INTELLIGENCE

Intelligence

The ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

Wechsler (1939) defined intelligence as the global capacity of an individual to act purposefully, think rationally, and deal effectively with the environment

THEORIES OF INTELLIGENCE

Charles Spearman –Two factor theory

Cattell’s – Fluid and Crystallized Intelligence

Louis L. Thurstone - Primary Mental Abilities

Guilford’s 3 dimensional theory

Howard Gardner - Multiple Intelligences

Robert Sternberg -TriarchicTheory of

Intelligence

Two factor theory

Charles Spearman proposed two-factor theory.

The general intelligence, g, influences the performance

on all mental tasks, while another component influences

abilities on a particular task. he named s, for specific ability.

Regarding g, Spearman saw individuals as having more or less

general intelligence, while s varied from person to person on a

task

g

Logical

Mechanical

Arithmetical

Spatial

s

s s

s

Characteristics of “g” and “s” factor‘g’ factor

Universal inborn ability

Amount of ‘g’ differs from individual to individual

It is used in every life activity

The greater the ‘g’ in individual, the greater the success.

‘s’ factor

It is learned and acquired in environment

It varies from activity to activity in the same individual

Individuals differ in amount of ‘s’.

We can improve ‘s’ factor.

Cattell’s Fluid and Crystallized intelligence Fluid IntelligenceThe ability to think on the spot and solve novel problemsThe ability to perceive relationshipsThe ability to gain new types of knowledge

Ex: Solving new Calculus problem

Fluid intelligence on tests is measured by:

The ability to assemble novel puzzles

The ability to determine the next entry in a series of numbers

The ability to identify which one of four objects is related to the others

Fluid intelligence - reaches its peak before age 20 and then remains steady throughout life

Crystallized Intelligence

Factual knowledge about the world

The skills already learned and practiced

Ex: Arithmetic factsWriting a novel State capitals

Children who do well on one test of fluid intelligence usually do well on other

tests of fluid intelligence

They may not necessarily perform well on tests of crystallized intelligence

Crystallized intelligence - continues to increase as long as people are active

and alert

Thurstone’s - Primary Mental Abilities

Verbal comprehension-the ability to define and understand words

Word fluency-the ability to produce words rapidly

Number-the ability to solve arithmetic problems

Space-the ability to visualize relationships

Memory-the ability to memorize and recall

Perception-the ability to see differences and similarities among objects

Reasoning-the ability to find rules

Guilford’s theory—Structure of intellect Model

Proposed by J.P Guilford (1967)

3 dimensional theory

Grew out of a massive analysis of many existing

tests

Cubical model- 120 factors of intelligence

Each factor- each cell in cube

Factor- some combination of 3 dimensions

Contents

Figural

Symbolic

Semantic

Behavioural

Products

Units

Classes

Relations

Systems

Transformations

Implications

Operations

• Evaluation

• Convergent Production

• Divergent Production

• Memory

• Cognition

1) 5 operations

2) 6 products

3) 4 contents

5X6X4= 120

Multiple Intelligences Howard Gardner disagreed with Spearman’s

g and instead came up with the concept of multiple intelligences.

He came up with the idea by studying savants (a condition where a person has limited mental ability but is exceptional in one area).

Gardner’s Multiple Intelligences

Visual/Spatial

Verbal/Linguistic

Logical/Mathematical

Bodily/Kinesthetic

Musical/Rhythmic

Interpersonal

Intrapersonal

Natural

Linguistics

Ability to understand, acquire and use language effectively

People with linguistic intelligence like reading, playing word games, making up poetry or stories.

Tools include computers, games, multimedia, books, tape recorders, and lecture.

Writers, poets, librarians, lyricists, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

Logical-Mathematical

Ability to think analytically, in an orderly or practical manner and/or perform mathematical –related tasks

People like to experiment, solve puzzles, investigate issues scientifically.

They can be taught through logic games, investigations, mysteries.

Mathematicians, Scientists, Chess players and Software programmers are among those that Howard Gardner sees as having high logical intelligence.

