BaalVikas
Menu
Tags Login Register

Categories

Concepts of Child Development View all (599) Growth vs Development: Concept & Difference57 Principles of Development135 Factors Affecting Development12 Heredity & Environment210 Stages of Development32 Methods of Child Study3 Mixed: Child Development & Pedagogy150
Domains of Development View all (790) Physical & Motor Development3 Cognitive Development314 Social Development21 Emotional Development97 Language Development23 Moral & Character Development332
Major Theorists of Development View all (1659) Jean Piaget485 Lev Vygotsky357 Lawrence Kohlberg19 Erik Erikson32 Jerome Bruner61 Albert Bandura98 Sigmund Freud225 Maslow, Rogers & Humanism332 Other Theorists (Gesell, Bronfenbrenner, Bowlby…)50
Learning View all (1224) Learning: Meaning, Nature & Types21 Classical Conditioning (Pavlov)76 Operant Conditioning (Skinner)217 Thorndike: Trial and Error154 Gestalt & Insight Learning253 Constructivism & Other Learning Theories36 Transfer of Learning, Curve & Plateau226 Memory & Forgetting116 Attention & Interest5 Motivation95 Learning Styles & Strategies25
Intelligence, Personality & Creativity View all (810) Intelligence: Concept & Theories188 Gardner: Multiple Intelligences237 Emotional Intelligence (EQ)10 Intelligence Tests (IQ)62 Personality: Theories & Types197 Personality Assessment & Tests24 Creativity91 Aptitude, Attitude & Interest1
Individual Differences & Inclusive Education View all (638) Individual Differences25 Inclusive Education214 Children with Special Needs (CWSN)61 Learning Disabilities (Dyslexia etc.)285 ADHD, Autism & Neurodevelopmental Conditions22 Gifted & Creative Children8 Disadvantaged Groups & Gender Equality23
Adjustment, Mental Health & Guidance View all (50) Adjustment & Defence Mechanisms31 Mental Health & Stress14 Problem Behaviour & Juvenile Delinquency1 Guidance & Counselling4
Child Rights & Protection View all (44) Child Rights (UNCRC)1 Right to Education (RTE Act 2009)33 Child Welfare Schemes (ICDS, Mid-day Meal…)10
Early Childhood Care & Education View all (47) ECCE: Concept & Importance1 Play-based & Activity-based Learning1 Montessori, Froebel & Pioneers of Child Education9 Foundational Literacy & Numeracy (FLN)3 Child Nutrition & Health33
Teaching-Learning Process View all (475) Teaching: Meaning, Nature & Principles3 Teaching Methods142 Teaching Maxims, Strategies & Techniques4 Lesson Planning & Unit Planning13 Teaching-Learning Material & ICT33 Classroom Management & Discipline5 Role of the Teacher & Professional Competence79 Child-centred & Active Learning186 Educational Psychology: Meaning & Methods10
Curriculum, Policies & Educational Philosophy View all (322) National Curriculum Framework (NCF)204 National Education Policy 202021 Education Commissions, Committees & Policies27 Educational Institutions (NCERT, NCTE, SCERT, DIET)8 Educational Philosophy & Thinkers62
Assessment & Evaluation View all (327) Measurement, Evaluation & Testing: Concepts178 Continuous & Comprehensive Evaluation (CCE)46 Test Construction, Reliability & Validity5 Diagnostic & Remedial Teaching36 Educational Objectives & Bloom's Taxonomy20 Question Paper Design & Types of Questions2 Educational Statistics (Mean, Median, Mode)40
Language Pedagogy View all (41) Language Acquisition & Language Learning19 Language Skills (LSRW)12 Multilingualism & Mother Tongue2 Teaching of Hindi5 Teaching of English (English Pedagogy)3
Subject Pedagogy View all (51) Teaching of Mathematics4 Teaching of Environmental Studies (EVS)42 Teaching of Science1 Teaching of Social Science4
Intelligence: Concept & Theories
Asked 3 months ago · Viewed 15 times
हिन्दी English

Under Charles Spearman's 'Two-Factor Theory of Intelligence', which of the following psychological statements is most authentic and scientifically valid regarding the true psychological implications of the concepts of 'General Factor' ('g' factor) and 'Specific Factor' ('s' factor) and their role in classroom learning and academic performance?

Detailed Explanation

Charles Spearman (1904) propounded the 'Two-Factor Theory' of intelligence. According to him, two types of factors operate in every intellectual activity: (1) General Factor or 'g' factor, which is an innate, universal mental energy used in varying degrees in all mental tasks; and (2) Specific Factor or 's' factor, which is acquired and developed through environment, training, experience, and education. Therefore, option (A) presents the most scientific and authentic explanation of this theory.

Share:
Next question → According to Charles Spearman's 'Two-Factor Theory of Intelligence', which of… ← Previous question Which of the following statements is most authentic and…

Related Questions

→ Who proposed the three-factor theory of intelligence? → Who proposed the 'Two-Factor Theory' of intelligence? → Who propounded the 'Two-Factor Theory' of intelligence? → Who is the proponent of the theory of general (g) and specific (s) factors? → Which of the following psychological statements is most authentic and scientifically valid regarding the actual psychological implications of the 'General Factor / g-factor' and 'Specific Factor / s-factor' propounded under Charles Spearman's 'Two-Factor Theory of Intelligence', and the interaction of these factors in the acquisition of various academic subjects (such as mathematics, language, and art) in classroom teaching? → Under Charles Spearman's 'Two-Factor Theory of Intelligence', which of the following psychological statements regarding the real psychological implications of the 'General Factor' (g-factor) and 'Specific Factor' (s-factor), and their relationship to the assessment of students' intellectual capacities and academic performance in classroom teaching, is most authentic and scientifically valid? → According to Charles Spearman's Two-Factor Theory of Intelligence, which of the following psychological statements is most authentic and scientifically valid regarding the concepts of the 'general factor' (g-factor) and the 'specific factor' (s-factor)? → In the neuro-cognitive context of the 'Group Factor Theory of Intelligence', regarding the neuro-biological nature of 'Primary Mental Abilities' (such as numerical, verbal, spatial, and logical abilities) proposed by L.L. Thurstone, the 'specific cortical regions of the left and right hemispheres of the brain' (such as Broca's and Wernicke's areas for verbal ability, and the parietal lobe for spatial ability), 'frontal and prefrontal associative cortices' (coordination and executive control of various mental groups), and the 'modular neural networks, distributed cortical synchronization, and neuronal circuit activation dynamics between the thalamus and basal ganglia' (routing of sensorimotor and cognitive information), along with the interrelationships of J.P. Guilford's 'Structure of Intellect Model' and their implications for modern primary and upper-primary inclusive classroom teaching, 'Neuro-Group Factor Optimized Modular Pedagogy', and the enhancement of balanced specific mental abilities, multi-dimensional cognitive skills, and overall emotional-cognitive efficiency in students, which of the following statements is most appropriate and true?
Log in to add to quiz, bookmark, or report issues.