Theories of Intelligence

Theories of Intelligence
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Theories of Intelligence
There are differences among the theories of intelligence regarding how important the general intellectual ability factor is. According to Spearman's two-factor theory (1927), intelligence comprises two elements, g and s, with g being the most significant (Koncar et al., 2021). The two-factor approach proposed by Cattell-Horn in 1966 acknowledges the existence of g but focuses more on particular cognitive skills, such as linguistic and mathematical aptitude.
Luria's information processing theory (1966) defines intelligence as the capacity to process information and perform tasks, emphasizing the maturation of certain cognitive processes. The CHC model by Cattell-Horn and Carroll (1997) adopts a hierarchical approach, with g at the top, followed by general abilities like knowledge and flexible reasoning, and then by more specialized abilities like verbal comprehension and mathematical operations (Borsboom et al., 2021). Similarly, Carroll's three-stratum hypothesis (1997) places g at the top of the intelligence hierarchy, followed by wide and narrow talents.
The fourth and fifth versions of the Wechsler Intelligence Scale for Children (WISC) are based on both Spearman and Cattell-Horn's theories. WISC is used to examine general and particular cognitive abilities, focusing on general abilities, in children between the ages of 6 and 16 (Borsboom et al., 2021). The second edition of the Kaufman Assessment Battery for Children (KABC), which focuses on evaluating particular cognitive functions like attention, memory, and problem-solving, is based on Luria's information processing paradigm.
The fifth edition of the Stanford-Binet intelligence scales is based on the Cattell-Horn and Carroll (CHC) model and the Spearman model. The Stanford-Binet tests general intelligence and particular skills, focusing on g. Based on the CHC paradigm, the third or fourth editions of the Woodcock-Johnson Tests of Cognitive Abilities (WJ) examine both general and specialized cognitive abilities.
The dual theoretical foundation of an intelligence test is both a benefit and a drawback. On the one hand, using a variety of theories can give a more thorough evaluation of a person's skills. However, because multiple theories may combine to produce contradictory findings, the test's validity may be called into doubt (Borsboom et al., 2021). It is crucial that the test explicitly outlines the theoretical underpinnings and how the result...