Current research of theories and models of intelligence

Journal article

Joseph Zajda. (2019). Current research of theories and models of intelligence. Curriculum and Teaching. 34(1), pp. 87-108. https://doi.org/10.7459/ct/34.1.07
AuthorsJoseph Zajda
Abstract

This article analyses research of theories and models of intelligence. It examines current developments in intelligence research, covering the formation of more complex and diverse intelligence theories. First, the article examines some of the widely used aptitude/intelligence tests include, such Stanford-Binet Intelligence Quotient, Wechsler Intelligence Scale for Children (WISCIV) and Woodcock Johnson Test of Cognitive Ability. Secondly, the article critiques the analysis of psychometric theories and cognitive-contextual theories of intelligence, and a corresponding trend in intelligence research to de-emphasise the use of standardized testing to measure intelligence. It is concluded that psychometric theories, as used in traditional IQ tests, measure only a small part of intelligence and ignore other parts, whereas cognitive-contextual theories of intelligence with reference to Vygotsky, Piaget, Guilford, Sternberg, and Gardner reveal both conceptual and methodological problems, not to mention ambiguities with definitions of the constructs themselves. As to the use of intelligence testing in schools and elsewhere, it has been argued that both the term intelligence and the notions of intelligence testing, by their nature of intended selection, exclusivity, distinction and cognitive stratification, tend to legitimate meritocracy.

KeywordsIQ tests; aptitude; cognitive-contextual theories of intelligence; intelligence; psychometric theories; standardized testing
Year2019
JournalCurriculum and Teaching
Journal citation34 (1), pp. 87-108
PublisherJames Nicholas Publishers
ISSN0726-416X
Digital Object Identifier (DOI)https://doi.org/10.7459/ct/34.1.07
Scopus EID2-s2.0-85069703007
Publisher's version
File Access Level
Controlled
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Deposited03 May 2021
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