Memory, thinking and intelligence

Early researchers believed intuition was a general or unitary trait beca habit scores on diverse measures of intelligence including verbal cap office, numerical competence and abstract reasoning were highly correlated (Spearman, 1972). However, modern theories or intelligence have defined intelligence in terms of multiple dimensions. Two of the some known intelligence theory is that of Gardners multiple intelligence and Sternbergs triarchic model. The two theories are similar in that they posit that intelligence is not a single trait but rather is made up of subcomponents, however distinct differences exist between them.Gardner (1983) argues for the notion of multiple intelligences and proposes eight relatively self-sustaining types of intelligence which implicate linguistic, logical-mathematical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. He also says that we can develop these intelligences through environmental enrichment , the strength of our intelligences on the eight types lies in a continuum, that there are different ways of demonstrating our proficiency in intelligence and that they work together in complex ways. Gardner defines intelligence as the human ability to solve problems or to make something that is valued in one or more cultures.Sternberg (1990) had proposed a triarchic theory of intelligence. According to Sternberg, intelligence is made up of subcomponents that include the processes that underlie behavior or the componential intelligence, the ability to relate to novel tasks or new ideas in ones environment or existential intelligence, and the ability to adapt, select or shape ones environment or contextual intelligence. For Sternberg, intelligence is purposive adaptation to, selection of and shaping of real-world environment applicable to ones life and abilities (Sternberg, 1989).In comparing multiple intelligence to the triarchic theory of intelligence, we can observe that MI has e mphasized the content and construct of intelligence while Sternberg focused on the way people gather and use information. Multiple intelligence theory identified eight types of intelligence and has encouraged the educational community to think of student intelligence in these terms and that each of the types should be enriched and developed. While Sternberg, stresses the process by which a student acquire, learn and use information and knowledge and these abilities are intelligences that is always present in all of us and can be enhance by further training and education.I believe that Sternbergs triarchic model of intelligence is more relevant in psychology today than multiple intelligence. The theory holds that intelligence is made up of componential, experiential and contextual abilities which are reflective of the traditions of psychology, to understand behavior, to learn through experience and to be masters of our environment. Thus the model has wider implication in the field of psychology, at present it has been used to understand the intellective abilities of racial and minority groups in schoolhouse (Suzuki & Aronson, 2005).It has also been applied extensively by a gifted and talented school and has yielded positive results such as improved test scores and teacher morale (English, 1998). The theory has also been applied to adult education (Sharan & Rosemary, 1998). Moreover, the theory is strengthened upon a solid tradition of scientific rigor and academic discourse, it has been supported by researches along the years although it has been surpassed in popularity by MI.ReferencesCaffarella, R. & Sharan, R. (1998). Learning in maturity A Comprehensive Guide 2nd ed.Jossey-Bass.English, L. (1998) Uncovering Students Analytic, Practical and Creative Intelligences OneSchools Application of Sternbergs Triarchic Theory. School Administrator, Retrieved July 2, 2006 from http//www.aasa.org/publications/content.cfm?ItemNumber=4284Gardner, H. (1983). Frames of M ind. New York BasicGardner, H. (1987). Developing the spectrum of human intelligences. Harvard educationalReview, 57, 187-193Sternberg, R. (1988). The Triarchic Mind. New YorkSternberg, R. (1990). Metaphors of mind Conceptions of the nature of intelligence. New YorkCambridge University PressSuzuki, L. Aronson, J. (2005). The cultural malleability of intelligence and its impact on theracial/ethnic hierarchy. Psychology, Public Policy, and Law 11, (2) 320327