FAZAIA COLLEGE OF EDUCATION FOR WOMEN

Intelligence

SUBJECT: Education Psychology

COURSE: B. Ed (Hons) V
SUBMITTED TO: Mam Rabbiya
SUBMITTED BY: Aqsa Batool
DATE OF SUBMISSION: 15-Nov-2023
SESSION: 2021-2025
CONTENT
 Introduction to Intelligence
 Types of Intelligence
 Theories of Intelligence
 Relationship between Intelligence and Education

Intelligence
Numerous characteristics, including abstraction, logic, comprehension, self-
awareness, learning, emotional knowledge, reasoning, planning, creativity, critical
thinking, and problem-solving, have all been used to characterize intelligence .
The concept of intelligence goes back to the Latin verb intellegere, meaning the
acquirement, processing, and storage of information. From this point of view,
intelligence is restricted to the cognitive, and mental abilities of the human being.
In its modern, Western guise the concept of intelligence has seemed inextricably
linked to the technology for measuring it, the Intelligence Quotient (IQ) test.
Intelligence is a key construct employed to know how individuals differ from one
another. It also provides an understanding of how people adapt their behavior
according to the environment in which they live. Intelligence is the ability of an
individual to cope with his environment. Intelligence characterizes the whole
behavior of an individual and is some of her/his abilities that are quantitative
differentiable.
Definition of Intelligence
Intelligence is the ability to judge well, reason well, and act well. (Binet)
Intelligence is the global or aggregate capacity of an individual to think
rotationally, act purposefully, and deal effectively with her/his environment.
(Wechsler).
Intelligence is the capacity to learn and adjust to relatively new and changing
conditions. (Wagnon)
Intelligence is the ability to adapt, shape, and select the environment to accomplish
one goal and those of one society and culture. (Sternberg)
Nature of intelligence
It is an innate mental ability that grows and is influenced by the environment. It
shows the capacity to adapt to new or changing situations quickly and correctly. it
is the ability to carry on higher mental processes such as reasoning, criticism,
rotational, and judgment. It shows the capacity to observe the relationship and
absurdities. It implies the capacity to learn and solve difficult tasks and problems.

Types of intelligence
Intelligence is divided into three kinds.
 Concrete intelligence / mechanical
 Social and emotional intelligence
 Abstract or general intelligence
Cocret intelligence
This type of intelligence applies to using machines, tools, and instruments. Ex.
Machines and engineers are concrete intelligent.
Social Intelligence
It is the ability to understand and understand social situations and act wisely in
human relationships. Ex. Leaders, ministers, salesmen, and diplomats are socially
intelligent.
Abstract and general intelligence
It is the ability to respond to, numbers and letters, etc. Ex. Teachers, lawyers’
doctors, and philosophers.
Emotional intelligence
First called social intelligence. The ability to perceive, express, understand, and
regulate emotions some studies show EQ to be a greater predictor for future
success than IQ. It is the base of empathy for others, self-awareness, and social
skills. E.g., eye contact, flexibility and cooperation. It helps in building the
therapeutic relationship with patients.
Intelligence Quotient (IQ)
The abbreviation “IQ” was coined by psychologist William Stern. The intelligence
quotient was first utilized in 1916 by Binet and Simon test. Binet and Simon used
mental age to distinguish “bright” from “dull” children. IQ is the ratio between
mental age and chronological age.
IQ=MA/CA x 100
Ex. A 6-year-old boy with the mental age of 4.
IQ=4/6 x 100=66.6
Classification of individuals according to IQ
The individual who performs more than average of their age have IQ more than
100 and those who perform less than average of their age has IQ less than 100.
Genius 140above
Very Superior 130-140
Superior 120-130
Above average 110-120
Average 90-110
Dull average 80-90
Borderline 70-80
Mild mental retardation 50-70
Moderate mental retardation 35-50
Severe mental retardation 20-35
Pro fundamental retardation 0-20

