### Group Factor Theory

#### Thompson's Sampling Theory

- **Proposed by G.H. Thompson (1939)**

- **Assumption:** Mind consists of independent bonds or elements.

- **Test or School Activity:** Samples some of these bonds.

- **Possibility:** Tests may utilize the same bonds, indicating a general common factor.

- **Other Tests:** Might sample different bonds, lacking commonality and being specific.

- **Theoretical Blend:** Resembles Thorndike's multifactor theory but acknowledges the

practicality of 'g'.

- **Practical Usefulness:** Suggests equal importance of 'G' (group factor) alongside 'g'.

#### Vernon's Hierarchical Theory

- **Hierarchical Structure:** Defines intelligence through a hierarchical model.

- **Levels:** Identifies and organizes intelligence into multiple levels.

- **Hierarchical Arrangement:** Lower-level abilities contribute to higher-level abilities.

- **Practical Application:** Offers a framework for understanding and assessing

intelligence.

*(Reference: G.H. Thompson (1939); Vernon, P.E.)* ### Information-Processing

Approach: Sternberg’s Triarchic Theory

#### Theory Overview

- **Focus:** Processes in intellectual activity.

- **Emphasis:** Understanding intelligence through information-processing capabilities

like memory and problem-solving.

- **Sternberg’s Triarchic Theory (1985, 2001, 2005):**

- **Components of Intelligence:**

1. Information-processing skills.

2. Experience with tasks.

3. Adaptation to contextual demands.

- **Integration of Components:** Organizes and guides intelligent behavior.

#### Components of Sternberg’s Theory

1. **Information Processing:**

- Encoding, storing, and retrieving information.

2. **Experience:**

- Significance of exposure and practice in specific intellectual tasks.

- Example: Differentiating intelligence based on prior exposure to a task.

3. **Context:**

- Acknowledges the inseparability of intelligence from its application context.

- Adaptive behavior selection and arrangement according to context.

#### Expansion into Successful Intelligence

- **Analytical, Creative, Practical Abilities:**

- **Analytical:** Reasoning as in school-based assessments.

- **Creative:** Innovative problem-solving approaches.

- **Practical:** Application in everyday activities, often tacit knowledge.

#### Practical Implications and Applications

- **Successful Implementation in Schools:**

- Improves learning and motivation among children and adolescents.

- **Effect on Learning:**

- Benefits academic performance and enhances motivation.

- **Application in Class Settings:**

- Positively impacts learning experience and academic outcomes.

#### Research and Outcomes

- **Applicability in Education:**

- Success in teaching academic material and improving entrance examination scores.

- **Motivation Enhancement:** Children reported enjoying material taught using this

theory compared to traditional methods.

- **Impact on Adult Life:** Tacit knowledge associated with successful performance and

salaries in adult workers.

*(References: Sternberg (1985, 2001, 2005); Das (2004); Sternberg, Wagner, & Okagaki

(1993); Ceci (1996); Sternberg & Wagner (1994); Cianciolo et al. (2006); Grigorenko,

Sternberg, & Strauss (2006); Stemler et al. (2006))*