Essay about Intelligence: Intelligence and General Knowledge

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Intelligence Theories
Troy Sweeney
Intelligence: the ability to learn from experience, solve problems, and to use knowledge to adapt to new situations. Many theorists sought to test this intelligence. One intelligence theorist, Thurstone, supported a statistical procedure known as Factor Analysis, which identifies clusters of related items on a test. It is used to determine the different strengths and weaknesses underlying the total score. Guilford, along with Spearman and other theorists, believed in a concept known as general knowledge, a wide range of knowledge covering non-specific information. Spearman believed that “g” was factor that underlies specific mental abilities. It is usually measured by each task on an intelligence test. Furthermore, if Person A received a 110 on an intelligence test, and Person B, 100, the theory of “g” suggests that Person A is slightly better at everything in comparison to the Person B. Therefore, general knowledge theorists such as Guildord, Thurstone, and Spearman, would say, as shown by my GPA of 4.12, my “g” will be somewhat higher than the average, leading to the conclusion that all of my mental abilities will be in the above average range.
Guilford also supported the structure of intellect model (SI), which breaks intelligence abilities into three dimensions; content, product, and operations. Content is compromised of our visual and auditory senses, as well as semantics and symbols. Transformations and relations are in the product group, while cognition, memory, and evaluation are part of operations. It is important to keep in mind that Guilford’s structure is open, meaning that new categories may be added into the flexible dimensions. Guilford would conclude that I recognize the smell of oranges because of my content dimension, I would recognize changes in my mom’s personality through my product dimension, and I would recall my 3rd project through my operations dimension.
Gardner and Sternberg both supported the theory of multiple intelligences. They concluded that instead of having one intelligence that’s used in many areas, there are many separate intelligences. However, the two theorists insisted in different ways to group these multiple intelligences. Gardner divided his into 8 categories: spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Sternberg, on the other hand, was more board, dividing intelligence into analytical, creative, and practical. Simply put, we each have a professor, musician, and engineer in us, creating our intelligence. Therefore, Sternberg would say I am equally strong in practical, creative, and analytical because I can write my own music, diligently succeed in performing tasks, righteously make decisions and weight consequences. Gardner would say that, because I am athletic in soccer, talented at guitar, and understanding of others, I am stronger in bodily-kinesthetic, musical, and interpersonal than in the other 5 categories.
There are several arguments made in favor of the validity of multiple intelligence, as well as of general knowledge. Savant Syndrome, a disorder in which a disabled person is exceptional in one particular area, demonstrates multiple intelligences because a person can be less acceptable in one area, yet usually excellent in another. For example, one might be mentally challenged, yet have beyond perfect drawing ability. Another argument for multiple intelligence is Social Intelligence, for example, an average student can be very social; can comprehend social situations well despite his school ability. Emotional Intelligence, the ability to perceive, express,
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