g

Title Intelligence: Its Quantitative Growth and Qualitative Deve lopment William J. F. Lew

Author

Abstract This paper consists of four sections. The first section clarifies the concept of intelligence, and the second one compares the quantitative and the qualitative approach to intelligence. The third one discusses its quantitative growth, while the last section deals with the qualitative development of intelligence, primarily interpreting Jean Piaget's theory of cognitive development.

'L^.^0.^J^ ( ^f^ Flavell, Weinstein

fcpr S J- ~A.

Cronbach, 1977;

1977; Wilson et al, 1974; Yelon and 1977 ) :

i . &^'mm2.?tm^m^( E. L.
dike) -t^-A-H^^^
( Jean Piaget, 1896

2.
intelligence

^f ( A. Binet

(v.A.c.H en mon
7c

' 12

me

G. D. Stoddard

o "

9.^ Mil ( J. P. Guilford

, ,g..1oc(

structure of intellect ) f@/fa ( dimensions ) fifl

5. AS

J.M.Stephens)

( contents of thought ) Sl^ilf^ operations of thought ) > ^OSlRpt^J (pro ducts of thought ) ^.r^

m ' Pif
igm/S.^ ( divergent thinking ) C. Spearman
A
general

flj^fe ( creativity ) %&V]frM&

' ^

W
intellectual ability ) ; ^ W l ^ F ^ s ^^tt ( specific intellectual ability

10.

( j.H.Fiaveu ) ^
^I ( cognition ) JU
man as a cognitive system

L. L. Thurstone ) y>
) -

' primary mental abilities )

mon )

m (H.Si(the informa-

tion-processing theory

lfl
8.

Cl

Scales

Wechsler Intelligence ( D. Wechsler ) ^<

JEZ.

( mental ) ' ^,li

( intellectual ) s^M4#? ( cognitive ) ( ability ) mS. ( capacity ) fef ( skiU ) ' ( function ) sKjt ( cess ) o il4>fcg

(quantitative approach)

quaUtative approach ) > S^(

tm^

(Pia

get and Inhelder, 1969 ); ^f$ lU^ Elkind, 1969 )

M^^jH
^ ^ 45

'6

)^ ( Elkind, 1969, 1970 )

IS

2. 5
^( :^; ffil

(mental age

) m

^ ( intelligence quotient
I Q ) g A T

^'
(

:^K(

( chronological age (

'
^ (men-

tal) ' < cognitive

intellectual development )

^i46-J ( ( growth )

-h I ( ^f Blair et al, 1968;Elkind, 1969; Elkind and Weiner, 1978; Hamachek, 1977 )

$JJR (sub-

tests
fTnil ) fcfc'

# fi* ft

( test items
( Sffi )

8 'if &

norm group )
(

WHson et al, 1974 ) '

C.Burt

iif ( N.Bayley )

rfn Jt
- A

10

12

Hf

16

18

20

( Cattell, 1963, 1971; Conger, 1973; Horn, 1967 ittfMfSj^M Jensen, 1970; Mueller, 1974
( H-Ji

ln ( brilliance ) ( wisdom

T^^^* ( fluid intelligence ^^1^ ( crystallized intelligence

1

^ (

) ^J^^r^W^

} 2M

.?!! 1
a ) "T

m fi

culture fair
6

[ I

F1 + C1

1970, 1978; FlaveU, 1977; Piaget, 1968;Piaget and Inhelder, 1969; Pikunas, 1976 ) o Block and Dworkin, 1977 )

iliBi ) SS^ ( theory of cognitive development ) ' %^nj$f'j-.uffl ( genetic epistemology )

ltfc Pdfe ' ^il^E'OJ'K^^'JIlyfj^t'M ( i^lift "I2&J" ) -L^1!'^' ( cognitive psycho-

logy ) x> '11:11; a^^P^^le^m ^4 ( experimental philosophy ) fyix

-H! ,> H S'J ; (-)MS /T^ H Jg f

a genetic model
1

-^ ( genetic research ) philosophy of science)

flS-

^MWI ( the

^ili ' f/II;if(

i Brown, 1977;Elkind,
7

>

equilibration

^2!1^ ( balancing ) > ft (interaction ( regulating ) A. R. Jensen, 1969, 1972 ) disequilibrium )

^^nimm ) ^A'ii
1 . mm ( adaptation )

) Kanfg (

interaction

A
>
^^D^ ( the knower) known )> HiPl process ) ^M^n^ ( the ( the knowing

schema, scheme^ structure ) It^^ ( cognitive structure ) sS^ ( cognitive-structural unit ) JlkM

) #rf^-m
'.3* system )

2. [aH-fc ( assimilation ) |S|^ig (accommodation ) ii

series ) o j f t ^j

ft ) - m&fts ' ^ 14 f^J ( disposition ) ; 3.IB( organization )

jf^ ( act ) ^

@HE (con-

A ) tm
S( equilibrium
8

cept ) ' & ( idea ) ^ til "Tt. ^tg^J ( ability tude MM ( habit )

.i: ( beUef ) ; J^g ( atti( principle )

ilv (
1=3

response systems $lt ( invariant functions functional invariants ) ' ^ Jt 1H ^ 12 "!"] ^

