ABSTRACT
In this chapter, the authors provide the empirical foundation leading to the expectation of a hierarchical model of intelligence and formally test the hierarchical model using preschool children in a multi-measure, multi-dimensional and multi-informant approach. Following empirical aesthetics, R. W. Pickford developed what is called the psychological approach to art, which uses methods of experimental psychology to study art production and its appreciation. The field of “empirical aesthetics” originated from the tradition. Successful completion of the problem solving activity depends on visual-spatial abilities, recognition of causal and functional relations, as well as planfulness and sequencing abilities. This activity reveals fluid cognitive skills often overlooked or omitted in more traditional assessments of intelligence. The most dominant of the classic approaches to intelligence testing has been the psychometric. Social intelligence involves understanding other people, being sensitive to their feelings, showing interest in them, responding to their needs, sympathizing with them when they are distressed, putting them at ease, and being considerate.