Visual intelligence

Visual intelligence – Graphic

Ability to create mental images and translate them from imagination to reality

People like to draw, designing, colouring, painting, creating

models .

Graphic designers, Painters, Animators, Landscape architects

are ones with graphic intelligence

Visual intelligence – Spatial

Ability to manipulate objects within space and move objects

around with precision

People like to do jigsaw puzzles, read maps, daydream.

Architects, Choreographers, event managers, interior decorators

come under this category of intelligence

They can be taught through drawings, verbal and physical imagery.

Tools include models, graphics, charts, photographs, drawings, 3-D

modelling, video, videoconferencing, television, multimedia, texts

with pictures/charts/graphs.

Musical

Ability to accurately perceive and/or produce acts of sound, rhythm, tone and melody

People with this intelligence study better with music in the background.

They can be taught by turning lessons into lyrics and speaking rhythmically.

Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.

Singers, Musicians, Sound designers are classified under this category

Bodily- Kinesthetic Bodily-Kinesthetic – Gross

Ability to be aware of the functioning of ones own body and others bodies as well as to demonstrate strong physical co-ordination

People move and manipulate the body in variety of circumstances

Pilots, massage therapists, Physiotherapists, Medicinal practitioners, Dancers, Sports person and Astronaut

Bodily-Kinesthetic –Fine

Ability to demonstrate strong eye hand co-ordination

Work effectively with tasks that require manual dexterity

Surgeons, Civil engineers, Car designers, Designing

jewellary, Sculptors etc

Interpersonal

Ability to understand, interact with others. They are good listeners and

advisors. These students learn through interaction. They have many friends,

and empathy for others.

They learn through group activities, seminars, dialogues.

Tools include the telephone, audio/video conferencing, time and attention

from the instructor, writing, computer conferencing, E-mail.

Educators, Salespeople, Public speakers, Radio jockeys, Journalists,

Religious and Political leaders, Psychologist and Counsellors all need a

well-developed interpersonal intelligence.

Intrapersonal –

Ability to access one’s own feelings, fears ability to draw on one’s emotions to guide and understand one’s behavior, recognition of personal strengths and weaknesses

They can be taught through independent study and introspection.

Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.

Spiritual healers, writers who write spiritual books come under this category

Naturalistic –

Ability to tune into nature, (plants, animals) or natural

life sciences (Biological, Chemical , Physical )

These people enjoy spending time with mother nature

and are disturbed when people pollute environment.

Environmental activists, naturopathic /Ayurvedic

doctors, Agricultural professionals come under this

category

Sternberg’s Three Aspects of Intelligence

Analytical intelligence: This component refers to problem-solving abilities.

Creative intelligence: This aspect of intelligence involves the ability to deal with new situations using past experiences and current skills.

Practical intelligence: This element refers to the ability to adapt to a changing environment.

Flynn Effect:

Increase in IQ in industrialized nations of 3 points per decade since 1940.

Flynn Effect

How is Intelligence Measured?

Alfred Binet and Theodore Simon set out to figure out a concept called a mental age(what a person of a particular age should know).

They discovered that by discovering someone’s mental age they can predict future performance.

Hoped they could use test to help children, not label them.

The scoring of the test produces a number called the child's mental age.

The mental age reflects the level at which the child performed on the test -- if the child performed at the level of the average ten-year-old, for example, then the child would be assigned a mental age of ten, regardless of the child's chronological age (physical age).

If the mental age is the same as the chronological age, then the child is average.

If the mental age is higher than the chronological age, then the child is mentally "advanced" or gifted.

If the mental age is lower than the chronological age, then the child is mentally "retarded," or behind his or her peers in intellectual development.

What is IQ?

Lewis Terman revised Simon and Binet’s test (since it was in

French) and published a version known as the Stanford-Binet

Test in 1916.

