Understanding Sternberg, Gardner, and Feuerstein's Theories of Intelligence

Understanding Key Theories of Intelligence

The Triarchic Theory by Sternberg is composed of the componential subtheory (process data acquisition, process implementation, and metacomponents), the experiential subtheory (intelligence operation applied to new experiences and automaticity), and the contextual subtheory (practical intelligence: selection, modification, and adaptation as basic mechanisms of operation). The primary focus of this theory is to determine the functioning of intelligence.

The Theory of Multiple Intelligences, by Gardner, proposes various types of intelligence. Each type has distinct features and functions, which can be described, explained, and evaluated independently.

This theory presents a pluralistic conception of the mind, suggesting that there are different types of cognitive potential in people.

Each type of intelligence is a "biopsychosocial potential to process information that can be activated in a particular cultural setting to solve problems or create products that have value to a culture." Today, it is a composite model including at least eight types of intelligence: linguistic, logical-mathematical, spatial, musical, kinesthetic-bodily, naturalist, interpersonal, and intrapersonal.

Each person has a different level of development in each of the different intelligences, resulting in a unique combination. We are born with all these capabilities. The different intelligences are independent of each other to a significant degree. Each type of intelligence can be trained and therefore improved.

Educational implications of this model include changes in curriculum and teaching methodology, a rejection of "uniform education," and advocacy for "individual-centered education," understanding basic educational objectives.

The Theory of Structural Cognitive Modifiability, by Feuerstein, starts from the assumption that it is feasible to change the processes that make up intelligence at any time, in any situation, and with any subject. In short, according to this theory, it is possible to improve intelligence and modify the cognitive structure of any individual.

Theoretical Foundations:

• Theory of Structural Cognitive Modifiability
• Mediated Learning Theory
• Phases of the Mental Act:
  1. Input
  2. Development
  3. Output

Educational Implications:

• The student and their ability to improve cognitively
• The teacher as mediator