Guilford J P
Science. 1968 May 10;160(3828):615-20. doi: 10.1126/science.160.3828.615.
In this limited space I have attempted to convey information regarding progress in discovering the nature of human intelligence. By intensive factor-analytic investigation, mostly within the past 20 years, the multifactor picture of intelligence has grown far beyond the expectations of those who have been most concerned. A comprehensive, systematic theoretical model known as the "structure of intellect" has been developed to put rationality into the picture. The model is a cubical affair, its three dimensions representing ways in which the abilities differ from one another. Represented are: five basic kinds of operation, four substantive kinds of information or "contents," and six formal kinds of information or "products," respectively. Each intellectual ability involves a unique conjunction of one kind of operation, one kind of content, and one kind of product, all abilities being relatively independent in a population, but with common joint involvement in intellectual activity. This taxonomic model has led to the discovery of many abilities not suspected before. Although the number of abilities is large, the 15 category constructs provide much parsimony. They also provide a systematic basis for viewing mental operations in general, thus suggesting new general psychological theory. The implications for future intelligence testing and for education are numerous. Assessment of intellectual qualities should go much beyond present standard intelligence tests, which seriously neglect important abilities that contribute to problem-solving and creative performance in general. Educational philosophy, curriculum-building, teaching procedures, and examination methods should all be improved by giving attention to the structure of intellect as the basic frame of reference. There is much basis for expecting that various intellectual abilities can be improved in individuals, and the procedures needed for doing this should be clear.
在这个有限的篇幅里，我试图传达有关人类智力本质探索进展的信息。通过主要在过去20年里进行的深入因素分析研究，智力的多因素图景已经发展得远远超出了最关注此事者的预期。一个被称为“智力结构”的全面、系统的理论模型已经被开发出来，以便使理性融入这一图景。该模型是一个立方体结构，其三个维度代表了各种能力彼此不同的方式。它们分别是：五种基本的操作类型、四种实质性的信息或“内容”类型以及六种形式性的信息或“产物”类型。每一种智力能力都涉及一种操作、一种内容和一种产物的独特结合，所有这些能力在总体人群中相对独立，但在智力活动中共同发挥作用。这种分类模型已经导致发现了许多以前未被怀疑的能力。虽然能力的数量众多，但这15个类别结构提供了很大的简约性。它们还为总体上审视心理操作提供了一个系统的基础，从而暗示了新的一般心理学理论。对未来智力测试和教育的影响是多方面的。对智力品质的评估应该远远超越目前的标准智力测试，目前的测试严重忽视了那些对一般问题解决和创造性表现有贡献的重要能力。教育理念、课程建设、教学程序和考试方法都应该通过关注智力结构作为基本参照框架而得到改进。有充分的理由期待个体的各种智力能力能够得到提升，而且实现这一目标所需的程序应该是明确的。
