INTELLIGENCE

CHAPTER 1
(VARIATIONS IN PSYCHOLOGICAL
ATTRIBUTES)
 INTELLIGENCE:

• the ability to:

ALBERT • judge well, understand well, and reason well
BINET

• global and aggregate capacity of an individual to think rationally,

CHALLENGED BY act purposefully, and to deal effectively with her/his environment
WECHLER

CHALLENGED BY
➢individual not only adapts to the environment, but also actively
GARDNER modifies it
AND
STERNBERG
 APPROCHES OF INTELLIGENCE:

PSYCHOMETRIC INFORMATION
APPROACH PROCESSING APPROACH
• intelligence as an • describe processes people
aggregate of abilities. It use in intellectual reasoning
expresses the individual's and problem solving. The
performance in terms of a major focus is on how an
single index of cognitive intelligent person acts
abilities • MECHANISIM OF
• STRUCTURE OF INTELLIGENCE (emphasis
INTELLIGENCE on cognitive functions)
 INTELLIGENCE THEORIES
THEORY OF PRIMARY
TWO FACTOR MENTAL ABILITIES:
THEORY: LOUIS THURSTONE Intelligence
UNI OR ONE consists of 7 primary abilities:
BY CHALES SPEARMAN
FACTOR THEORY : 1. Verbal Comprehension
General factor (g-factor): G- 2. Numerical Abilities
BY ALFERT BINET factor includes mental operation
which are primary and common to 3. Spatial Relations
Conceptualised intelligence as
consisting of one similar set of all performances. 4. Perceptual Speed
abilities which can be used for Specific factor (s-factor): S- 5. Word Fluency
solving any or every problem in an factor includes specific
individual's environment. abilities.(MAKE ONE AMAZING IN 6. Memory –
OWN FIELD) 7. Inductive Reasoning
The model consists of abilities operating at two levels - Level I and Level II.

Made effective
changes in
drone
 5
visual,
auditory,
symbolic (e.g., letters,
.
CONTENT numbers)
(nature of Semantic (e.g., words)
material) behavioural
PROPOSED BY
J.P GUILFORD Cognition
OPERATION Memory recording,
STRUCTURE OF (what the Memory retention,
INTELLECTUAL responder do) Divergent production,
MODEL: Convergent production,
Evaluation
Each intellectual PRODUCT (form
trait has 3 in which info is
Units
DIMENSIONS processed) Classes
Relations
Systems
Transformations
Implications
 6. THEORY OF MULTIPLE INTELLIGENCE ,
PROPOSED BY Howard Gardner : According to him, intelligence is not a single entity; rather distinct types of intelligences
exist.
Linguistic : Includes skills involved in the production and Logical-Mathematical : Includes skills in scientific
use of language. thinking and problem solving. E.g. Scientists and Nobel
Prize winner

Spatial: Includes skills in forming visual images and patterns. Musical : Refers to sensitivity to musical rhythms and
E.g. Pilots, sailors, sculptors, painters, architects, interior patterns It is the capacity to produce, create and manipulate
decorators, and surgeons musical patterns.

Bodily-Kinaesthetic: Refers to using whole or Naturalistic Refers to sensitivity to the features of the natural
portions of the body flexibly and creatively. E.g. world. Hunters, farmers, tourists, botanists, and zoologists.
Athletes, dancers, actors, sportspersons, gymnasts,
and surgeons

Interpersonal (with others ): Refers to sensitivity to subtle Intrapersonal (within) : Includes the awareness of one’s own
aspects of others’ behaviours E.g. Psychologists, counsellors, feelings, motives, and desires. E.g. Philosophers and spiritual
politicians, social workers, and religious leaders leaders
 • Discover,
invent and
create.
Analyze, • Highly
critique imaginativ
and e and
evaluate enjoy
well. discoverin
g things.
 Intellect activity consists
PASS MODEL of three separate but
interrelated brain systems
that support four
cognitive processes
According to this model,
intellectual activity involves the PROPOSED BY:
interdependent functioning of J.P. Das, Jack Naglieri, and Kirby
three neurological systems, called (1994)
the functional units of brain.

Processing (Occipital
Arousal/ Attention
lobe) (successive and Planning (Stem)
(Frontal lobe)
simultaneously )
 Intelligence: Interplay of Nature and Nurture

FOR HEREDITARY (NATURE) influences on intelligence : Studies on twins and adopted children.

Twins reared
Twins reared
in different OTHER STUDIES
together
environment

• Have 90% • Correlate • Fraternal twins reared together

correlate almost 0.60
similar 0.72 (have • Brothers and sisters reared together
intelligence 72 % similar correlate about 0.50
intelligence) • adopted children, which show that
children’s intelligence is more similar
to their biological rather than
adoptive parents.
 Role of environment (NURTURE),

• Studies have reported that as CHILDREN GROW WITH AGE,

their intelligence level tends to move closer to that of their
adoptive parents.

