This post tries to answer the question: “what is intelligence in educational psychology?”
After defining intelligence, we will see the difference between intelligence and creativity. Then, we will present Gardener’s multiple intelligences theory and how it is now subject to criticism.
Table of Contents
What is intelligence in educational psychology?
What is intelligence? All the definitions of intelligence are dogged by controversy and disagreement. While there are different definitions of intelligence, they all share some common features. This includes a wider range of areas:
- The ability to learn and apply knowledge to manipulate the environment.
- The ability to reason and have abstract thought and to comprehend complex ideas..
- Adaptability to a new environment or to changes in the current environment.
- The ability to understand, make judgments and take decisions.
- The capacity for original and productive thought.
- The ability to learn from the environment and from experience.
- The ability to comprehend relationships.
According to educational psychologists, intelligence is an intellectual ability that includes the capacity to reason, plan, solve problems, think abstractly, understand complex concepts, learn quickly, and learn from experience.
It goes beyond simple book reading, specialized academic knowledge, or test-taking aptitude.
Simply put, intelligence is the capacity to learn from experience, solve problems, and apply knowledge to new situations.
Measuring intelligence
Intelligence tests assess various types of abilities such as mathematical, spatial, verbal, logical, and memory.
These tests are given to a group of people representative of the wider population. The results show the classic ‘bell-shape’ distribution, meaning that most people are of average intelligence. Only a few are at the extreme top ends of the scale.
Do you say one intelligence? (Gardener’s Multiple Intelligences)
Instead of looking at intelligence from a single point of view, new approaches to intelligence focus on a variety of abilities rather than fixed sets of abilities. Scientists dissatisfied with the traditional idea of a single intelligence have postulated alternate theories of “multiple intelligences”. Howard Gardner(1983) argues for instance that intelligence, particularly as it is traditionally defined, does not sufficiently enclose the wide variety of skills humans display. He presented a theory with 8 distinct components:
- Bodily-kinesthetic: this relates to bodily movement and physiology (dance, sport, movement…)
- Interpersonal: interaction with others. Sensitivity to others’ moods, feelings, temperaments, and motivations. Ability to cooperate in order to work as part of a group and communicate effectively…
- Verbal-linguistic: linguistic abilities including writing, speaking …
- Logical-mathematical: logic, abstractions, reasoning, and numbers
- Naturalistic: relating information to one’s natural surroundings
- Intrapersonal: introspective and self-reflective capacities. Affinity for thought-based pursuits such as philosophy…
- Visual-spatial: vision and spatial judgment. Strong visual memory and often artistically inclined. A very good sense of direction…
- Musical: rhythm, music, and hearing
Another psychologist who thinks that traditional intelligence tests highlight only one aspect of intelligence, namely analytical, is Robert Sternberg. He presents 3 fundamental aspects of intelligence:
- analytical,
- practical
- creative.
New trends in intelligence theory focus on emotional intelligence. The latter aspect is presented by Daniel Goleman and several other researchers. This deals with the ability to identify, assess, and manage the emotions of one’s self, of others, and of groups.
Why is Gardner’s theory criticized?
Psychologists and teachers have criticized Gardner’s idea. They claim that Gardner’s eight different “intelligences” are simply a representation of talents, personality traits, and abilities and that his definition of intelligence is too broad.
The theory has also become less attractive because there isn’t enough empirical proof. Multiple Intelligences theory is not scientific because it lacks accuracy and rigor. A definitive list of “intelligences” cannot be guaranteed, according to Gardner.
Intelligence and creativity
There is a distinction between intelligence and creativity. Intelligence is the ability to see relationships and to use this ability to solve problems. Creativity, on the other hand, is the ability to come up with a range of possible new original solutions to a given problem.
Creative thinkers are divergent thinkers who diverge and throw up as many solutions as they can. They are also lateral thinkers in the sense that they explore various paths to discover original creative solutions although a lot of these ideas might appear to be wrong at first sight.
Perspiration
If intelligence is the ability to see relationships and to use this ability to solve problems, it doesn’t necessarily lead to outstanding success. Hard work and organization play important roles. Remember what Thomas Alva Edison said:
“Genius is one percent inspiration and ninety-nine percent perspiration.”
Thomas Alva Edison
Implications For Teachers
- Intelligence is hard to assess, so treat your students equally with the same love and value all their efforts.
- Differentiate teaching content, methods, and techniques. What might work for one student may not work for another.
- Use different assessment methods: This can include standardized tests, projects, portfolios, observation, and self-reflection.
- Focus on individual strengths: Each student has unique strengths, and focusing on these can help them feel confident and motivated in the learning process.
- Foster a growth mindset: Encourage students to see their abilities as malleable and to view challenges as opportunities for growth and learning.
- Avoid comparisons: Comparing students to one another can lead to feelings of inadequacy and can undermine their self-esteem.
- Encourage effort: Emphasize that effort, hard work, and persistence are more important than innate abilities in determining success.
- Create a supportive and inclusive learning environment: Ensure that all students feel valued and respected, and have a sense of belonging in the classroom.
Conclusion
This post tried to answer the question: “what is intelligence in educational psychology?”
- In Educational psychology, intelligence is defined as the ability to reason, plan, solve problems, think abstractly, understand complex concepts, learn quickly, and learn from experience. It also involves applying knowledge to new situations.
- IQ tests are designed to measure individuals’ cognitive abilities and provide a score for their intellectual potential and ability.
- While intelligence refers to the ability to see relationships and to use this ability to solve problems, creativity, however, refers to the ability to figure out a range of new original solutions to a problem.
- The merits of Gardener’s Multiple Intelligences Theory is that instead of equating intelligence with grades and/or traditional IQ test scores, Gardener suggests that learners are all intelligent in various ways. This can improve their confidence and motivate them to learn.
- Multiple Intelligences Theory is criticized for the lack of rigorous scientific evidence.
- Sometimes, it is safe to go back to the common sense that excellence can be achieved through practice and perspiration.