Main Theories of Intelligence in Psychology

Given the intense interest in the concept of intelligence, some of the field's greatest
minds have explored it from numerous angles. Following are some of the major
theories of intelligence that have emerged in the last 100 years.
Major Types of Intelligence Theories
 General Intelligence
 Primary mental abilities
 Multiple intelligences
 The triarchic approach to intelligence
General Intelligence
British psychologist Charles Spearman (1863–1945) described the concept of
general intelligence, or the "g factor." After using factor analysis to examine mental
aptitude tests, Spearman concluded that scores on these tests were remarkably
similar.
People who performed well on one cognitive test tended to perform well on other
tests, while those who scored badly on one test tended to score badly on others. He
concluded that intelligence is a general cognitive ability that researchers can
measure and express numerically.
Primary Mental Abilities
Psychologist Louis L. Thurstone (1887–1955) focused on seven primary mental
abilities rather than a single, general ability. These include:
Associative memory: The ability to memorize and recall
Numerical ability: The ability to solve mathematical problems
Perceptual speed: The ability to see differences and similarities among objects
Reasoning: The ability to find rules
Spatial visualization: The ability to visualize relationships
Verbal comprehension: The ability to define and understand words
Word fluency: The ability to produce words rapidly
Multiple Intelligences
Among more recent ideas about intelligence is Howard Gardner's theory of
multiple intelligences. He proposed that traditional IQ testing does not fully and
accurately depict a person's abilities. He proposed eight different intelligences
based on skills and abilities that are valued in various cultures.
Bodily-kinesthetic intelligence: The ability to control body movements and
handle objects skillfully.
Interpersonal intelligence: The capacity to detect and respond appropriately to the
moods, motivations, and desires of others.
Intrapersonal intelligence: The capacity to be self-aware and in tune with inner
feelings, values, beliefs, and thinking processes.
Logical-mathematical intelligence: The ability to think conceptually and
abstractly, and to discern logical or numerical patterns.
Musical intelligence: The ability to produce and appreciate rhythm, pitch, and
timbre.
Naturalistic intelligence: The ability to recognize and categorize animals, plants,
and other objects in nature.
Verbal-linguistic intelligence: Well-developed verbal skills and sensitivity to the
sounds, meanings, and rhythms of words.
Visual-spatial intelligence: The capacity to think in images and visualize
accurately and abstractly.
The Triarchic Approach to Intelligence
Psychologist Robert Sternberg defined intelligence as "mental activity directed
toward purposive adaptation to, selection, and shaping of real-world environments
relevant to one's life."
Although he agreed with Gardner that intelligence is much broader than a single,
general ability, he suggested that some of Gardner's types of intelligence are better
viewed as individual talents. Sternberg proposed the concept of "successful
intelligence," which involves three factors.
Analytical intelligence: The ability to evaluate information and solve problems.
Creative intelligence: The ability to come up with new ideas.
Practical intelligence: The ability to adapt to a changing environment.

The relationship between intelligence and education:

The relationship between intelligence and education is one that
scientists have been studying for years. It is correct to say that a higher level of
education leads to a greater level of intelligence and also true the other way
around, however, it does not apply to every situation.
“A study done in Germany proved how education did affect the intelligence of
students and proof of intelligence affecting education was seen in the military,
where people with lesser intelligence were observed to have a slower learning
speed and benefited less from education”.
Typically, if maternal and paternal IQ is high, it is very likely for the child to have
a high IQ as well. A study conducted by Plug and Silverberg showed that the
environment that a child grows up in also affects his or her future academic
performance. The children that were raised by their biological parents had a greater
similarity in terms of intelligence and academic performance to their families than
those raised by foster parents. Another study was conducted by Campbell and
Ramey to test the socioeconomic effect on intelligence and it showed promising
results for children at high risk of academic failure when there was an early
intervention.”
Reference
https://hackspirit.com/intelligence-and-education/
https://www.verywellmind.com/theories-of-intelligence-2795035