Cattell horn's two factor theory 1966

Response To Other Student Discussion: Intelligence: From Theory To Test

DIRECTIONS: PLEASE READ THE FOLLOWING STUDENT POST AND RESPOND. CITE REFERENCES USING APA FORMAT

5 hours ago

Katie Kessler

Unit 6 Discussion 1

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There are a few theories of intelligence that we are focusing on in this unit. The theories of intelligence are Spearman’s two-factor, Cattell-Horns two-factor, Lurias information processing approach, Cattell-Horn and Carroll’s CHC model and Carroll’s three-stratum theory. This discussion will focus on discussing theories and various tests. In addition, I will determine which theory will be the best for my profession.

Theories and Tests

“Spearmans Two-Factor Theory of Intelligence includes g, which is for general intelligence and s, which is for specific factor of intelligence” (Cohen, Swerdlik & Sturman, 2013, p. 292). Spearman and his students were known as “problem solvers” (Cohen et al., 2013). If a student scores a high score (high g), then that implies the student is intelligent according to where the score falls on the scale (Cohen et al., 2013). Cattell-Horns two-factor theory consists of two types of intelligence. The first type of intelligence is called crystallized intelligence and this type of intelligence focuses on cultural beliefs (Cohen et al., 2013). The other type of intelligence Cattell-Horns two-factor theory focuses on is called fluid intelligence. This type of intelligence consists of how well an individual can problem solve. The next theory is known as the CHC model. It combines theories beliefs. The CHC model includes broad and narrow abilities interwoven together. It does not include g because “it lacked utility in psychoeducational evaluations” (Cohen et al., 2013, p. 294). On the other hand, the “exclusion of g does not mean that g is nonexistent”, but that there is little relevance for g in the first place (Cohen, et al., 2013, p. 294). In other words, it reminds practitioners and researchers to either narrow or broaden their level of research. The last theory is called Caroll’s Three-Stratum Theory. It consists of “hypothesized mental structure and function” (Cohen et al., 2013, p. 293). There are three levels and the first level is g (general intelligence), the second level consists of eight abilities and processes. In addition, the second level also consists of level and speed factors, which depend on how they are linked within the “strata” (Cohen et al., 2013, p. 293). The Woodcock-Johnson test relies on CHC model and measures cognitive abilities (Cohen et al., 2013). The Wechsler Intelligence Scale for Children (fourth and fifth edition) is known for the tests psychometric soundness. It measures the intelligence of a child (Cohen et al., 2013). It is similar to the Binet Intelligence test because it measures an array of dimensions for children’s intelligence. This test is interested in determining the child’s problem solving skills (Cohen et al., 2013). Both of these tests are based on the Spearman theory because these tests focus on measuring intelligence. On the flip side, Luria’s information processing approach focuses on how the information is being learned. With this, there are two different approaches called parallel and sequential processing. These approaches consists of learning simultaneously or learning in a sequence (Cohen et al., 2013). Kauffman’s Assessment Battery for children uses this approach (Cohen et al., 2013).

Intelligence and Future Career

After reading about various theories and how it assists practitioners to measure intelligence, I would probably use Lurias processing information theory and CHC model. Luria would be beneficial to my field (BCBA) because it is interested in how information is processed. It digs deeper than the surface and many times, when individuals are on the autism spectrum practitioners have to go deeper than the information is provided. As well trying different techniques because it is a field where trial and error is prevalent to determine what works for each individual, specifically. The CHC model would be beneficial as well because it offers a broad and narrow view, which would all practitioners to measure various abilities and developmental processes. With that being said, it is important to utilize different tests based on various theories to determine the level of intelligence.

References

Cohen, R. J., Swerdlik, M. E., & Sturman, E. D. (2013). Psychological testing and assessment: An introduction to tests and measurement (8th ed.). New York, NY: McGraw Hill. ISBN: 9780078035302.