What is intelligence (2)

In this talk, you will learn about theories of intelligence, including whether research supports a single factor or multifactor model, and how evidence from genetics, biology, and test results fits in. You will also hear about models such as Spearman’s G, Cattell and Horn’s fluid and crystallised intelligence, and Gardner’s multiple intelligences, as well as practical advice on selecting psychometric tests for the workplace. The importance of careful terminology and the ethical issues involved in defining and measuring intelligence are also discussed.

After this talk, you will:

• Understand the difference between single and multi-factor models of intelligence.

• Know that current research supports the single factor (G factor) model of intelligence.

• Be aware that the G factor is the best predictor of job performance across many roles.

• Recognise how factor analysis shows correlations among different types of intelligence tests.

• Understand the concepts of fluid intelligence (genetically influenced, abstract reasoning) and crystallised intelligence (environment-influenced, verbal and numerical skills), as described by Cattell and Horn.

• Appreciate the biological evidence for a single factor model, including findings from twin studies and brain measurements.

• Know the main critiques and impacts of Gardner's theory of multiple intelligences and learning styles, and that research does not strongly support these approaches.

• Realise that intelligence is difficult to define, and definitions may lead to social and ethical challenges, especially around test fairness and labelling.

• Understand that intelligence may involve more than just school-related skills and could relate to adapting and succeeding in different environments.

• Be familiar with alternative models such as Sternberg’s triarchic theory, which includes analytical, creative, and practical intelligence.

• Know that psychometric tests can assess both general (G) and specific abilities depending on the purpose.

• Recognise the importance of using careful language around intelligence to avoid negative labels and self-fulfilling prophecies.

• Be able to identify when it is most appropriate to use general ability tests versus more specific tests in the workplace.

• Understand that intelligence testing and definitions have potential ethical and cultural challenges, and these must be considered carefully in practice.