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BSE-1A Activity 2 (Module 3)

Various Concepts of Major Concepts Their Application in

Intelligence the Classroom
 Binet defined This concept of
intelligence in terms
of judgment, intelligence by Binet
practical can be applied in the
sense, initiative, and
adaptability (Binet & classroom by giving
Simon, 1905).
 His concept of the student’s a simple
general intelligence has problems and
three components 1)
Concept of Intelligence goal of the mental exercises to study the
by Alfred Binet processes, 2)
capability to display
growth of their
adaptable solutions; reasoning process
and 3) ability to
demonstrate and and giving them
selectivity of judgment
some test to measure
and critical analysis of
choices. the students cognitive
abilities in general.

Spearman concluded The concept of

that general intelligence of
intelligence is a general spearman can be
cognitive applied in the
ability that is
classroom by giving
underlying most if not
the students a
all other factors which
can be specific test to know
measured and the remarkably result
numerically of the test. Those
General intelligence of
expressed. He then students whoe gets
Charles Spearman
(1904)
proposed a two high on one cognitive
factor theory that test tended to
explains the “g” score high on other
and the “s” factors of tests, while
intelligence. those who scored low
on one test
tended to score low
on the other
tests.

Primary Mental Abilities He devised new Teachers should give

 statistical techniques not only one or
he called factor analysis specific test to test
and generated his the intelligence of
Primary their students
Mental Abilities Test in
because the concept
1938. Instead of looking
of Thurstone he
at human intelligence
as a stated that human
single general ability, he intelligence as a
proposed and focused single general ability
on seven distinctive has also different
of Louis Leon Thurstone primary distinctive primary
mental abilities namely: mental abilities
verbal comprehension, namely: verbal
word fluency, facility comprehension, word
with fluency, facility with
numbers, Perceptual
numbers, Perceptual
speed, reasoning ability,
spatial visualization,
speed, reasoning
and rote ability, spatial
memory visualization, and rote
Memory that differs to
each other

 Gardner defines The concept

intelligence as a ofMultiple
“biopsychological Intelligences of
potential to process Gardner can be
information that can be
applied in the
activated in a
cultural setting to solve
classroom by giving
problems or create the students a test
products that are of that can to improve
value in a these different types
Multiple Intelligences culture” intelligence
(MI) of Howard Gardner  we may all possess comprising
these intelligences, Logical-Mathematical,
but our level or degree Linguistic, Musical,
of these intelligences Spatial, Bodily-
may differ from person Kinesthetic,
to person
Naturalist,
because of genetics or
experiences.
Interpersonal,
Intrapersonal. Later,
he added the
existential
intelligence.
Robert Sternberg‟s Sternberg‟s theory The triarchic Theory
Triarchic Theory of seeks to highlight the of Intelligence of
Intelligence interdependence of the Sternberg‟s can be
structures and the applied in the
processes that cause
classroom by giving
intelligent behavior, the
test or question of
function of realizing goals in the
these structures to the outside world, and
question of realizing the
goals in the outside role of experience in
world, and the
building intelligence
role of experience in
and its usage.
building intelligence
and its usage. The
theory has three
components, analytical
intelligence, creative
intelligence, and
practical
intelligence.