Republic of the Philippines

San Mateo Municipal College

General Luna St. Guitnangbayan I, San Mateo, Rizal
Tel. No.: (02) 997-9070
www.smmc.edu.ph

Institute of Arts and Sciences

Bachelor of Science in Psychology
[PSYCORE-INPSY] Introduction to Psychology

MODULE III:
INTELLIGENCE

WHAT IS INTELLIGENCE?
Intelligence refers to the mental ability to learn from experiences, adapt to new situations, understand
complex ideas, and use knowledge to change or influence our surroundings. It involves various mental skills,
including problem-solving, critical thinking, and understanding abstract concepts.

Intelligence as described by Socrates:

• Socrates had a unique perspective on intelligence, emphasizing the importance of self-awareness,
continuous learning, and the pursuit of knowledge.
• He suggests that true wisdom comes from humility. He taught that we should recognize that we are all
lifelong learners.
• Socrates believed that learning is a natural part of being human. It is not limited to formal education like
school. We all have a curiosity about the world and a desire to understand more. This means that every
experience, whether big or small, offers us a chance to learn and grow.

Intelligence as defined by David Wechsler:

• Many people often associate human intelligence with academic excellence or being book smart, which
can be measured using intelligence quotient (IQ) tests. However, David Wechsler’s definition of
intelligence is much broader.
• According to Wechsler, intelligence can be defined as “the global capacity to think rationally, act
purposefully, and deal effectively with the environment.”
• Wechsler believed that intelligence is shown through effective, rational, and goal-directed actions or
behaviors. This means that being intelligent is not just about what you know but also how you use that
knowledge to solve problems and achieve your goals in everyday life.

THEORIES OF INTELLIGENCE
The study of intelligence has resulted in the development of many different theories, each offering a unique
understanding of what it means to be intelligence and how this intelligence can be measured or understood. The
following are some of the major theories proposed to explain the nature of intelligence:

ALFRED BINET’S
SINGLE-FACTOR THEORY OF INTELLIGENCE
Alfred Binet’s single-factor theory of intelligence states that intelligence is a single, general ability that can
be measured using an intelligence quotient (IQ) test. This general ability covers all the mental skills a person has.
Binet believed that these mental skills are connected, which means that being good at one skill can help a person

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succeed in other areas. For example, if someone excels in mathematics, they are likely to do well in other subjects
too. On the other hand, if a person struggles with a certain skill, they may find it difficult in other areas as well.
One of the main criticisms of Binet’s theory of intelligence is that it oversimplifies the complex nature of
intelligence. Critics argued that human intelligence includes many types of mental skills that are different and
distinct from one another, suggesting that it cannot be measured as just one general ability.

CHARLES SPEARMAN’S
TWO-FACTOR THEORY OF INTELLIGENCE
In response to the criticisms on Binet’s theory, Charles Spearman developed his two-factor theory of
intelligence, which suggests that intelligence consists of two main components: a general intelligence factor
known as the g-factor, and specific abilities referred to as s-factors.

STERNBERG’S TRIARCHIC THEORY OF INTELLIGENCE

INTELLIGENCE DESCRIPTION
• This factor represents a person’s general mental ability, which covers different types of mental skills that
are connected from one another.
• This component of intelligence can be measure using an intelligence quotient (IQ) test.
General Intelligence
1 • Similar to Binet, Spearman noticed that people who excel in one area tend to perform well in other areas
(g-factor)
as well. This observation led him to conclude that there is a general mental ability that encompasses
interconnected mental skills.
▪ Examples: problem-solving, verbal reasoning, or spatial awareness.

• This factor represents specific skills or abilities that are unique to particular tasks. such as playing
guitar, painting, or basketball.
• This component of intelligence allows individuals to excel in a specific area or task.
Specific Abilities
2 • Each individual possesses unique specific abilities that can vary significantly depending on the activity.
(s-factors)
• Unlike the general intelligence factor, this component is not necessarily connected to other mental skills.
Therefore, strong performance in one area does not guarantee success in other areas.
▪ Examples: playing guitar, painting, or basketball.

LOUIS THURSTONE’S
THEORY OF PRIMARY MENTAL ABILITIES
Louis Thurstone’s theory of primary mental abilities suggests that intelligence is not just one single ability,
but can be divided into several primary mental abilities. Thurstone identified seven (7) primary mental abilities that
make up intelligence:

THURSTONE’S THEORY OF PRIMARY MENTAL ABILITIES

INTELLIGENCE DESCRIPTION
• The ability to understand and interpret spoken and written language effectively. It includes skills like
reading comprehension and vocabulary.
1 Verbal Comprehension
▪ Example: Being able to read a story and explain what it means or using the right words in a
conversation.

• The ability to think of words quickly and use them creatively. It often involves tasks that require generating
words under time pressure.
2 Word Fluency
▪ Example: Coming up with as many words as possible that start with a specific letter, like “B,” in one
minute.

• The ability to perform mathematical calculations and solving numerical problems.

3 Numerical Ability
▪ Example: Quickly adding or subtracting numbers in your head or solving math problems on a test.

• The ability to visualize objects, recognize patterns, and imagine how things fit together in space. It is
4 Spatial Visualization important for tasks that require understanding shapes and spaces.
▪ Example: Being able to imagine how a piece of furniture will look in a room before moving it there.

5 Perceptual Speed • The ability to quickly notice errors, differences, and similarities in objects. It often involves visual
processing.

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 ▪ Example: Quickly spotting errors in a printed document or finding matching items in a puzzle.

