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Explain The J.P. Guilford’s Model of Intelligence With Its Educational Implications
Using factor analysis, J.P. Guilford created a model of intelligence in 1966. He provides an integrated justification for characterising the different dimensions of intellectual performance by outlining the geography of the structure of the mind. He contends that all intellectual endeavour may be described by three fundamental criteria. Guilford divided these three fundamental factors into three categories. There are five different types of operations along one dimension. There are five different types of contents along the second dimension and six different products along the third. The theory is hence referred to as 3-dimensional theory.
OPERATIONS
Operation means act of thinking. It describes what the brain does with and to these types of information. It consists of five major groups of intellectual abilities.
- Cognition: Discovering and recognising information is the domain of cognition. Additionally, it entails comprehending and being knowledgeable about things, such as undertaking activities like rearranging jumbled letters to create a word or categorising figures or words under a more broad categorization.
- Memory: Retention of what is learnt or studied is referred to as memory. The term “memory” might refer to rote memorization, learning meaningless syllable tests, recalling a route from school to home, etc.
- Divergent thinking: When a person has this ability, they seek diversity by thinking in several directions. The solutions are adaptable.
- Convergent thinking: Convergent thinking is the creation of knowledge from input, with a focus on producing the best results that are generally accepted.
- Evaluation: The capacity to evaluate the sufficiency and accuracy of cognition, divergent thinking, and convergent reasoning. In assessment, we make judgments on the quality, accuracy, appropriateness, or sufficiency of our knowledge, memories, and creative thinking output.
PRODUCTS
It is the second form of abilities. It shows the forms in which information is processed by the respondent. Products are six in number. They are units, classes, relations, systems, transformation and implications.
- Units: These comprise symbolic, visual, aural, and verbal comprehension of words.
- Classes: This concept describes the capacity to classify units into appropriate groupings and to arrange them into meaningful groups.
- Relations: It has to do with the capacity to discern the connections between units in pairs.
- System: Systems are made up of the connections between more than two elements.
- Transformations: Understanding informational transformations, such as the rotation of visual figures or jokes and puns in the semantic domain, is known as transformation.
- Implications: It has implications related to expectancy. One could anticipate that some additional information would be accurate given a particular combination of facts.
CONTENTS
It is the way of classifying the intellectual factor according to the kind of material or content involved. It involves five factors:
- Visual Content: Size, form, colour, and other tangible elements that are sensed via our senses are examples of visual content.
- Auditory Content: Its audio content includes words, speech, music, noises, and other spoken words.
- Symbolic Content: Its symbols are made up of letters, numbers, and other common signs.
- Behavioural Content: This refers to social behaviour in a certain civilization.
- Semantic Content: This consists of concepts or linguistic meanings that we pick up from other people.
Guilford thus claims that there are 180 intellectual capacities or components (6 x 5 x 6). Each skill, such as Comprehension of Figural Units or Evaluation of Semantic Implications, represents a specific operation in a given topic area and yields a particular output.
Because Guilford did not divide Figural Content into distinct Auditory and Visual contents or Memory into Memory Recording and Memory Retention, his initial model included 120 components. He expanded his model to 5 x 5 x 6 = 150 categories when he divided figural into auditory and visual elements. Guilford’s model ultimately reached the final 180 factors when he separated the Memory functions (1980).
Educational Implications of The J.P. Guilford’s Model of Intelligence
- According to this theory, a child’s brain functions similarly to a computer in that it gathers, saves, and processes information.
- It gives information on the pupils’ skills to steer them in the proper route.
- The SI Model helps determine the causes of the students’ subpar performance despite their average intellect.
- This model makes the argument that some significant changes to our curricula or teaching strategies may be required to comprehend higher mental functions like thinking.
- This methodology has examined 150 intellectual talents, allowing us to determine whether we are adequately focusing on each one and, if not, how to do so.
- This concept directs us in creating enrichment plans for talented kids.
- It emphasises that our attention should be directed at developing particular talents.
- Construction of tests of various sorts for various age groups benefits greatly from the SI Model.
- This Guildford approach will be beneficial in our next studies on learning, memory, problem-solving, etc.
- Many talents that were unknown before to the next point were uncovered using this model. It is highly beneficial for career training.
