Integrating Hot and Cool Intelligences: Thinking Broadly about Broad Abilities
Abstract
:1. How Is the Existence of a Broad Ability Established?
In the entire field of astronomy, there is no word other than planet that has a precise, lawyerly definition, in which certain criteria are specifically enumerated. Why does planet have such a definition but star, galaxy, and giant molecular cloud do not? Because in astronomy, as in most sciences, scientists work by concepts rather than by definitions. The concept of a star is clear; a star is a collection of gas with fusion reactions in the interior giving off energy. A galaxy is a large, bound collection of stars. A giant molecular cloud is a giant cloud of molecules. The concept of a planet—in the eight-planet solar system—is equally simple to state. A planet is a one of a small number of bodies that dominate a planetary system. That is a concept, not a definition. How would you write that down in a precise definition?I wouldn’t. Once you write down a definition with lawyerly precision, you get the lawyers involved in deciding whether or not your objects are planets. Astronomers work in concepts. We rarely call in the attorneys for adjudication.
Individuals differ from one another in their ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought. [...] Concepts of “intelligence” are attempts to clarify and organize this complex set of phenomena. [...] Scientific research rarely begins with fully agreed definitions, though it may eventually lead to them.
1.1. The First Psychometric Model of Intelligence
1.2. Early Broad Ability Models
1.3. A Taxonomy of Cool Intelligences
2. Hot Intelligence Theories
2.1. Early Descriptions of Hot Intelligences
2.2. Present-Day Frameworks of Intelligences that Include Both Hot and Cool Intelligences
2.3. Two Hot Intelligence Candidates for Integration with Cool Intelligence Models
2.4. CHC Theory and the Hot Intelligences
3. Ability Taxonomies Need to Be Updated, But Carefully
We have now arrived at the “group factors” which have played such a baffling part in controversial writings. They make their appearance here, there, everywhere, nowhere; the very Puck of psychology. On all sides contentiously advocated, hardly one of them has received so much as a description, far less any serious investigation.And yet they are of immense importance, not only theoretically, but also practically. By dint of nothing else can all those who claim to measure “special abilities”—holding out magnificent promises for industry—be saved from the charge of living in the fool’s paradise of “faculties”. For a test only measures any ability other than g by having correlation with it other than that due to g.
4. Specific Proposal for Evaluating a New Broad Intelligence
4.1. The Content Domain of the Putative Broad Ability Must Be Clearly Laid Out
Personal Intelligence | Emotional Intelligence |
---|---|
Well-specified problem-solving domain? [90,95] | |
|
|
Performance tests possible? | |
Problem-solving tasks include, for example, identifying the behavior that often characterizes a trait. For example, people can pair “stays late at a party” with extraversion, and “is always on time” with conscientiousness. | Problem-solving tasks include, for example, understanding how a changing situation can change a person’s emotion: for example, if a person learns that his friend was late because of an accident, his emotion might change from frustration to caring. |
Veridical criteria possible? | |
Keyed to extensive empirical research in personality, person-perception, etc. | Keyed to the increasing number of empirically well-validated theories in the area [105,106] |
Are there diverse kinds of problem-solving involved? | |
Nearly 13–18 different tasks were developed based on the problem area specification [84]; more such tasks are now under study. | Yes, a large and diverse number of tasks have been developed based on the problem-area specification [90,95,105,107]. |
Is the problem-solving domain unitary? | |
All tasks load on a principle factor, although models improve with the inclusion of subsidiary factors [84]. | All tasks load on a principle factor, although models improve with the inclusion of subsidiary factors [81]. |
Discriminant Validity | |
The correlation with verbal intelligence is in the range; that with the Big Five is uniformly less than [84,96]. | The correlation with verbal intelligence is in the range; that with the Big Five is uniformly less than [92]. |
Incremental Validity | |
Personal intelligence predicts ability in liberal arts courses that demand reasoning about people at levels 2%–4% above that of SAT scores; it predicts the lack of counterproductive work behaviors at levels 2%–4% above a brief measure of verbal intelligence [96,108,109]. | There is evidence that emotional intelligence provides incremental validity in the prediction of many important outcomes [91,92]. |
Is it a second-stratum intelligence? | |
Personal intelligence appears as a broad-based mental ability that is used in a diverse range of problem-solving. As of yet, however, no large scale tests have been conducted with other broad intelligences. | There is factor-analytic evidence that EI is a broad intelligence at the same level as broad abilities in the cool intelligence domain [81]. |
4.2. The New Construct Can Be Measured With Performance Tests
4.3. The New Construct Has Properties Similar to Established Cognitive Abilities
4.4. The New Construct Should Be Measurable With Tests That Exhibit Convergent and Discriminant Validity
4.5. The New Construct Predicts Important Outcomes Even After Accounting for More Established Cognitive Abilities
4.6. The New Construct Should Be Linked to Specific Neural Modules That Evolved to Help Humans Survive and Reproduce
5. Alternative Interpretations of the Broad Ability Concept
5.1. Broad Abilities as Discrete Functions of the Mind with Broad Applicability
5.2. Broad Abilities as Sets of “Entangled” Narrow Abilities
5.3. Broad Abilities as Essential Precursors to Many Other Abilities
5.4. Broad Abilities as Conceptual Categories
...it should be clear that a factor is a construct which accounts for the objectively determined correlations between tests, in contrast to a faculty which is a hypothetical mental power. We can if we wish go on to theorize about the psychological nature and origin of factors. Better, we can conduct experiments to discover just what performances involve a factor, among which groups of people it emerges, and what conditions affect it. But factors should be regarded primarily as categories for classifying mental or behavioural performances, rather than as entities in the mind or nervous system.
If we have a phrase like “the capacity to abstract”, there is a tendency, as Francis Bacon warned us back in Elizabethan times, automatically to assume from a single term that there is a single thing. [...]To appreciate the importance of this, one must first acquire a deep suspicion of words. [...] In physical life we do not often go wrong about and are seldom asked to prove our intuitive belief that the cat is one object and the dog another. But in the vast jungle of observation which is behavior—the substance of psychology—the taxonomist has to become a far more sophisticated methodologist than in almost any other science. What in fact do we mean, and how do we prove it, when we assert, say, that “musical aptitude” is a unitary gift?The basic rule for proving the unity of an entity is the same (as John Stuart Mill explained) regardless of whether it is [a] physical or behavioral unity. A thing is a unity when its parts move together, change together, and respond together to some treatment or stimulation. The cat and dog may be an amicable heap by the fireside, but when you call the dog, four legs, two ears, a nose, and a tail cross the room to you at once while the other, cat-like elements stay put.
5.5. Broad Abilities as Collective Properties
5.6. Broad Abilities as Causal Systems
6. Conclusions
Author Contributions
Conflicts of Interest
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Schneider, W.J.; Mayer, J.D.; Newman, D.A. Integrating Hot and Cool Intelligences: Thinking Broadly about Broad Abilities. J. Intell. 2016, 4, 1. https://doi.org/10.3390/jintelligence4010001
Schneider WJ, Mayer JD, Newman DA. Integrating Hot and Cool Intelligences: Thinking Broadly about Broad Abilities. Journal of Intelligence. 2016; 4(1):1. https://doi.org/10.3390/jintelligence4010001
Chicago/Turabian StyleSchneider, W. Joel, John D. Mayer, and Daniel A. Newman. 2016. "Integrating Hot and Cool Intelligences: Thinking Broadly about Broad Abilities" Journal of Intelligence 4, no. 1: 1. https://doi.org/10.3390/jintelligence4010001