The book «Introduction to Psychology». Authors — R.L. Atkinson, R.S. Atkinson, E.E. Smith, D.J. Boehm, S. Nolen-Hoeksema. Under the general editorship of V.P. Zinchenko. 15th international edition, St. Petersburg, Prime Eurosign, 2007.
Article from chapter 12. Individual differences
Some critics argue that Sternberg’s theory is so multi-component that its individual parts do not agree with each other (Richardson, 1986). Others point out that this theory does not explain how problem solving is carried out in everyday contexts. Still others point out that this theory largely ignores the biological aspects of intelligence. Steven Ceci (1990) tried to answer these questions by developing Sternberg’s theory and paying much more attention to the context and its influence on the process of problem solving.
Cesi believes that there are «multiple cognitive potentials», as opposed to a single basic intellectual ability or general intelligence factor g. These multiple abilities or areas of intelligence are biologically determined and impose restrictions on mental (mental) processes. Moreover, they are closely related to the problems and opportunities inherent in the individual environment or context.
For Cesi, context plays a central role in demonstrating cognitive ability. By «context» he understands areas of knowledge, as well as factors such as personality traits, level of motivation and education. The context can be mental, social and physical (Ceci & Roazzi, 1994). A particular individual or population may lack certain mental abilities, but in the presence of a more interesting and stimulating context, the same individual or population may demonstrate a higher level of intellectual functioning. Let’s take just one example; in a well-known longitudinal study of children with high IQ by Lewis Terman (Terman & Oden, 1959), it was suggested that high IQ correlated with high levels of achievement. However, upon closer analysis of the results, it was found that children from wealthy families achieved greater success in adulthood than children from low-income families. In addition, those who grew up during the Great Depression achieved less in life than those who reached adulthood later, at a time when there were more career opportunities. According to Tsesi, «As a result… the ecological niche that an individual occupies, including factors such as individual and historical development, turns out to be a much more significant determinant of professional and economic success than IQ» (1990, p. 62).
Cesi also argues against the traditional view of the relationship between intelligence and the ability to think abstractly, regardless of the subject area. He believes that the ability for complex mental activity is associated with knowledge acquired in certain contexts or areas. Highly intelligent individuals are not endowed with great abilities for abstract thinking, but have sufficient knowledge in specific areas, allowing them to think in a more complex way about problems in this field of knowledge (Ceci, 1990). As you work in a particular field of knowledge—computer programming, for example—an individual’s knowledge base grows and becomes better organized. Over time, this allows the individual to improve their intellectual functioning—for example, to develop better computer programs.
Thus, according to Cexi’s theory, everyday, or «life», intellectual functioning cannot be explained on the basis of IQ alone or some biological concept of general intelligence. Instead, intelligence is determined by the interaction between multiple cognitive potentials and a vast, well-organized knowledge base.
Other theories of intelligence
- Gardner’s Theory of Multiple Intelligences See →
- Anderson’s Theory of Intelligence and Cognitive Development See →
- Sternberg’s triarchic theory See →
Theories of intelligence: results
Despite these differences, all theories of intelligence have a number of common features. All of them try to take into account the biological basis of intelligence, whether it be a basic processing mechanism or a set of multiple intellectual abilities, modules or cognitive potentials. See →