Chapter 3: Cognitive development
3.3. Higher cognitive functions: Intelligence, problem-solving, decision-making, and
language
3.3.1. Intelligence
Many definitions of intelligence > ability to understand + solve problems/have vast
knowledge base/logical, abstract, creative thinking/ability to make the most of what
one has + to enjoy life.
3.3.1.1. One intelligence, or many?
It has many features, components > multifaceted approach states that people can be
intelligent in different ways.
Robert Sternberg developed the triarchic theory of intelligence because he believed
intelligence is more than what is measure in intelligence tests. Defines intelligence as
the skills, knowledge needed for success. 3 types:
o Analytical (componential) intelligence: How person processes, analyses
information. Includes abstract thinking, reasoning. Associated with academic
achievement > focused attention, information processing.
o Creative (experiential) intelligence: Ability to generate new ideas > apply
knowledge to new problems. Intellectually flexible, creative.
o Practical (contextual/tacit) intelligence: How one reacts to the
environment > how they adapt to/shape their environment. It is called
‘common sense’/’street smart’.
Howard Gardner identified 8 intelligences:
Type of intelligence Examples
Linguistic ability Reading comprehension, writing,
vocabulary
Logical-mathematic intelligence Abstract thinking, reasoning skills, solving
maths problems
Spatial intelligence Ability to understand relationship between
objects, get from one place to another using
map
Musical intelligence Sensitivity to sound patterns, ability to
compose music
Bodily-kinaesthetic intelligence Dancing, athletics, body control
, Interpersonal intelligence Social skills, sensitivity to others’ behaviour
Intrapersonal intelligence Self-understanding, understanding own
feelings
Naturalistic intelligence Understanding patterns in the world
He says there is a 9th > it is the intelligence of ‘big questions’ (concerning people
pondering on life, death).
3.3.1.2. Fluid and crystallised intelligence
Theory developed by Raymond Cattell:
o Fluid intelligence (Gf): Ability to solve new problems, use logic in new
situations, identify patterns, ability to understand the relationship between the
components of a problem + use relationship to solve problem. Gf is flexible +
not domain specific. It is raw intelligence > it is the function of the integrity of
the CNS + independent of social influences, culturally based learning
experiences. Eg: Solving problems involving creativity.
o Crystallised intelligence (Gc): Ability to use skills, knowledge, experience
that one has already acquired. It represents a person’s store of information,
strategies that can be applied to solving problems. Crystallised indicates that
with exposure to knowledge + experience, one’s skills + abilities become
hardened/solidified. Eg: speaking native language.
3.3.1.3. Intelligence and the aging process
Classic aging curve is intellectual functioning rising to a peak in early adulthood,
followed by a decline. Classic aging pattern (certain intellectual abilities) > decline
was dramatic in abilities related to Gf, started in 20’s + carried on declining. These
are age-sensitive abilities. Decline in abilities related to Gc started later +declined
dramatically after 65 > age-insensitive abilities.
3.3.1.4. Measuring age changes in intelligence
Intelligence test > psychometric measures. Relied on cross-sectional methods of
measurement (people of different ages are tested, compared at same point in time).
Studies show that intellectual skills declined in early adulthood. Decline can be
attributed to other things > healthcare, socio-economic background.
3.3.1.5. Everyday cognition
Salthouse indicates why age-related declines don’t have greater consequences:
