concepts of intelligence, its various theorie: to extensive research work. The understandit effect of education, Intelligence * Its Meaning and Nature > Classical Theories of Intelligence Intelligence » Modern Theories of Measurement of Intelligence » Classification of Intelligence Tests > Intelligence Quotient (iQ) Intelligence Tests and Scale > Levels of Intelligence Aptitude, Achievement and Interest » Aptitude > Achievement » Difference between Aptitude and Achievement Tests > Interest » Elaboration of Some Intelligence is a word which is used every day in some context or the other by almost each and every individual. The word ‘intelligence’ was derived from the Latin word— FILE A study in 2009 suggested that people ‘intelligere' (verb), which means 'to comprehend’ or Primarily, the study of intelligence was limited to the Cognitive domain. But nowitisassumed that, intelligence has many other dimensions as Bl who sleep late and wake up late, are more intelligent. Another study in 2015, confirmed this. It suggested that night owls scored higher on tests measuring inductive reasoning which is good indicator of general intelligence,hasisin, 2 by emp B On it well. Different psychologists have attempted to define Ine in Phnorndite stressed op, werent aspects. While Terman laid importance O” the ‘abiltv 107 naividuals even adap | = recently, psychologists have 2 a ricoavid ‘Wechsler has ven fe of intelligence yobal capacltY ofa person & " ct the ‘ability to learn’. Mor’ various demands of the environment by virtl rhe 6 of nce as his environment”) @ very comprehensive definition describing intellige’ deal effective! purposefully, to think rationally, and t - “ i ‘e 1d fo) intelligence—its Meaning and Natur Tata va it fintelligence: Fi h chology There are several contrasting views about the mate sian eg which people Vary. Others es : hat operate more or ft les acteristic © single chal dof different view intelligence as & that intelligence is compose independently. > Views of Diffe Some of the psychologists who beli entity are Binet, Spearman, fellectual capability t general int © materials, to comprehend well, thought, to relate thinking to attal critical.”} at performint depends on a ractor (which he te! one or more S| ig to the particular task (which he termed as'S') ho believe that intelligence 's composed Of differen Guilford, etc. Thurstone has suggested tha dof several —_Fig 1.1: David Wechsler primary mental abilities) Guil imensional model of intellect. Differe, Gefinitions of intelligence can be deduced from varied view points. But the ms comprehensive and suitable one has been propounded by David Wechsler. According thi “intelligence is the aggregate or the global capacity of the individual to act purposeful think rationally and to deal effectively with his environment.” rent Psychologists eve that in etc.Cfo Binet, 10 reason Ww to have a ¢ telligence is a singular “intelligence 5 % ell with abstract tear direction of in adesirable goa! and to be self earman believed th g any cognitive task, primary general f rmed 'G'), and pecific factors relatins he researchers wl t factors are Thurstone, +t intelligence is compose Iford has given a three di > Intelligence—Quality or Process | bate(Some psycholog Whether intelligence is a quality or a process still remains a'matter of del agree that intelligence is an inherited and innate quality which a person derives from iso gars nee other rnodern psychologists have laid importance on the environ aie ual is exposed to. They have described it as a process) They told that a pest es 3 eh : quality but a process which is triggered by stimulation rather ea ane a so observed that a person's intelligence functions in a given situa throug shar interaction with the environment (Throughout his/her life, a person canal Raeieale nti . ein with the help of his/her different abilities. fact! problem that might occur in his icin fatata: This experience may help the person 07) to death. Later, many psychologists agy Sie enue oiake ne preee @ heredity and enviro reed to give equal im influence ey » ar jortance to the influent? ment to describe intelligence. 