Memory, thinking and intelligence

betimes researchers believed recognition was a general or unitary trait because tally on diverse measures of tidings including verbal ability, numerical competence and come up reasoning were highly correlated (Spearman, 1972). However, modern theories or countersign hit defined intelligence in terms of doubled dimensions. Two of the intimately known intelligence conjecture is that of Gardners multiple intelligence and Sternbergs triarchic ex amperele. The two theories are similar in that they posit that intelligence is not a single trait but rather is made up of subcomponents, however distinct differences exist between them.Gardner (1983) argues for the notion of multiple intelligences and proposes eight-spot relatively independent types of intelligence which include linguistic, logical-mathematical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. He also says that we can develop these intelligences through environmental enrichment, the strength of our intelligences on the eight types lies in a continuum, that there are different ship canal of demonstrating our proficiency in intelligence and that they work together in decomposable ways. Gardner defines intelligence as the human ability to solve problems or to stag something that is valued in one or more cultures.Sternberg (1990) had proposed a triarchic theory of intelligence. According to Sternberg, intelligence is made up of subcomponents that include the processes that underlie style or the componential intelligence, the ability to relate to novel tasks or new ideas in ones environment or experiential intelligence, and the ability to adapt, shoot or shape ones environment or contextual intelligence. For Sternberg, intelligence is purposive adaptation to, selection of and shaping of real-world environment relevant to ones life and abilities (Sternberg, 1989).In comparing multiple intelligence to the triarchic theory of intelligence, we can ob serve that MI has emphasized the content and seduce of intelligence while Sternberg focused on the way people win and use information. Multiple intelligence theory identified eight types of intelligence and has encouraged the procreational community to think of student intelligence in these terms and that each of the types should be enriched and developed. While Sternberg, stresses the process by which a student acquire, learn and use information and knowledge and these abilities are intelligences that is continuously make in all of us and can be rear by further training and education.I believe that Sternbergs triarchic model of intelligence is more relevant in psychology today than multiple intelligence. The theory holds that intelligence is made up of componential, experiential and contextual abilities which are reflective of the traditions of psychology, to understand behavior, to learn through experience and to be know of our environment. Thus the model has wider implicat ion in the field of psychology, at present it has been used to understand the intellective abilities of racial and minority groups in school (Suzuki & Aronson, 2005).It has also been applied extensively by a gifted and apt school and has yielded positive results such as improved test gobs and teacher morale (English, 1998). The theory has also been applied to adult education (Sharan & Rosemary, 1998). Moreover, the theory is built upon a solid tradition of scientific rigor and academic discourse, it has been supported by researches along the years although it has been surpassed in popularity by MI.ReferencesCaffarella, R. & Sharan, R. (1998). Learning in Adulthood A comprehensive Guide 2nd ed.Jossey-Bass.English, L. (1998) Uncovering Students Analytic, Practical and Creative Intelligences OneSchools exertion of Sternbergs Triarchic Theory. School Administrator, Retrieved July 2, 2006 from http//www.aasa.org/publications/content.cfm?ItemNumber=4284Gardner, H. (1983). Fra mes of Mind. immature York BasicGardner, H. (1987). Developing the spectrum of human intelligences. Harvard EducationalReview, 57, 187-193Sternberg, R. (1988). The Triarchic Mind. New YorkSternberg, R. (1990). Metaphors of mind Conceptions of the nature of intelligence. New YorkCambridge University PressSuzuki, L. Aronson, J. (2005). The cultural malleability of intelligence and its impact on theracial/ethnic hierarchy. Psychology, Public Policy, and Law 11, (2) 320327