Tag Archives: Intelligence and Motivation

B. Ed., Learning and teaching

Difference between Needs and Drives

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In the context of motivation, “need” and “drive” are related concepts but have distinct meanings:

Need:

  • Needs are inherent psychological states that represent a lack or deficiency within an individual.
  • These needs can be physiological (e.g., hunger, thirst, sleep), psychological (e.g., need for achievement, affiliation, autonomy), or social (e.g., need for belongingness, acceptance).
  • Needs serve as the underlying motivators that make individuals take action to satisfy them. It also restores a state of equilibrium or fulfillment.
  • According to prominent theories such as Abraham Maslow’s hierarchy of needs, human needs are organized hierarchically, with basic physiological needs forming the foundation and higher-level needs such as self-actualization emerging once lower-level needs are met.

Also Read : Emotional Intelligence (Ability Model)

Drive:

  • Drives are the psychological forces or states of arousal that arise from unsatisfied needs.
  • Drives prompt individuals to engage in behaviors aimed at reducing or alleviating the tension caused by unmet needs.
  • Drives are often associated with physiological needs, such as hunger or thirst, but can also stem from psychological or social needs.
  • The intensity of a drive typically corresponds to the urgency or importance of the underlying need.
  • Drive theory, proposed by Clark Hull and others, tells that motivation is primarily driven by biological needs. Also, that behavior is aimed at reducing physiological arousal or achieving homeostasis.

In summary, needs represent the underlying deficiencies or states of lack within an individual, while drives are the psychological forces that emerge from unsatisfied needs and propel individuals to take action to fulfill those needs.

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Difference between Need and Drives
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B. Ed., Learning and teaching

Guilford’s Factor Analytical Theory

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J.P. Guilford was a psychologist known for his extensive work on intelligence and creativity. Guilford’s factor analytical theory, proposed in the mid-20th century, aimed to provide a more comprehensive understanding of human intelligence by breaking it down into multiple components. Unlike Spearman’s two-factor theory, Guilford proposed a model with multiple factors.

Guilford’s factor analytical theory consists of three main components:

Operations:

Guilford identified five types of mental operations or cognitive abilities:

  • Cognition (perception, memory, convergent and divergent production)
  • Memory (recognition, recall)
  • Divergent Production (ideational fluency, ideational flexibility, originality)
  • Convergent Production (cognition similar to convergent production, but it involves finding the single correct solution)
  • Evaluation (evaluation of statements, facts, or problems)

Also Read: Glaser Basic Teaching Model

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B. Ed., Learning and teaching

Spearman’s Two Factor theory

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Spearman’s Two-Factor Theory of intelligence, which was proposed by British psychologist Charles Spearman in the early 20th century. This theory suggests that intelligence is composed of two factors: the general factor (g) and specific factors (s).

General Factor (g):

According to Spearman, there is a single, underlying general intelligence factor (g) that influences performance on all cognitive tasks. This general factor represents an individual’s overall cognitive ability and is responsible for the positive correlation observed between various intellectual tasks. In other words, people who perform well on one type of cognitive task are likely to perform well on others.

Also Read : Inquiry Teaching Model

Specific Factors (s):

In addition to the general factor, Spearman acknowledged that there are specific abilities (s) that are unique to particular tasks. These specific factors are not as pervasive or influential as the general factor but contribute to performance on specific types of cognitive tasks.

Spearman’s Two-Factor Theory has been influential in the history of intelligence research, and the general factor (g) is still considered by many as a key component of intelligence. However, contemporary theories of intelligence have expanded beyond Spearman’s model, incorporating multiple intelligences and considering other factors such as emotional intelligence. While the concept of a general factor remains, the understanding of intelligence has become more diverse over time.

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Spearman’s Two Factor theory
Spearman’s Two Factor Theory
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