Intelligence Theory

Overview

The congested Paris school system employed Alfred Binet in 1904 to create a test that would identify students whose intellectual growth fell short of average ability. He assembled 50 students, 10 from each of five age groups, who were judged as having average abilities in order to create the 1905 Scale with his pupil Theodore Simon. Binet developed a baseline assessment of a typical child’s abilities for their age utilizing these groups. This was then called the mental age (MA). The term mental quotient, first used by William Stern in 1914, refers to the result of dividing a student’s mental age (MA) by their chronological age (CA), or MA/CA. By multiplying the mental quotient by 100, Lewis Terman in 1916 created the Intelligence Quotient (IQ). IQ = MA/CA * 100 is the formula used to calculate IQ. The Stanford-Binet Intelligence Scale was the new name given to the Simon-Binet Scale after it was revised. It is still one of the IQ tests that is given. Subsequent theories and intelligent tests were derived from the 1905 Scale.

  • Charles Spearman

    • “g” factor

    • “s” factor

  • L.L. Thurstone

    • Primary Mental Abilities

  • Joy Paul (J.P.) Guilford

    • Structure of Intelligence (SI)

  • Howard Gardner

    • Theory of Multiple Intelligences

  • Robert Sternberg

    • Triarchic Theory of Intelligence

  • Daniel Goleman

    • Emotional Intelligence

Relating Intelligence Theory

Growing up, I recall constantly taking standardized tests. If you do not pass these tests, you might need tutoring or be unable to advance to the next grade level. Although this is fair, there are many biases present in these tests. When taking the tests, I remember thinking that some of the types of questions had not even been covered by the teachers. It is important that students master the necessary skills before moving on to the next grade level. However, it seemed as if the teachers and standardized tests were not aligned. Additionally, the standardized tests do not assess other abilities and skills in which students might excel in. Some students struggle with test taking, and not every student is going to be good at every subject. It just felt very discouraging to me when I was younger. As mentioned before, it is critical that every student acquires the required skills. But I just did not feel prepared. If the teachers had prepared us more throughout the year and had discussions about the test, those of us who were nervous about it may have felt less apprehensive.

Intelligence Theory in My Future Career

Despite my experience with intelligence testing, when working with children it is important. Intelligence tests are useful because some children may suffer from developmental delays. At various ages, children should reach specific developmental milestones, but some will not. These tests, or the results of the tests, will enable me to access if the child is progressing appropriately for their age. If the child is not, I will be able to employ certain tasks to help the child with their delays. I would not want to add any more pressure to the child because test taking is already stressful as is. Practicing certain skills that children are struggling in can be made fun. Additionally, I will make note of their strongest areas of proficiency and areas of greatest passion. Just because they do not pass a test, does not mean that these children can not have strengths in other aspects of their lives. Since every child is different, it is critical that they get individual care, have the freedom to pursue their interests, and develop personally as a result. It is about the child and what works best for them.

Winsor, D.L., Murrell, V.S., & Magun-Jackson, S. (Eds.) (2017). Lifespan Development: An Educational Psychology Perspective (4th ed.).