• The ability to remember information, such as facts, lists, or experiences.

6 Memory
▪ Example: Remembering the names of people you just met or recalling details from a book you read.

• The ability to draw general conclusions from specific examples or data. It involves recognizing patterns
and making predictions.
7 Inductive Reasoning
▪ Example: If you notice that the sun rises earlier in the summer than in winter, you might conclude
that seasons affect sunrise times.

HOWARD GARDNER’S
THEORY OF MULTIPLE INTELLIGENCES
Similar to Thurstone, Howard Gardner suggests that mental abilities are independent and distinct from one
another, meaning they cannot be accurately represented by a single measure of intelligence, such as an IQ score.
Gardner introduces the concept of multiple intelligences, which recognizes that individuals have different types of
intelligence that reflect their unique strengths.

GARDNER’S THEORY OF MULTIPLE INTELLIGENCES

INTELLIGENCE DESCRIPTION
• The ability to use language effectively, whether in speaking or writing.
• Individuals with high linguistic intelligence are good at reading, writing, and communicating ideas clearly.
1 Linguistic Intelligence
They also often learn new words and languages more quickly than others.
▪ Examples: writers, poets, or public speakers.

• The ability to think logically, reason effectively, and work with information and numbers.
• Individuals with high logical-mathematical intelligence are good at understanding complex concepts,
2 Logical-Mathematical Intelligence
analyzing problems, and finding solutions using logic and mathematical reasoning.
▪ Examples: scientists, researchers, and mathematicians.

• The ability to understand, create, and appreciate music.

• Individuals with high musical intelligence are good at recognizing different sounds, rhythms, and tones,
3 Musical Intelligence
allowing them to express themselves through music.
▪ Examples: singers, composers, or guitarists.

• The ability to visualize objects, recognize patterns, and imagine how things fit together in space.
• Individuals with high spatial intelligence are good at reading maps, interpreting graphs and pictures, and
4 Spatial Intelligence
designing structures or objects.
▪ Examples: painters, architects, or graphic designers.

• The ability to use and control one’s body effectively to solve problems or create something.
• Individuals with high bodily-kinesthetic intelligence are good in activities that requires balance, body
5 Bodily-Kinesthetic Intelligence
coordination, and physical movement.
▪ Examples: dancers, athletes, or surgeon.

• The ability to understand and interact effectively with others.

• Individuals with high interpersonal intelligence are good at analyzing other people’s thoughts, feelings,
6 Interpersonal Intelligence emotions, and behaviors, which helps them communicate effectively and build strong, meaningful
relationships.
▪ Examples: psychologists, psychotherapists, or counselors.

• The ability to understand and reflect on oneself.

• Individuals with high intrapersonal intelligence are good at analyzing their own thoughts, feelings, emotions,
7 Intrapersonal Intelligence
and behaviors, which guides their decisions and actions.
▪ Examples: philosophers, psychologists, or counselors.

• The ability to recognize, understand, and interact with the natural world.
• Individuals with high naturalistic intelligence are good at identifying plants, animals, and various elements
8 Naturalistic Intelligence
of the environment. They also enjoy spending time outdoors and often feel a deep connection to nature.
▪ Examples: biologists, zoologists, or environmental scientists.

• The ability to think deeply about big questions related to human existence.
• Individuals with high existential intelligence often reflect on topics such as the meaning of life, the reasons
9 Existential Intelligence
why people live, what happens after death, and one’s connection to the universe.
▪ Example: philosophers, priests, or meditation instructor.

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 ROBERT STERNBERG’S
TRIARCHIC THEORY OF INTELLIGENCE
Robert Sternberg agrees with Gardner that intelligence covers different mental abilities that are distinct and
different from one another, and that it cannot be accurately measured by an intelligence quotient (IQ) test. However,
he believes that Gardner’s concept of multiple intelligences should be seen more as special talents rather than types
of intelligence.
Sternberg's triarchic theory of intelligence suggests that intelligence consists of three distinct
types: analytical, creative, and practical. This theory emphasizes how individuals adapt to their environments and
solve problems in real-world situations.

STERNBERG’S TRIARCHIC THEORY OF INTELLIGENCE

INTELLIGENCE DESCRIPTION
• The ability to analyze information, understand complex ideas, and solve problems using logical
reasoning and critical thinking.
• This type of intelligence is often associated with traditional academic intelligence and is measured using
Analytical Intelligence
1 intelligence quotient (IQ) tests.
(Componential Intelligence)
• An Individual with high analytical intelligence is good at problem-solving and critical thinking. They can
break down complex information into smaller parts to understand it better.
▪ Examples: Solving math problems, analyzing data, or evaluating arguments.

• The ability to think outside the box and come up with innovative ideas.
• An individual with high creative intelligence is good at finding new ways to solve problems. They are also
Creative Intelligence
2 good in using their existing knowledge to create something new.
(Experiential Intelligence)
▪ Examples: Writing a story, designing a new product, or finding unique solutions to unexpected
challenges.

• The ability to adapt to a changing environment and apply knowledge to everyday situations.
• This type of intelligence is often referred to as street smartness. This involves the use of common sense,
and the ability to navigate real-life challenges effectively.
Practical Intelligence
3 • An individual with high practical intelligence excels in adapting to their environment and making decisions
(Contextual Intelligence)
that lead to success in daily life.
▪ Examples: Knowing how to manage time effectively, understanding social cues in conversations, or
figuring out how to fix a broken appliance.

Prepared by:

Mr. KARL MICHAEL M. VALDULLA, CHRA

Couse Instructor

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