Performance was described as an intelligence quotient (IQ)

Stanford-Binet IQ Test

This test measures things that are necessary for school success Understanding and using language, memory, the ability to follow

instructions, and computational skills

Binet’s test is a set of age-graded items Binet assumed that children’s abilities increase with age These items measure the person’s “mental level” or “mental age”

The test can be individually administered

Sample Stanford-Binet Test Items

4Name objects from memory; complete analogies (fire is hot; ice is ______); identify objects of similar shape; Answer simple questions (Why do we have schools?)

6Define simple words; Explain differences (between a fish and a horse); identify missing parts of a picture; count out objects

8Answer questions about a simple story; explain similarities and differences among objects; tell how to handle certain situations (finding a stray puppy)

10Define more difficult words; Give explanations (about why people should be quiet in a library); List as many words as possible; repeat 6-digit numbers

12Identify more difficult verbal and picture absurdities; repeat 5-digit numbers in reverse order; define abstract words (sorrow); fill in a missing word in a sentence

AdultSupply several missing words for incomplete sentences; Repeat 6-digit numbers in reverse order; Create a sentence using several unrelated words; Describe similarities between concepts

Another test used frequently is the

Wechsler Intelligence Scale

Wechsler Intelligence Scale for Children-Third Edition (WISC-III)

Used with children 6 to 16

Wechsler Adult Intelligence Scale- Fourth Edition (WAIS-IV)

Used with people 17 and older

WISC-III

Provides a profile of someone’s strengths and weaknesses

Each test is made of 11 parts Each part begins with the simplest questions and progresses

to increasingly difficult ones

Performance Scale (5 parts) Spatial and perceptual abilities Measures fluid intelligence

Verbal Scale (6 parts) General knowledge of the world and skill in using

language Measures crystallized intelligence

Verbal IQ is based on:

Information

Measures a child's range of factual information

Example: What day of the year is Independence Day?

Similarities

Measures a child's ability to categorize

Example: In what way are wool and cotton alike?

Arithmetic

Measures the ability to solve computational math problems

Example: If I buy 6 cents worth of candy and give the clerk 25 cents, I would get _________ back in change?

Vocabulary

Measures the ability to define words

Example: What does “telephone” mean?

Comprehension

Measures the ability to answer common sense questions

Example: Why do people buy fire insurance?

Digit Span

Measures short-term auditory memory

Performance IQ is based on:

Coding Copying marks from a code; visual rote learning

1 2 3 4 5 6 7 8 9 10

# ^ & * @ > £ < ≈ ◊

1 8 5 2 9 6 10 3 6 4 2 1 8 3 5 7 3

# < @

Picture Completion Telling what's missing in various pictures

Example: Children are shown a picture, such as a car with no wheels, and are asked: What part of the picture is missing?

Picture Arrangement Arranging pictures to tell a story

Block Design

Arranging multi-colored blocks to match printed design

Example: Using the four blocks, make one just like this

Object Assembly

Putting puzzles together - measures nonverbal fluid reasoning

Example: If these pieces are put together correctly, they will make something. Go

ahead and put them together as quickly as you can.

The Army Alpha and Beta Tests

During World War I, the U. S. Army saw a need for a quick-to-administer intelligence test to be used. Psychologists Lewis Termen, Robert Yerkes, and others collaborated to develop two versions of the test, known as the Army Alpha and Army Beta Intelligence Tests

The Alpha test emphasized verbal abilities and was given to everyone.

The Beta test emphasized nonverbal abilities and was to be given to those who performed poorly on the Alpha test and were suspected of having language problems.

Both are group administered

OTHER TESTS OF INTELLIGENCE

Raven’s Progressive Matrices

Seguin Form Board Test

Bhatia’s Battery of Intelligence

Binet Kamath test of Intelligence Indian version

IQ SCORE AND INTERPETATION

CLASSIFICATION IQ RANGE

Gifted (Genius) 130 and above

Superior 115-129

Above Average 110-115

Average 90-109

Below Average 80-89

Borderline 70-79

Mild Mental Retardation 50-69

Moderate Retardation 35-49

Severe Mental Retardation 20-34

Profound Mental Retardation below 20