Special Education

Students Who Are Gifted and Talented

Zarah Gene D. QuinonesIII-10 BS Psychology

L.L. Thurstone’s Multiple Factors of

Multiple Intelligence (1938)

His theory stated that

intelligence is made up of several

primary mental abilities rather than

a general factor and several specific

factors. His Multiple Factors Theory

of Intelligence identified the seven

primary mental abilities as verbal

comprehension, word fluency,

number facility, spatial visualization,

associative memory, perceptual

speed and reasoning.

Cattell’s Theory on Fluid and

Crystallized Intelligence

Fluid intelligence is essentially

nonverbal and relatively culture free.

Fluid intelligence involves adaptive and

new learning capabilities, related to

mental operations and processes on

capacity, decay, selection and storage

of information.

Crystallized intelligence developed

through the exercise of fluid intelligence.

It is the product of the acquisition of

knowledge and skills that are strongly

dependent upon exposure to culture.

Guilford’s Theory on the Structure of

the Intellect (1967)

The theory on the structure of intellect

advances that human intelligence is

composed of 180 separate mental

abilities that have been identified

through factor analysis.

Guilford’s Theory on the Structure of the

Intellect (1967)

The four types of content are:

1. Figural: properties of stimuli experienced

through the senses, visual, auditory, olfactory,

gustatory and kinesthetic

2. Symbolic: letters, numbers, symbols and

design

3. Semantic: words and ideas

4. Behavioral: actions and expressions of

thoughts and ideas

Guilford’s Theory on the Structure of the

Intellect (1967)

The five kinds of operations are:

1. Cognition: ability to gain, recognize and discover

knowledge

2. Memory: ability to retain, store, retrieve and

recall the contents of thoughts

3. Divergent production: ability to produce a

variety of ideas or solutions to a problem

4. Convergent production: ability to produce a

single best solution to a problem

5.Evaluation: ability to render judgment and decide

whether the intellectual contents are correct or

wrong, good or bad

The six kinds of products are:

1. Units: come in single number, letter or word

2. Classes: higher order concepts

3. Relations: connections between and among

classes and concepts

4. Systems: process of ordering or classification

of relations

5.Transformation: process of altering or

restructuring of intellectual content

6. Implication: process making inferences from

separate pieces of information

Guilford developed a wide variety of

psychometric tests to measure the specific

mental abilities produced by the theory. The

tests provided the operational definitions of

the mental abilities proposed by the theory.

Sternberg’s Triarchic Theory of

Intelligence (1982)

Sternberg calls his theory triarchic

because intelligence has three main

parts or dimensions: a contextual

part, an experiential part, and a

componential part.

Contextual intelligence emphasizes

intelligence in its sociocultural contexts.

Experiential intelligence emphasizes insight and

the ability to formulate new ideas and combine

seemingly unrelated facts or information. Sternberg

emphasizes the role of experience.

Componential intelligence emphasizes the

effectiveness of information processing. There are

two kinds of components:

a. Performance components

b. Metacomponents

a. Performance components: used in the

actual execution of the tasks. They include

encoding, comparing, chunking, and triggering

action and speech.

b. Metacomponents: higher order executive

processes used in planning, monitoring and

evaluating one’s working memory program.