178 Psychology for Graduate Nurses 178 _ Psychology for oor $$$ Other Theories Cattel's Theory of General intelligence ctor analysis has divided general cultural and educational experi capacity for earning and problem solving. is the fluid intelligence added with education, kn endent, they are interrelated igence. to assume a person’s genera AR Jensen “Arther Jensen (1969,70) splits intelligence into two le abilitics and cognitive abilities. Associative ability is the capacity to learn, remember and recall information, Cognitive ability is eon- cerned with reasoning. Cognitive ability depends upon associative but not vice versa. Jensen believed that both these abilities igely hereditary. Eysenck (1973) distinguishes between speed and power ‘components of intelligence. Speed is measured by the time required to complete the task and power is measured through untimed test of reasoning Isassociative culating the mental age wn that intellectual performance of a child increased with age. : The test developed by Binet and Simon to identify mentally retarded children in French schools served its purpose well several English language versions of the test were produced, eg. by Lewis Terman of Stanford University in 1916 known as Stanford-Binet intelligence scale. In India, Binet-Kamath intelligence scale is widely used. “The test gives increasingly difficult questions for each age group because it assumes that intellectual ability in a child increases Inteligence and its Measurement 179 with age. Thus there is a different test foreach age examples of what would be o ne ee -xpected of each age are given below: Name various parts of the body on figure pares Copy a drawing of a circle Bolan correctly why we have houses or Copy a drawing of a square, define wor lke ball or stove Sonne Woes Two years old: ‘Three years old: Four years old: Five years old: Six years ol Can deal with numbers line years old: Can rhyme si ae me simple words Can describe the differences abstract words. ‘The score of the Stanford-Binet mental age (MA). in meaning of t intelligence test will give the ligence Quotient (IQ) im Stern, the German psychologist introduced the concept 4110. 10 is obtained when the mental age (MA) is divided by the chronological age (CA) which is the actual age of the person in years and multiplied by 100 (to avoid decimals): MA IgQ=- 7 x 1Q = a x 100 Ima, us Out & 10 years old child scores a mental age of 12. His MA, 2 1Q = Gy « 100 = > x 100 = 120 10 Ma 12 years old child scores a mental age of 12. His 1Q will be: a sca = ay * 100 = 100 two children both obtain an MA of 5 years bu io 4 years old and the other is shes Tut one cil Child 1 Child 2 G 58 5 100,10 =—F- x 100= 125 1Q= Fx 100-83180. Psychology for Graduate Nurses “Thus, the bright child bas an 1Q of 125 while the slower child has an IQ of 83. ‘Any person will reach a maxi Depending upon favourable condit and challenging learning experi tillage thirty. After 30, the Q does not change except thatit decroases slightly with old age. There is no difference between IQ of men and women. ‘When children grow into adults the CA wil but MA will change very little. Thus, as per the formula: bout 18 years. imum IQ MA a= Bex 100 und lower for a person growing older of IQ test for adults are compared. dults of the same age and not with ‘al age. This is called the deviation then, 1Q will become lower at and older. Therefore, the Yes ‘with the Eest results of other the same person’s chronolo} 2 Wechsler Tests David Wechsler developed a family of tests for people at various rls, The tests include the Wechsler adult intelligence scale ‘sed (WAIS-R, 1981) the Wechsler preschool and primary scale ‘f intelligence (WPPSI, 1967) for children between 6 and 16 and the Wechsler intelligence scale for children revised (WISC-R, 1974) for children between 4 to 6% year made up of a variety of tasks. Wechsler scales have many advantages. The administratio procedures forall the three tests ae similar. Scores in the subs Pe dhese scales enable the investigator to infer patterns of abilities from which localized brain damage can ccales have been found to have even cross cultural validatio 2 tests have been adapted for Indian popula ry of performance is also widel smely Kohn’s block design tes used. This test has five st pad picture construction test. igence Tests test isan indi 's, These are all individual tests bbe identified. Wechsler dual verbal test. They have oral items, Intelligence and its Measurement 181 When the individual ; lividual tests are giv: called group tests ofthe verbal type. When eee wae Jangunge and focus on what people co with Paige performance ests, These mabe administered ean or to a large group. : Performance tests are us Ty oF various other kinds of employ: (subjects) co aes operation is necessary for the Proper assessment by, f Intelligence Testi \ ing or Uses Tnteligence testing sed to prs how 4 program of si if toseparate tosepaatthe lover earner rom the ied eres that pet They. are Denia ee these tvo ire groups of study and for awarding scholarships They are used in scl ne cnolarships and vocational guid "(ae wed fn selaction of candidate for diferet fobs ‘morals, chara character, emotions, general temperament and t 0 work with other People. Also IQ is fal verdict on tntlagence 2? LY # Buideline and nota, INDIVIDUAL DIFFERENCES most important characteristics study the individual difference in asysionenoeen ee people differed from one [ectbohind individual difference in their genetic make up and also in they are brought up. ie environment in which Individual Difference: s In Intelligence Bieligence ike many other psychological trai {fstrbuted in the population in such away that mast pope e middle range while only afew people make tes hick y hig]182 Psychology for Graduate Nurses ot very low scores, This produces a bell-shaped distribution, the normal curve (Fig, 18.5). aa9% 34.19% Number of cases 730148 7085100 IS Deviation 10 700 800 300 300 a00—«500 «600 Sat score Fig. 18.5: Norms for 10 and SAT (Scholastic apttude test) scores. Norns for 7 mowsuements often approximate the normal curve (top). The fe curve give the percentages of peopl in each of tho indicated 59 parcent of the pepulation obtain IQ scores between ‘segments, For instance, 4115 and 190 ‘There exists wide individual differences among, with regard to intelligence, Not even identical twins or in ‘matured almost in similar environment have equ Intelligence testing has indi nce in intelligence in different indi gence and sex difference Various st wwe been conducted to find out whether there is any difference in the intelligence levels of males and females. In most cases no significant differences have does not contribute towards been noticed. Therefore differencesin sex: igence. fat all, women prefer particular subjects xy be explained as due to their aptitude. and racial or cultural differences Earlier studies in USA which indicated the whites to be a superior race to the blacks have been questioned. Present indications are that intelligence does not depend on the race or group. The “bright” and the “dull Intelligence and its Measurement 183 canbe found. say raceoreaste or clara group an theif are due o the influence of envionment ne Studies of monozygotic reared in different 1 the same ex) ities in 0.000008 Emotional deprivation due t jon due to parental rejection, traum. experiences like death ofbeloved ones and separation from parents an affect the mental functioning of individuals. Lack dove mities affects language development, problem solving skill and coping skills which in turn affect intellectual fanciceine Eee malnuttition has adverse effects on mental fu ‘All these Children from lower social class fail cla ies generally per well on intelligence test than from higher socal ae Parental attention received by children of smaller families fist oms may result in higher 1Q scores uccess of attempts through intensive stimu 3 ive lation and education toimprove the IQ in high risk children anel mentally handicapped peecrasate the importance of environment. Es nilarly 1Q scores have been found to emia 12s ae increase when children a ‘om poor institutions (orphanages) to good foster