Critically Assess Models Of Intelligence

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Outline and critically assess the differing ways that intelligence has been portrayed. Present arguments for the model you consider to be the stronger. Support your view with reference to a range of theories and supporting evidence. Intelligence is an aspect of human nature that throughout years of discussion, research and debate, has been the topic of many of the world’s greatest thinkers. However, it has no clear definition in which a mutual consensus has been agreed. Those definitions which have been offered forward have been developed to encompass many different aspects of what intelligence is, which is why it may seem there is so many different definitions. Jensen suggests that intelligence is a "general factor that runs through all types of different performances" in contrast to this thought, Anastasi (1992) suggests intelligence is "not a single unitary ability but rather a composite of several functions". These definitions represent two types of explicit theories that dominate thinking in intelligence research which will be discussed later in this essay. The way in which we perceive intelligence and what it means to us is often largely dependent on the culture we live in. In our western culture, the idea of intelligence or an intelligent person may conjure pictures of someone with excellent abilities in maths or literature or someone who can gather, process, assimilate and sort information at a high and efficient speed (Sternberg et al., 1981). In contrast, those who live in eastern societies may place emphasis, not on speed, but on how the information may play a part in the social aspects of everyday life. This contrast between the two cultures is best exemplified by a study conducted by Demetriou and Papadopoulous (2004). They explored the relationships that existed within cultures and intelligence and found that in the western world the general view of
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