Intelligence and cognition are complex subjects which are still poorly explored. Over the course of history, various researchers proposed different theories trying to explain what intelligence is and how it affects human lives. This paper will analyze some of these theories and describe their advantages and shortcomings.
One of the most influential theories of intelligence was created by Howard Gardner in 1983. It is called the Theory of Multiple Intelligences, and it describes eight primary types of intelligence: musical–rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic. Each individual possesses a unique mix of those types and can be more successful in the fields which relate strongly to the prominent types of their intelligence. The theory has been criticized for the lack of empirical evidence supporting it. Other researchers accused Gardner of focusing too much on the different aspects without relating them to the general characteristics of the human mind (Demetriou, Spanoudis & Mouyi, 2011). The theory is appealing because it offers a very personalized view of intelligence seeking the stronger sides of each individual instead of giving them a generalized score. The downside of this approach is that it is hard to define where the natural predispositions end and the acquired skills begin. Without being able to strictly define a person’s strengths, it seems useless to use such a detailed approach.
The other theory, created by Robert Sternberg, is similar to the Gardner’s one but only distinguishes three aspects of intelligence: practical, experiential, and componential. It is called the Triarchic theory. Practical intelligence refers to the ability to adapt to and shape one’s surroundings. Experimental intelligence describes the individual’s ability to adapt to the sudden and unexpected changes in the environment. Componential intelligence refers to the ability to process information efficiently. This approach is more generalized and describes much wider subsets of human activities, compared to the Gardner’s division. Some researchers suspect that what Sternberg calls the practical intelligence is no more than sets of skills people develop in a certain situation (Gottfredson, 2003). This approach offers a more general assessment of the person’s intelligence. It focuses on how the type of the person’s intelligence affects their ability to act in different situations.
Of these two theories, the Triarchic approach seems more reasonable. It does not focus on extremely specific sets of abilities to define the intelligence. Instead, it offers a mix between the generalist approach and the Theory of Multiple Intelligences. The approach can be used efficiently to classify both children and adults, defining some characteristics that a person has, without going too deep into various subsets of abilities each person possesses. For children, this approach is important since analyzing the child’s intelligence can help determine the best way to educate them and bring them up in general. If I were to evaluate myself according to the Triarchic theory, I would say that I possess strong componential intelligence. That aspect of intelligence is strong in all higher education students since without it processing and organizing information it is impossible to acquire academic knowledge.
There are a lot of various intelligence theories. All of them offer different views of the human mind and different explanations for the existing differences. The Triarchic approach might not be perfect, but it offers a valuable viewpoint on the intelligence which can be used to deepen our understanding of the differences between how people behave in various situations.
References
Demetriou, A., Spanoudis, G. & Mouyi, A. (2011). Educating the Developing Mind: Towards an Overarching Paradigm. Educational Psychology Review 23(4), 601–663.
Gottfredson, L. (2003). Dissecting practical intelligence theory: Its claims and its evidence. Intelligence 31, 343-397.