&m&.& ( moral ) . cial) ^Pittt^ ( affective ) ^M

(so-

ik Jc ill $ (1 1 J & ^ /|i 1: ^ it ( socialization )

operation )

( mental operation

til "I IS

( stages

periods

an internalized action)

Ashton, 1975) itt^^ cross-cultural research

' J^^^

intuition

) jl ) egocentrism
decentering city) egocentri-

( sensorimotor period
( tg-g^

(a
v nonverbal structures )
decentering ( centering ng centration )

& (senrimotor schema-

ta ) ijSci/jfl^^'i ( action schemata ) !ifcW?i'i ( schema of sucking )

0

(2) i

preoperational period )

jit jpjn'

i ( senrimo tor intelligence ) i^lt 3 ( practical intelligence ) o

reflex action )

; (2)

& Jit

t? -,
c peekaboo ) ( permanence of an object s object permanence semio tic or symbolic function )

1SA

( to^fm )
( internal representation ) ; causality
2

( deferred imitation

( symbolic play )

( mental experiments 3 S3 |fc ( drawing or graphic image ) 4 .'6I ( mental image

( language )

10

"l 3$ (?! T

( social development tions ) -fcj

} ( period of concrete operai-hfc ( ffl-ff^'J

( animism ) -If^tPWSi ( finalism ) ^ABWii^ ( artificialism ) o yr

' ^mi&Jiiitms "sadisms

frtJH ^"
1

( schemata of egocentric assimilation

P jft

centration

( centering on one dimension or attribute

(
l^MUJ ( conservation )

)M
.3ft ( .oP V

fflfr

' til

11

) ;

-t

^ ( A ' )

reversibility )

(4) ^itiiM/ ^ ( P6"0^ of formal opera-

tions ) -t- ^^^M^JUS^C^ ( fa

)

Sls,^il MM
: ( formal logic ) content ) I^Jfli
B

meaning ) K ( prepositional

logic)

A > C C> B

symbols )

fi^^ti ( moral ) fgj|

( cognitive ) MM deductive thinking)

social ) ' Iff 14 ( affective )

12

( prelogical intuition ) /t^

I2 ( fglS^

B,

C,

D ) ; ra^ D, B - V C , ^H(A+

^- ( A, B, C, m ( A H - B , A + C, A-f D ) ; 23^}1 B - h D , B + C -}-

D, SA +

j)
Jl T f ( propositions )

( the metaphysical age )

13

Elkind, D., & Weiner, I. B. Development of the Child. New York: Wiley, 1978. Flavell, J. Cognitive Development. Englewood Cliffs, N. J.: Prentice: Hall, 1977. affectivity M4 ( cognition Hamachek, D. E. Human Dynamics in Psychology and Education, 3rd ed. Boston: Allyn& Bacon, 1977. Horn, J. L. Intelligence; why it grows, why it declines. Transaction, 1967, Vol. 5, No. 1. In D. E. Hamacheck, Human Dynamics in Psychology and Education, 3rd ed. Boston: Allyn & Bacon, 1977. Jensen, A. R. Genetics and Education. York: Harper & Row, 1972. New

) Hints- (

References Ashton, P. T. Cross-cultural Piagetian research: an experimental perspective. Harvard Educational Review, 1975 (November), 475-506. Blair, G. M., Jones, R. S., & Simpson, R. H. Educational Psychology, 3rd ed. New York: Macmillan, 1968. Block, N., & Dworkin, G. (Eds.) The IQ Controversy. London: Quartet Books, 1977. Brown, G. Child Development. Books, 1977. London: Open

Jensen, A. R. How much can we boost IQ and scholastic achievement? Harvard Educational Review, 1969 (Winter), 1-123. Jensen, A. R. Learning ability, intelligence, and educability. In V. A. Allen (Ed.), Psychological Factors in Poverty. Chicago: Markham, 1970. Mueller, R. J. Principles of Classroom Learning and Perception. New York: Praeger, 1974. Piaget, J. Six Psychological Studies. New York: Vintage Books, 1968. Piaget, J., & Inhelder, B. The Psychology of the Child. New York: Basic Books, 1969. Pikunas, J. Human Development, 3rd ed. New York: McGraw-Hill, 1976. Wilson, J. A. R., Robeck, M. C., & Michael, W. B. Psychological Foundations of Learning and Teaching, 2nd ed. New York: McGraw-Hill, 1974. Yelon, S. L., & Weinstein, G. W. A Teacher's World: Psychology in the Classroom. New York; McGraw-Hill, 1977.

Cattell, R. B. Abilities: Their Structure, Growth, and Action. Boston: Houghton Mifflin, 1971. Cattell, R. B. Theory of fluid and crystallized intelligence: a critical experiment. Journal of Educational Psychology, 1963, 54, 1-22. Conger, J. J. Adolescence and Youth. York: Harper & Row, 1973.

New

Cronbach, L. J. Educational Psychology, 3rd ed. New York: Harcourt, 1977. Elkind, D. Children and Adolescents. Oxford University Press, 1970. London:

Elkind, D. Piagetian and psychometric conceptions of intelligence. Harvard Educational Review, 1969 (Spring), 319-337.

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