NumberThe ability to carry out mathematical operations quickly, accurately and internally and being able to use numbers in mathematical problems affectively.

4 X 8=321498 X 906 = 1, 357,188e.g. In mental arithmetic the quicker you complete the sum, the higher your score would be.

Perceptual speed

The capacity to quickly and

accurately compare letters,

symbols or pictures, in two similar

visual spaces. Identifying 2

identical symbols in separate

visual configurations or

recognizing details in the

distracting configuration.

Eg. Comparing a dog and cat.

Spatial Visualisation

Being able to mentally

manipulate and analyse

both two and three

dimensional visual

information.

e.g. find the target shape in

the larger figure

Target :

Larger Figure:

ReasoningThere are 3 types of reasoning, inductive; generalising detailed facts to general principles, deductive; applying general principles to specific examples and arithmetic; the properties and manipulations of numbers.

Theories and measurements of intelligence: Thurstone

By Phoebe Dacre, Naomi Hogben, Rebecca Holmes, Katherine Parkes, Laura Smethurst, Chloe Smith, Matthew Stringer, Melissa Thomas, Tasha Whorton & Emily Wright

Dear Diary, 7th April 1938

After reading Spearman’s ridiculous article I believe there are actually seven factors leading to a general intelligence. These findings have lead to

contributions to psychometrics, accomplishing the position of president of the American Psychological Association. My theory is the first multi-factor analysis

approach, which people favour compared to Spearman's individualist approach. I do hope that my new research will lead to further development of the multiple

factor analysis of intelligence.L.L. Thurstone

Deductive

Inductive

Spearman, C.E. (1904). "'General intelligence', Objectively Determined And Measured". American

Journal of Psychology, 15, 201–293.

The two-factor theory of intelligence proposes that general intelligence (g) is the mental ability that leads to specific types of intelligence and abilities (s). A good ‘g’ creates a positive manifold allowing you to perform well on a variety of different tasks, such as vocabulary, mathematics and spatial awareness tests. ‘g’ is inherited, our basic general intelligence, whereas ‘s’ refers to the abilities we learn and develop throughout life.

To produce evidence for this theory an estimation of intelligence was gathered from groups of children from various schools through a variety of memory, light, weight and sound intelligence tests. Participants had to identify the changes of weight, pitch and illumination in instruments and complete memory tasks. The test results reveal a positive manifold is evident within the children’s general intelligence leading to their specific abilities, forming evidence for the two-factor theory of intelligence (Spearman, 1904).

I disagree…• g does not lead to specific abilities (s), s leads to g• Different people excel at different intelligence tests• One general factor can not influence all other factors of

intelligence• Spearman found positive correlations but there is no specific

evidence that g is underlying s• Spearman’s measurements are better for practical applications;

they average intelligence rather than reliably measuring primary mental abilities.

• Spearman is a eugenicist stating people with a low g should not be able to reproduce, preposterous!

• g varies according to reliability, number of tests, range of participants in a sample, and the number of diverse abilities represented by the test

Therefore, Spearman’s theory of g cannot be accepted over my theory of primary mental abilities.

Dear diary, 12th March 1938

I found this article in the newspaper which intrigued me…

Verbal Comprehension

Understanding verbal and written language in the form

of questions, reading, analogies, verbal fluency,

similarities, word usage and retrieval.

E.g. describing a object using clues -> You wear it on your

head = a hat.

Associative memory

The ability to learn new

things through repetition,

and the relationship

between unrelated

situations.

e.g. Sue got a hangover after

drinking two bottles of wine.

Next time she see’s wine she

feels nauseous.

Word Fluency The ease in which an individual can generate as many words as possible about a given topic, either semantic (e.g. animals, fruit) or phonemic (e.g. words beginning with a certain letter).

The word fluency test (1938):1) Write as many words as possible beginning with the letter ‘S’ within 5 minutes. 2) Write as many words as possible beginning with the letter ‘C’ containing only 4 letters within 4 minutes3) The total summation of words produced (minus the number of rule-breaks) equals the individual’s measure of verbal fluency.

OR