LIFESPAN DEVELOPMENT INTELLIGENCE
Perhaps, there is no a person, which has not, at least at once, considered the issue of intelligence from a particular angle. Schools and universities, employers and business companies are said to choose people, according to their intelligence quotient, etc. Is it admissible to compare intelligences of different people? Are there any kinds of intelligence, or instead, there is one standard, to which all should be equivalent?
In fact, there are different approaches, so-called various theories of intelligence. To begin with, intelligence is defined as the ability to solve problems and to adapt and learn from experiences (Santrock, 2015, p. 286). Such theory suggest that intelligence is general ability, which is developed under standard scheme and can be easily evaluated in numeric expression.
In fact, almost everyone is acquainted with IQ tests, which now are understood as rather credible methods of intelligence assessment. However, it is a rare fact to be known that its initial aim was to determine children with mental health problems, for whom would be difficult to study in schools with standard curriculum. Nevertheless, the history played a trick with Benet test (which defined the correlation between mental and chronological age), transforming it into the way of competition among intelligent people, acknowledging the most gifted of them.
No wonder, such approach is still credible, as the way of evaluation sticks to scientific beliefs considering intelligence. Moreover, another advantage is that the level of intelligence as general ability, has successfully endured time verification, which means that it is a comparatively trust-worthy way of intelligence evaluation.
On the other hand, such theory should not be overestimated as the one and only way of assessment. Firstly, the history of its creation and initial goal should not be forgotten. In addition, it is too narrow-minded to consider a person only through the formal prism of considered type of intelligence. For instance, there are some other universally acknowledged types, the meaning of which should not be neglected. In particular, well-known emotional intelligence trumps IQ in “soft” domains where intellect is relatively less relevant for success, e.g. where emotional self-regulation and empathy may be more salient skills than purely cognitive abilities (Goleman, 2005, n.p.).
For example, I consider myself as successful possessor of emotional intelligence as well. What is more, I admit that IQ testing can usually be taken into account only as the indicator of current state of mind, but not as eternal marking or medal for person’s low or high intelligence skills. That is why, IQ testing is recommended to be held in pair with the determining of emotional intelligence as well.
Furthermore, there also exist theories of triple and even multiple kinds of intelligence. For instance, Sternberg elaborated the triarchic theory of intelligence, which consists of analytical, creative and practical intelligence (Santrock, 2015, p. 288). As far as I am concerned, such theory is as perfect and accomplished as possible. It is because it includes very reasonable approach to the main human traits, which establish the ground for intelligence development.
The one and only disadvantage, which allegedly could be found in great Sternberg’s theory is that some people believe kinds of intelligence should more specified. As a result, there exists a multiple approach to intelligence, under which eight frames of mind are singled out – namely, verbal, mathematical, spatial, bodily-kinesthetic, musicial, interpersonal, intrapersonal and naturalistic (Santrock, 2015, p. 288).
In contrast, there still exist some skeptics and critics, stating that the theory of multiple intelligences lacks empirical support (Armstrong, 2009, p. 191). To my mind, sound critic is always the chance to be perfected and improved. In addition, I am totally convinced that such empirical base can be easily gathered, as I, even from common day-to-day experience, can easily name several people, which are great examples of all of aforementioned kinds of intelligence.
Apart from it, there is a wide discussion regarding the reasonability of intelligence assessment of children. No doubt, it is a common step for determining child’s progress and the way of well-time detection of possible mental problems. It also helps reveal potential negative influences of e.g. environment, and consequently – to react immediately. Such considerations are obviously the arguments for the necessity of children intelligence assessment.
On the other hand, it should be noted that not any assessment should be freely used for vulnerable child’s psychic, and what’s more – not every interpretation should be used as well. For example, the extremely important point is the need in applied tests’ adaptation. No wonder, any assessment criteria should be adapted in accordance with child’s age, nationality, language, etc.
Last but not least, similar assessments must not become grounds for biased division of children (especially in school environment on gifted and “regular”), as it may destructively influence the child’s self-esteem as well as desire to create and accomplish.
All in all, there are various theories of intelligence, and each of them has own pros and cons. The conclusion is that one’s value is in one’s uniqueness, that is why each kind of intelligence should be respected and developed.
Works Cited
1. Armstrong, T. (2009). Multiple Intelligences in the Classroom. Virginia: ACSD.
2. Goleman, D. (2005). Emotional Intelligence: 10th Anniversary Edition. New York: Random House Publishing Group.
3. Santrock, J. W. (2015). Life-span Development. 15th Edition. New York: McGraw-Hill Education.
