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all performance Since none of the correlations between subtests approached unity, he postulated that each test measures not only this general ability (commonly identi ed with intelligence) but also a subsidiary factor or factors speci c to the individual tests, which he designated the s factors A second theory, the multifactorial theory of Thurstone, proposed that intelligence consists of a number of primary mental abilities such as memory, verbal facility, numerical ability, visuospatial perception, and capacity for problem solving, all of them more or less equivalent These primary abilities, although correlated, are not subordinate to a more general ability Another theory, that of Alexander, supports Spearman s notion of a g factor but nds that this factor alone is inadequate to completely explain the variations between subtests For Eysenck, intelligence exists in three forms: biologic (the genetic component), social (development of the genetic component in relation to personal relationships), and a number of speci c abilities subject to measurement by psychometric tests Thurstone s multifactorial theory of intelligence has been periodically resurrected, most recently by Gardner He recognizes six categories of high-order cerebral ability: the linguistic (encompassing all language functions); the musical (including composition and performance); the logical-mathematical (the ideas and works of mathematicians); the spatial (including artistic talent and the creation of visual impressions); the bodily-kinesthetic (including dance and athletic performance); and the personal (consciousness of self and others in social interactions) He refers to each of these as intelligence, de ned as the ability to solve problems or resolve dif culties and to be creative within the particular eld Several lines of evidence are marshaled in support of this parceling of what are really separable skills and abilities: (1) each of these abilities may be developed to an exceptionally high level in certain individuals, constituting virtuosity or genius; (2) each can be destroyed or spared in isolation as a consequence of a lesion in a certain part of the nervous system; (3) in certain individuals, ie, in prodigies, special competence in one of these abilities is evident at an unusually early age; (4) in the autistic mentally retarded, one or more of these abilities may be spared or developed to an abnormally high degree (idiot savant) Each of these abstracted entities has a genetic basis, but the full development of each is in uenced by environmental factors There are only limited data regarding the highest levels of intelligence identi ed as genius Terman and Ogden s longitudinal study of 1500 California school children, who were initially tested in 1921, supported the idea that an extremely high IQ predicted future scholastic accomplishments (though not necessarily occupational and life success) On the other hand, most individuals recognized as geniuses have been especially skilled in one domain such as painting, linguistics, music, chess, or mathematics and such domain genius is not necessarily predicated on high IQ scores, although certain individuals display cross-modal superiorities for example, in mathematics and music The developmental aspects of intelligence are discussed in detail in Chap 28 One of the leading theories has been that of Piaget, who proposed that this is accomplished in discrete stages related to age: sensorimotor, from 0 to 2 years; preconceptual thought, from 2 to 4 years; intuitive thought, from 4 to 7 years; concrete operations (conceptualization), from 7 to 11 years; and nally the period of formal operations (logical or abstract thought), from 11 years on This scheme implies that the capacity for logical thought, developing as it does according to an orderly timetable, is coded in the genes Surely one can recognize these.

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