Memory, thinking and intelligence

Early researchers believed apprehension was a general or unitary trait because scores on diverse measures of intelligence including literal expertness, numerical competence and abstract reasoning were highly correlated (Spearman, 1972). However, young theories or intelligence have defined intelligence in harm of multiple dimensions. Two of the most known intelligence hypothesis 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 only when rather is made up of subcomponents, however distinct differences exist amid them.Gardner (1983) argues for the notion of multiple intelligences and proposes eight relatively independent types of intelligence which take linguistic, logical-mathematical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. He also says that we can develop these intelligences by dint of environmental enrich ment, the strength of our intelligences on the eight types lies in a continuum, that on that point are different ways of demonstrating our proficiency in intelligence and that they wrench 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 unfermented tasks or new ideas in ones environment or experiential intelligence, and the ability to adapt, select or shape ones environment or contextual intelligence. For Sternberg, intelligence is purposive adaptation to, alternative of and shaping of real-world environment relevant to ones life and abilities (Sternberg, 1989).In comparing multiple intelligence to the triarchic theory of intelligence, we c an observe that MI has emphasized the content and construct of intelligence while Sternberg focused on the way people gather and use info. Multiple intelligence theory identified eight types of intelligence and has encouraged the educational community to speculate of student intelligence in these terms and that each of the types should be enriched and developed. bit 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 usances of psychology, to understand behavior, to learn by dint of experience and to be masters of our environment. Thus the model has wider imp lication in the field of psychology, at present it has been used to understand the intellective abilities of racial and nonage groups in school (Suzuki & Aronson, 2005).It has also been utilize extensively by a gifted and talented school and has yielded positive results such as change test scores and teacher morale (English, 1998). The theory has also been applied to adult education (Sharan & Rosemary, 1998). Moreover, the theory is built upon a solid tradition of scientific rigor and academic discourse, it has been supported by researches along the historic period although it has been surpassed in popularity by MI.ReferencesCaffarella, R. & Sharan, R. (1998). Learning in Adulthood A countywide Guide 2nd ed.Jossey-Bass.English, L. (1998) Uncovering Students Analytic, Practical and Creative Intelligences OneSchools occupation of Sternbergs Triarchic Theory. School Administrator, Retrieved July 2, 2006 from http//www.aasa.org/publications/content.cfm?ItemNumber=4284Gardner, H. (1 983). Frames of Mind. revolutionary 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