The componential conception of intelligence is summarized and contrasted with the psychometric conception. A brief history of concepts of intelligence is presented, beginning with Galton's anthropometric approach and Binet's more educationally relevant approach. Spearman's, and later Thurstone's, contributions to factor analysis promoted a psychometric approach dependent for analysis on individual differences among the persons taking the tests. Sternberg's componential conception, in contrast, is dependent on analyses of the tasks used to elicit evidence of intelligent behavior, the components and metacomponents that the tasks entail, the contents, representations, and formats upon which they operate, and the strategies they allow for combinations of components. Intelligence is conceived of as reasoning ability, either inductive or deductive. Inductive reasoning may be either analogical, classificational, or serial. Deductive reasoning may be transitive or quantified and includes linear, categorical, or conditional syllogistic reasoning. This conception of intelligence suggests numerous possible educational interventions that may be used to increase the intelligent responses that are made in problem solving. This conception of intelligence may serve to strengthen the connections between research on intelligence and research on education. (Author/CTM)