Introduction

Intelligence, according to Wechsler (1940), is an individual's aggregate or global capacity

to act purposefully, think rationally, and deal successfully with his or her environment. German

psychologist William Stern coined the term Intelligence Quotient in the early 1900s, and the

abbreviation "IQ" is derived from it. Alfred Benet and Theodore Simon were the first to coin the

phrase and publish a modern intelligence test. Intelligent people, according to psychologists like

Gardner and Sternberg, don't just adapt to their environment; they actively change or mould

them.

Intelligence, according to Binet, is the ability to determine and retain a clear direction or

purpose; make required adjustments to achieve a goal and practice self-criticism in order to make

required strategy improvements. He described intelligence as the ability to make sound

judgments, comprehend information, and reason effectively. Intelligence is defined by the

Oxford Dictionary as "the ability to study, understand, and reason logically about things; the

ability to do this well." (2019, Oxford Dictionary).

In Madras, Dacca, and Lahore, attempts were made to translate and adapt Binet's test.

Prof. C. Herbart Rice developed the Hindustani version of Binet's test in Lahore in 1924. V.V.

Kamath standardised Intelligence test in Bombay, in Marathi and Kanara. S. Maury of Erwin

Christian College Allahabad prepared a group verbal test. L.S. Jha also adapted Terman’s group

test. A more scientific attempt was made by Jalota at Lahore (1934), in English, Hindi and Urdu.

Sohan Lai standardised group tests for ages 11 and 12. R.R. Kumria constructed some group

tests in Urdu. Dr Gapeswar Palgot standardises a number of tests in Bengali, Gujarati and Hindi

at Calcutta. Menzel at Raipur tried a group of general tests of intelligence, Under his guidance, at
Madras, a group of general intelligence and non-verbal test were prepared. Prof. Uday Shankar

developed the Hindi form of individual test C.I.E. Delhi, for the age group 3-11 years. C.M.

Bhatia standardised verbal group test for age-group 12, 13 and 14, and performance tests for 11

plus to adult at the Bureau of Psychology Allahabad.

Various theories help to understand intelligence some are Theories of the

unitary/monarchic state which was proposed by Johnson and Stem. This school of thought on

intelligence considers inborn mental efficiency to be a marker of intelligence. This means that if

a person can do one intellectual job, it is assumed that he or she can complete other activities as

well.

According to Spearman’s Two-Factor Theory intelligence is made up of two components

which is the general ability (the 'g' factor) and specific ability (the 's' factor). The ‘g' factor, as the

name implies, is the general element that remains constant in a person, whereas the ‘s' factor

fluctuates depending on the work at hand. The sum of the G-factor and the S-factors is the

individual's total intellect.

Louis Thurston proposed the Group Factor theory in 1937, which states that intelligence

is made up of primary factors such as verbal comprehension, verbal fluency, numerical factor,

perceptual speed, inductive reasoning, spatial visualisation, memory, deductive reasoning, and

problem-solving ability (Euler & McKinney, 2019).

Intelligence test has series of tasks designed to measure the capacity to make abstractions,

to learn, and to deal with novel situations. There are different types:

1. Individual intelligence test

a) The Binet-Simon Test

b) Revised Tests by Terman

c) Mental Scholastic Tests of Burt

d) Wechsler Test

2. Group intelligence test

Some group intelligence tests are:

a)Terman’s Group Tests

b) The Army Alpha and Beta Tests

c) Otis Self-Administrative Tests

Factors affecting intelligence

Heredity and Environment

Heredity gave the physical body certain inherent capabilities, while the environment

provided for the organism's maturity and training. Newman concluded in 1940 that genetics

determined 68 per cent of differences in I.Q. and the environment determined 32 per cent.

Because inheritance cannot be changed, variance in I.Q. occurs across time in an

individual's life. This shift could be attributed to a better diet, as well as stimuli. Because

children learn a language at this age, the environment of children aged 2 to 4 years appears to be

crucial. Better housing, schools, and medical facilities, as well as a reduction in economic
discrimination (Factors Influencing Intelligence Quotient, 2018).

Age

A person's brightness or dullness as a child tends to persist throughout his life. Growth in

intelligence can continue until one's early twenties; a person's maximum 10 is around 20 years

old, and it remains steady until 10 years old, after which it declines. Some abilities remain

steady, while others deteriorate dramatically as physical efficiency declines. It has been

discovered that those who are more clever have faster mental growth and continue to develop

longer than those who are less mentally capable.

Race and Nationality

There is no compelling evidence that race has a role in determining intellectual ability.

The environment plays a role in the differences that occur between families. Differences in races

can also be attributed to early training opportunities (Factors Influencing Intelligence Quotient,

2018).

It is little or no variation in inherited intellectual aptitude owing to race, according to all

evidence. There are variances, primarily owing to training and learning opportunities. The

assumption that inferior races exist because of heredity is false.

Culture

The answers to intelligent test questions are culturally significant. The degree of a

person's attitude and abilities will be determined by their cultural background.

Health and physical development

 The ability to attain desired results is linked to one's physical and mental health. If one's

health is fragile, he may not have enough stamina to engage in mental activity to the extent that

he achieves achievement. Muscular flaws, such as incomplete brain cell maturation, as well as

sensory and physical impairments, might obstruct observable intelligent activity. Diseases have

an impact on IQ as well. Emotional bodies have the potential to obstruct one's ability.

Unfavourable health has an impact on a person's mental state (Factors Influencing Intelligence

Quotient, 2018).

Gender

Boys are thought to be smarter than girls, according to popular thinking. According to

studies, there are no substantial differences between the sexes; however, girls appear to have a

little advantage in language, memory, and appreciation (Factors Influencing Intelligence

Quotient, 2018). Differences in intelligence are influenced by a variety of factors, including the

environment.

The social and economic condition

In the early stages of development, the home is extremely important. The environment in

which you live has an impact on your behaviour and attitude. The financial standing of the

parents, the community, and the surroundings have an impact on intellect, but only because of

their socioeconomic status (Factors Influencing Intelligence Quotient, 2018).

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