Current Theories of the Century: Understanding Intelligence

Current Theories of the Century

Psychoneurological Theory:

This theory proposes studying cognitive processes and brain activity through sophisticated technologies, such as scanners and electroencephalograms. Its proponents are reductionists. The goal of this theory is to explain intelligence in scientific terms. Behind every thought, there is a biological correspondence, and this thought can be observed through science. Every intelligent behavior seeks to understand how intelligence manifests as a thought.

Information Processing Theory:

This theory uses information technology to explain how intelligence is produced. It suggests that we process information like a computer: we receive information, process it, and generate a response. It draws comparisons between the components of a computer and the parts of the human body.

Jean Piaget's Theory:

Piaget understood that intelligence develops over time. He proposed that we have a genotype that determines how we adapt to the environment, and this adaptation develops over time, meaning that we gain greater intelligence as we age. The principles in this theory are:

• Organization: We configure and give meaning to the stimuli we receive to understand them. Individuals who do not understand the stimuli they receive lack intelligence. Intelligence is possible because of patterns that are systematically organized by stimulus representations through perceptions.
• Adaptation: This involves two concepts:
  • Assimilation: What comes from the environment or ourselves may resemble our existing schemas, allowing us to integrate it and develop intelligent behavior. These schemas can be modified to accommodate new behaviors.
  • Accommodation: From 0 to 2 years, the sensorimotor period, we learn to walk, grasp objects, and learn colors. From 2 to 7 years, the preoperational period, the child begins to acquire language, is very egocentric, and cannot put themselves in others' shoes. This period is more concrete. From 7 to 12 years, the operational period, they become more concrete in geometry, language, etc. From 12 years onwards, abstract knowledge develops, where stimuli do not need to be present to develop intelligence.

Contextualist and Sociocultural Theory:

Vygotsky defended this theory, stating that thought exists between the self and reality. The more strategies we have, the more problems we can face and solve effectively, making us smarter in connection with the environment. If we cannot solve problems, we are not intelligent. He proposes a tripolar psychology—self, society, and reality—and understands that intelligence is also influenced by the social environment, not just the self and the adaptation to reality. This theory emphasizes motivation, communication, interpersonal relationships, culture, and history.