use of the strategy with a variety of tasks. n 2. The child learns other strategies and repeats them in multiple contexts. The child comes to understand when, where, and how to employ each strategy. In this way specific strategy knowledge is enlarged and enriched. n The child gradually develops the capacity to select strategies appropriate for some tasks, but not others, and adjust the strategy by monitoring performance. n

Sternberg’s Triarchic Theory of Intelligence figure 5 --12 n Robert n Divides Sternberg (1986) human intelligence into three dimensions: componential, experiential, contextual

PASS model of Intelligence n JP figure 5 -13 Das, Jack Naglieri, and John Kirby’s n Planning-Attention-Simultaneous success processing (PASS model of Intelligence n Based on work of Alexsanr Luria’s (1966) in neuropsychology n postulates that four cognitive processes are involved in intellectual functioning

Planning process involved cognitive control, knowledge, intentionality, and self regulation n Attention processes allow for focused cognitive ability n Simultaneous processing involves perception of stimuli as a whole or the understanding of grammatical statement s requiring integration of words into a meaningful idea n Successive processing – involves operating on stimuli arranged in sequence in order to make a decision n

*processing occurs in a sequence-dependent, temporally based series n The four process operate together when a person is working on intellectual tasks n The Cognitive Assessment system (CAS) was designed according to the PASS system n CAS designed for children ages 5 -17, takes 1 hour to administer, has adequate reliability and validity, measures cognitive ability based on planning, attention, simultaneous and successive processing n

Gardner’s Multiple Intelligence Theory (1993, 1998) figure 5 -14 n Indentified eight competencies and two tentative competencies n Proposes that multiple intelligence theory be used as a basis for assessing children n He believes that we can assess children’s intellectual competencies through planned observation Ex: teach an infant a pattern, and then test infant to see if they remember the pattern

Different assessment strategies are required for evaluating children of different ages n Developing a reasonably accurate picture of a child’s abilities may require 5 to 10 hours of observation of regular classroom activities over the course of a month. n Gardner has not developed a standardized test to measure these different types of intelligences n

Sternberg’s Successful Intelligence Theory (1996) Referred to as successful intelligence - the ability to adapt, to shape, and select environments to accomplish one’s goals and those of one’s society and culture. n Individuals with successful intelligence are able to discern their strengths & weaknesses and then determine ways to use their strengths and minimize their weaknesses. n Three broad areas associated with Succ. Int: analytical, creative and practical abilities n

Ceci’s Bio-Ecological Theory of Intelligence (1977) n n n Attempts to explain the development of behavior using four perspectives Intelligence composed of multiple cognitive abilities rather than one pervasive general factor It is the interplay of genetics and environmental interactions at various points in development that produces changes in intelligence Cognitive processes depend on the context in which cognition takes place Noncognitive intrinsic abilities are highly important in the development of intelligence (temperament, motivation,

Piaget’s Periods of Cognitive Develooment Table 5 -2 n All children go through four developmental periods: n Sensorimotor – There are six developmental stages n Preoperational ages 2 -7 n Concrete ages 7 -11 n Formal Operations ages 11 and upward