7 | qF +> Social Context of Intelligence the modern concept of intelligence lays great emphasis on the social context. This brought about an adjustment between the influence of inherited traits and environment on intelligence. (However, the modern views of intelligence emphasise the aspect of cognitive development. This occurs through INTELLIGENCE AND ABILITY Sf 5 @ 7 FILE Creativity is a cognitive ability, closely associated with intelligence. It can be described as the capacity or ability of an individual to create, discover or produce a novel or unique idea or object. It may also include the ability to rearrange or reshape an alreadly existing idea or object. Lubart (1994) states that creativity active interaction of different qualities such as thinking, reasoning, remembering, and understanding ‘to meet_society’s present demands. requires six distinct components of intellectual abilities, knowledge, certain styles of thinking, personality attributes and an environment that is supportive of creative ideas ‘a2 Classical Theories of Intelligence rere are some widely accepted classical theories of intelligence, propounded by different psychologists from time to time. These theories attempt to discover the components or elements of intelligence. 1s intelligence a single characteristic or an array of different distinct abilities? This question has been the important topic of debate among the classical theorists. some of the important classical theories have been discussed below— ©) Spearman's Two Factor Theory (i 1904, English psychologist, Charles Spearman pronounced that intelligence consists of two kinds of abilities or factors—one is ‘general’ and the other ‘specific’. He developed his theory on the basis of a simple observation that people who did well in one kind of mental test, also did well in others.He referred to it as general mental ability and symbolized it as Xe addition to this, Spearman’ proposed that a particular intellectual task which is not general, requires a specific mental ability which he symbolized as ‘) The g-factor is common to all intellectual activities, whereas, 's! factors are required for various specific intellectual activities. For example, a person gets average scores inphysics, chemistry, mathematics, literature, humanities and work education. This implies he has a common stock of intelligence for all these subjects. At the same time, his highest marks in Mathematics and Chemistry proves his proficiency for these two subjectshis indicates that, there is also a specific ability or factor present within the person. Itis this factor that causes the Person to perform best, in these two subjects. Spearman postulated his Two Factor Theory of intelligence by the correlation he found between the two factors, i., 'g' and 's'. He observed that if a student scored well in Mathematics, he Scored well in Chemistry and Physics as well.This implies a positive correlation between the Scores in these two subjects. Again, if a student is good in literature, it does not mean that he or she will also be good in Mathematics. This implies that there is no correlation among these Fig 1.2: Charles SpearmanInt 1 2 learned and acquire tic with environment. (ij It varies from activity to activity done by: same individual. oo [iii] individuals differ in the degree of ‘s’- Fig 1.3: Speatman’s TWo-Factor Theo factor. e Intelligence TY of Many psychologists like HJ. Butcher stated that Spearman's general factor of intelli Fe importance of general intelligence in all activities. Spearman's notion of'etfacre the concept of standardized 1Q tests. The various IQ tests are specially aimed (tot amount of ‘g’-factor of each person. Measure te The main criticism levelled against Spearman’s work is that he failed to propose differ ral etistic or musical ability. These abiities were less general than biel even unable to explain group factors’ (discussed cee A> @pme 1 Sa referred to an ; ing: Isc psycHoLoGY © CLASS xt = i cess, SPI ; scores. ON the basis of the correlational prot ae acd 1 Me intelligence 25— . eset i ig asgteenctn (where ns ce -spestfc rental ABIES (Spay / . a ‘y = gtsits2 elligence - means gene’al Trantal ability SST the te number of specific ‘mental ability: n might have). ae cere tics of tg'-factor: fit i ith or innate. [i] It is genera ental [iii] It is constants ‘we, for any indive ame in al . it differs from in in life. crances of greater success ee ig'factor: [i] It Is Characteristics 01 : : through interaction mall. He had begun to realise the presence of group fat] certainly not specific. He was the could not pen down his chapter) as his samples were towards the later years of his life. Bu views. Thurstone's Multi-Factor Theary rican psychologist L.L.Thurstone did not favour Spearman's Two- ee a ier 7 sac of the concept that here aaelieen ility. us, he propounded a different aac « igence. During the 1930s, he came up with his ore ee factor theory. He opined that intelligence aa Pea as a combination of several factors.