बुद्धि के सिद्धांत
Theories of Intelligence
Intelligence is the capacity to learn from experience, reason and adapt to the environment. Theories differ on whether it is one general ability or many separate ones. CTET expects you to name the theorist behind each model and to recognise the classroom implication of the multi-factor view.
The main theories
| Theory | Theorist | Core claim |
|---|---|---|
| Unifactor / monarchic | Alfred Binet | Intelligence is one single ability |
| Two-factor | Charles Spearman | A general factor 'g' plus specific factors 's' |
| Group factor | L. L. Thurstone | Seven primary mental abilities, no single g |
| Multifactor | E. L. Thorndike | Many independent abilities; no general factor |
| Structure of intellect | J. P. Guilford | Operations x content x product, giving 120 to 180 factors |
| Hierarchical | Philip Vernon | g at the top, branching into major and minor group factors |
| Triarchic | Robert Sternberg | Componential, experiential and contextual intelligence |
| Multiple intelligences | Howard Gardner | Eight relatively independent intelligences |
Spearman's two-factor theory
Spearman found that a child good at one school subject tends to be good at others, which he explained by a common general factor (g). The variation left over is due to specific factors (s) for each task. Every activity therefore uses g plus its own s.
Thurstone's primary mental abilities
Thurstone rejected a single g and listed seven abilities that operate together: verbal comprehension, word fluency, number, memory, space, perceptual speed and reasoning. This is the ancestor of every 'children are intelligent in different ways' argument.
Guilford's structure of intellect
Guilford built a three-dimensional model in which every mental act is described by an operation (cognition, memory, divergent production, convergent production, evaluation), a content (figural, symbolic, semantic, behavioural) and a product (units, classes, relations, systems, transformations, implications). Multiplying the categories gives 120 factors in the original model and more in later versions. Its lasting classroom gift is the distinction between divergent and convergent production, which underlies all work on creativity.
Sternberg's triarchic theory
- Componential — analytical intelligence, the kind school tests measure.
- Experiential — creative intelligence, handling novelty and automating the routine.
- Contextual — practical intelligence, adapting to and shaping the real environment.
A child who fails written tests but repairs a cycle chain, bargains at a shop and navigates a bus route has high contextual intelligence — a fact a primary teacher should notice before writing her off.
✗ Thurstone gave the concept of a general factor. | ✓ The general factor is Spearman's; Thurstone gave seven primary mental abilities.
संकेत: स्पीयरमैन = सामान्य + विशिष्ट कारक; थर्स्टन = सात प्राथमिक मानसिक योग्यताएँ; स्टर्नबर्ग = तीन प्रकार की बुद्धि।
Two questions per paper come from this block, almost always as theorist-to-theory matching. Fix the pairs mechanically: g and s means Spearman, seven abilities means Thurstone, 120 factors means Guilford, three-part theory means Sternberg. The favourite trap swaps Spearman and Thurstone. A second pattern asks the classroom implication of a multi-factor view — the correct option always says teaching and assessment must use varied methods because children are strong in different areas.
Frequently asked questions
Who gave the two-factor theory of intelligence?
Charles Spearman. He proposed that every intellectual task uses a general factor called g, common to all mental activity, together with a specific factor s that belongs only to that particular task.
What is Sternberg's triarchic theory of intelligence?
It describes three kinds of intelligence: componential or analytical, measured by school tests; experiential or creative, used with novel problems; and contextual or practical, used to adapt to and shape everyday environments.
Why should a teacher not rely on one measure of intelligence?
Because intelligence is made of several abilities. A single written test taps mainly verbal and analytical ability and misses spatial, practical, creative and social strengths that a child may possess in full measure.
60-second recap
- Intelligence = capacity to learn, reason and adapt.
- Spearman: g and s. Thurstone: seven primary mental abilities.
- Guilford: structure of intellect with operations, content and product.
- Sternberg: componential, experiential, contextual.
- Multi-factor views demand varied teaching and varied assessment.