• HOME CONDITIONS AND ENVIORNEMNT: There is

evidence that environmental deprivation lowers intelligence
while rich nutrition, good family background, and quality
schooling increases intelligence.

INTELLIGENCE IS PRODUCT OF BOTH NATURE AND NUTURE.

Heredity sets a range within which an individual’s development is
shaped by the support and opportunities of the environment
ASSESSMENT OF INTELLIGENCE

Intelligence
Quotient
 DISTRIBUTION OF IQ:

• The average IQ in the population is 100.

• IQ scores are distributed in the population in such a way that the scores of most people tend to
fall in the middle range of the distribution. Only a few people have either very high or very
low scores.
 • All persons do not have the same
intellectual capacity; some are
exceptionally bright and some are
below average.

• PRACTICAL USE: Intelligence test

is to identify persons at the extremes
of intellectual functioning. About 2
per cent of the population have IQ
above 130 AND below 70.

• These two groups DEVIATE

considerably from the normal
population in respect of their
COGNITIVE, EMOTIONAL AND
MOTIVATIONAL characteristics.
VARIATIONS OF INTELLIGENCE:

INTELLECTUAL DEFICIENCY

THREE BASIC SYMPTOMS:

1. First, person must show significantly sub-average intellectual functioning.
2. Deficits in adaptive behaviour.
3. The deficits must be observed during the developmental period, that is between 0
and 18 years of age.

CATEGORIES IQ RANGE (approx.)

Profound Below 25
Severe 25-30 to 35-40
Moderate 35-40 to 50-55
Mild 50-55 to 70
 → Mental Need moderate level - INCAPABLE of
MILD LEVEL

MODERATE LEVEL

SEVERE AND PROFOUND

development Slower of assistance Managing life on
than NoRMAL throughout the life. their own.
→ Can function quite → Lag behind in → Need Constant
independently language and Motor Care throughout life
→ Can Hold JOBS & skills - Cannot maintain
Families → Can Be trained in Personal hygiene &
Self-Care, personal fulfill need of body
hygiene and simple on their own
social
communication.
 INTELLECTUAL GIFTEDNESS:
OTHER Characteristics:
Larger
attention • Advanced logical thinking,
span
questioning and problem-solving
behaviour.
• High speed in processing information.
• Superior generalisation and
GIFTED discrimination ability.
CHILDREN Good
Preference (show early
recognition • Advanced level of original and
for novelty. signs of
intellectual memory creative thinking.
• High level of intrinsic motivation and
superiority. )

self-esteem.
• Independent and non-conformist
thinking.
Early
appearance • Preference for solitary academic
of language activities for long periods
skills
 TYPES OF INTELLIGENCE TESTS:
Depending upon the extent
Based on administration Based on the nature of to which an intelligence
procedure items used test favours one CULTURE
over another
• INDIVIDUAL • VERBAL • CULTURE-FAIR
• GROUP • NON-VERBAL • CULTURE BIASED
• PERFORMANCE TEST
 CULTURE AND INTELLIGENCE

TECHNOLOGICAL
VYGOTSKY STERNBERG ADVANCED
SOCIETES

Culture provides a social

context in which people Technologically
live, grow, and understand advanced societies.
the world around them. Sternberg’s notion of
contextual or practical
intelligence implies that
intelligence is a product
According to him, while elementary
mental functions (e.g., crying, of culture
walking, and running) are universal, Western and non-western
the manner in which higher mental
functions such as problem solving culture
and thinking operate are largely
culture-produced.
Technological intelligence is not so valued in many Asian
and African societies. The qualities and skills regarded as
intelligent actions in non-western cultures are sharply
different,
Non-western societies value self-reflection and
collectivistic orientation
INTELLIGENCE IN INDIAN TRADITION:

❑Cognitive capacity - sensitivity to context, understanding, discrimination,

problem solving, and effective communication.
❑Social competence - respect for social order, commitment to elders, the
young and the needy, concern about others, recognizing others’
perspectives.
❑Emotional competence – self regulation and self-monitoring of emotions,
honesty, politeness, good conduct, and self-evaluation.
❑Entrepreneurial competence - commitment, persistence, patience, hard work,
vigilance, and goal-directed behaviours
EMOTIONAL INTELLIGENCE:

Salovey and Mayer:

Accurate
appraisal ability to To use the
monitor one’s To information to
own and discriminate guide one’s
other’s among them thinking and
emotions actions

Expression

Regulation
of emotion
 CREATIVTY AND INTELLIGENCE:

➢ BRINGING OUT ORIGINAL IDEAS

➢ MAKING SOMETHING BETTER
➢ DIVERGENT THINKING

Creativity is the ability to produce ideas, objects, or problem

solutions that are novel, appropriate and useful

DO WE NEED INTELLIGENCE TO BECOME CREATIVE ??