Spearman versus Gardner: A Comparison of the Two Basic Theories of Intelligence

Abstract

There are two basic theories on the nature of intelligence. This root examines, compares, and contrasts these opposing schools of thought on the nature of intelligence. The two major theories of intelligence are the one general intelligence possibility, and the theory of double intelligences. The general intelligence theory implies that there is yet one general factor which g everyplacens all intelligence, while the multiple intelligence theory holds that there are several various forms of intelligence. In addition to the evaluation of these two schools of thought, this paper ordain discuss which theory is more predominate in todays society, and how it is apply in the modern day school systems.

Spearman versus Gardner:

A Comparison of the deuce Basic Theories of Intelligence

In 1904, British psychologist Charles E. Spearman began developing his two-factor theory of intelligence. After receiving his doctorate from Wundt in Leipzig, Spearmans professional career began to take off. He took over the department of experimental psychology at University College; London in 1907. After retiring in the early 1930s, he go along to work and teach in North America. Throughout these years, Spearman conducted data-based studies utilizing a number of tests designed to measure an individuals cognitive ability. Utilizing his emphatically statistical background, Spearman discovered a despotic correlation unornamented in all test scores.



This means that a somebody who scored highly on one type of test, for example a mathematics test, had a very high probability of score high on another cognitive ability test, such(prenominal) as reading or language. By way of comparison, individuals who scored naughtily on one type of test would generally in like manner score poorly on others. Spearman published these findings, and named this concept positive manifold (Motley, 2006). Using this concept, Spearman devised a technique of statistical abstract that examined patterns of individual differences in test scores.

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