Publication Note

University of Babylon, College of Nursing
Course: Psychology for Nurses

Lecture: Intelligence
By: Hayder H. AL-Hadrawi
Introduction
Definition 1: The ability to understand complex ideas, to adapt effectively to the environment, to
learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking
thought.
Definition2: The ability to reason, plan, solve problems, think abstractly, comprehend complex ideas,
learn quickly and learn from experience.
 Intelligence is a mental capability not a thing

 Intelligence cannot be captured in a single number
 Intelligence enables individuals to act purposefully, think rationally, and deal effectively with
the environment
 Thinking refers to how we use our intelligence
Types of Intelligence
1. Linguistic Intelligence: “word smart”
 Capacity to use language, your native language, and perhaps other languages, to
express what's on your mind and to understand other people Linguistic Intelligence
traits:
 Linguistic intelligent is the sensitivity to the meanings and sounds of words and
mastery of syntax.
2. Logical-Mathematical Intelligence “number/reasoning smart”
 The capacity to reason, calculate, recognize patterns, and handle logical thinking.
 Understanding of objects and symbols
 Logical-mathematical Intelligence traits: likes to count, likes to be organized, good at
problem solving.
3. Spatial Intelligence “picture smart”
 The ability to represent the outer world internally in your mind.
 The capacity to perceive the visual world accurately and to perform transformations
upon perceptions
 It is the ability to re-create aspects of visual experience in the absence of physical stimuli
 Spatial Intelligence Traits: likes art, drawing, sculpting, painting, good at reading maps,
thinks in pictures, can visualize or imagine vividly.
4. Bodily-Kinesthetic Intelligence “body smart”
 The capacity to use your whole body or parts of your body: (your hands, your fingers,
your arms), in highly skilled ways for expressive or goal-directed purposes (solve a
problem, make something, or put on some kind of production).
 Bodily-Kinesthetic Intelligence traits: good sense of balance, good sense of rhythm, is
graceful in movements, good hand-eye coordination, can communicate ideas through
gesture.
5. Musical Intelligence “music smart”
 Sensitivity to individual tones and phrases of music, an understanding of ways to
combine tones and phrases into larger musical rhythms and structures, awareness of
emotional aspects of music
 Musical Intelligence traits: sensitive to sound patterns, has a good sense of pitch and
rhythm, aware of complex structure of musical notes.
6. Interpersonal Intelligence “people smart”
 Ability to notice and make distinctions among the moods, temperaments, motivations,
and intentions of other people and potentially to act on this knowledge.
 Interpersonal Intelligence traits: good at negotiating, enjoys company, gets on well with
others, likes team work, sensitive to the feelings of others.
7. Intrapersonal Intelligence “self-smart”
 The ability to access, understand and communicate one's own inner feelings.
 ability to draw on one’s emotions to guide and understand one’s behavior, recognition
of personal strengths and weaknesses
 Intrapersonal Intelligence traits: self-knowledge, deeply aware of one’s own feelings,
good at following instincts, self-motivated.
8. Naturalist Intelligence “nature smart”
 The ability to see patterns in nature and work in natural environment
 Sensitivity and understanding of plants, animals, and other aspects of nature
 Naturalist Intelligence traits: feels at their best in nature, sensitive to ecology, sensitive
to environmental and animal abuse.
Factors Influencing Human Intelligence

1. Genetics
 Heredity provided the physical body to be developed with certain inherent capabilities
while environment provides for the maturation and training of the organism.
2. Human Health and physical development
 Physical and mental health is related to one’s ability to engage in mental activity to the
extent that an individual achieves success.
 Physical defects such as in complete maturation of brain cells sensory and physical
handicaps interfere with observable intelligent behavior.
3. Gender
 Boys and girls tend to be equivalent in most aspects of intelligence.
 The average IQ scores of boys and girls is virtually identical.
 Studies have shown no significant differences between male and female.
 On the average, females seem to be stronger in verbal fluency, in writing, in perceptual
speed (starting at age 2)
 On average, males tend to be stronger in visual-spatial processing, in science, and in
mathematical problem solving (starting at age 3).
 Differences in intelligence are caused partially by environmental conditions.
4. Schooling (Attending Schools)
 Attending school makes individuals more intelligent
 Children from families of low socioeconomic state and those from families of high
socioeconomic state make comparable improvements in school achievement during the
school year
 During summer break?
 Children from families of low SES have a drop in achievement scores
 Children from families of high SES have achievement scores that stay constant or
rise slightly.
Notes: During the academic year -- schools provide children of all backgrounds with the same
stimulating intellectual environment. Over the summer, children from low-SES families are less
likely to have the kinds of experiences that would maintain their academic achievement.
Going to school more days of the year --- better for achievement scores. Attending school increases
IQ scores and specific academic skills (such as increased mastery of reading and math).
5. Poverty
 The more years children spend in poverty, the lower their IQs tend to be

 Children from lower economic state homes score 10-15 points below their middle-class
age mates on IQ tests.
 Children from wealthier homes score better on IQ test than children from poorer
homes.
 The greater the gap in wealth in a country the greater the difference in IQ scores.
 Inadequate diet for long-term period can disrupt brain development.
 Long-term or short-term inadequate diet at any point in life can impair immediate
intellectual functioning
Intelligence Quotient (IQ)
 This measure is used to indicate a child’s intelligence comparative to others of the same age.
 IQ tests measure an individual’s probable performance in school and similar settings
Frequently used test for IQ: The Wechsler Intelligence Scale

A. Wechsler Intelligence Scale for Children-Third Edition (WISC-III)
 Used with children 6 to 16
B. Wechsler Adult Intelligence Scale-Third Edition (WAIS-III)
 Used with people 17 and older
A. Wechsler Intelligence Scale for Children-Third Edition (WISC-III)
 Each test is made of 12 parts
 Each part begins with the simplest questions and progresses to increasingly
difficult ones
 Performance Scale (6 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
 Examples:
1. What day of the year is New Year Day?
2. How many wings does a bird have?
3. What is steam made of?
 Similarities
 Measures a child's ability to categorize
 Examples:
1. In what way are wool and cotton alike?
2. In what way are a lion and a tiger alike?
3. In what way are a saw and a hammer alike?
 Arithmetic
 Measures the ability to solve computational math problems
 Example: If I buy 250 dinars worth of chocolate and give the clerk 1300 dinars.
How much 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
 Examples:
1. Why do people buy electrical heater?
2. What should you do if you see someone forget his book when he leaves a
restaurant?
3. What is the advantage of keeping money in a bank?
 Digit Span
 Measures short-term auditory memory
Performance IQ is based on:
 Coding
 Copying marks from a code; visual rote learning
 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.
Note 1: The WISC-III cannot be used to assess infant intelligence
Note2: The Bayley Scales of Infant Development are often used for infant assessment

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University of Babylon, College of Nursing

Course: Psychology for Nurses

 Intelligence is a mental capability not a thing

Factors Influencing Human Intelligence

Frequently used test for IQ: The Wechsler Intelligence Scale

Verbal IQ is based on:

Performance IQ is based on:

Note 1: The WISC-III cannot be used to assess infant intelligence

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