(These enceaen a ie factors, not universal or common like ‘g” Spearman) eae truly specific like ‘s’ factor as viewed by common ‘mental = 7 this theory, there are different sets of groupisguidedtyscinele, that constitute different groups. Each pra rae gia LL LL as gives of common mental atts 2s the common mental activities. He referred al nese & Numerical factor (N}: : Primary Mental Abilities (PMA) 2nd labelled them : Ability to do numerical calculations rapidly and accuratell iTi : er INTELLIGENCE AND ABILITY, “7 } ye Verbal factor (V/): Ability of verbal comprehension, formulating verbal relations and ideas. (8) Spatial visualisation (5): Involved Thurstone’s PMA. in any task in which the subject manipulates an object imaginatively in space. jv’ Memory (M): Involving the ability to memorise quickly. Inductive reasoning (RI): Ability to infer or conclude on the basis of specific instances. § Word fluency (W): Involved | Facer?) Pre whenever the subject is asked to As think of isolated words rapidly. 7, Perceptual speed (P): Ability to very quickly perceive objects accurately. Later on two more factors have been added to the list of PMA given by {heasoning. Thurstone. eoey if Deductive reasoning (RD): Ability to use generalised results. @ Problem-solving ability factor (PS): Ability of solving problems independently. thistheory has more clearly specified and defined é test categories and types of test items to be FILE included. Several test batteries have been Trail goitod us temmetberingeeorae constructed on the basis of this theory. putting shaped objects in place, promise better Example: Wechsler Adult Intelligence Scale jemory, attention, multitasking skills and (WAIs), a popular intelligence test has items — Gyerall intelligence. pertaining to the primary mental abilities. The weakest argument of the group factor theory i Thrustone himself had realised this. “> Cattell's Fluid and Crystallized Intelligence Cate viewed intelligence as being of two kinds, fluid intelligence and crystallized intelligence. 1 Fluid intelligence:(it refers to our largely inherited abilities to think and reason, i.e., it determines the limits of our information processing capabilities.) This intelligence is used for learning and problem solving. Fluid intelligence is dependent o neurological development, andis not affected by education and culture. It is used in strange situations. Generally, where adaptation, understanding, reasoning, problem solving ‘and identifying association or relationship are needed (Fluid intelligence is completely developed by the end of adolescence. 2 Crystallized intelligence: On the other hand, crystallized intelligence refers to accumulated knowledge on the basis of information we store over a lifetime from various experiences It also includes the intellectual competence for the application of skills and knowledge to solve s its rejection of the common ‘g’ factor. ay © ciass Xi ae e Noy, oa (a DD sc psyenoLosy ° - = enatel ce is reflected it tallized intellige™ etc specific problems.crys| knowledge of the global af f analysing: a°v herefore, the capacity of oni wo things isan interrelationship between t nd example of fluid intelligence. The stock ai i is usage of one’s vocabulary on discussing ss analytical issue, ie., how many Wot Ss can put in this discussion, illustrates id crystallized intelligence. AS one eee ed ut crystallizs - declines BI vs infancy Childhood adulthood gg, ley ee ai tains its level or increases ely Sati: older people, due to rig 1.5: Cattell’s Fluid and Crystalizeg Inte witty secumulated experiences, can sometimes outperform younger ones in vari te tasks. . Rit This concept of intelligence as viewed by Cattell have helped to develop Vario A intelligence such as, Cattell’s Culture Fair Test and Raven’s Progressive Matrices. th tests 0 assess fluid intelligence (Wechsler Adult Intelligence Scale (WAIS) measures ot eh 2s ed inteligenceJBut Cattel’s theory [aid much importance on the genera thi Cee beings It does not throw light on the specific factor which determines the ust of the intelligence leved gues > Guilford's ‘Structure of Intellect’ (SO!) Model of Intelligence The concept of structure of intellect was advanced by J.P. Guilford (1967). It may be considered as the most comprehensive theory of intelligence. He suggested that human intelligence is composed of three dimensions, i.c.,there is a’ three-way classification of, intellectual abilities, namely, operations, contents and products. 1. The three different intellectual abilities: Guilford has divided intelligence into 180 (6x6x5) factors in his model. These factors or intellectual abilities were classified into three different types— Magnitude ofintelligence operations, contents and products. [i] Operation: It denotes the way of processing of knowledge. There are six types of operations—cognition, memory Fig 1.6:1P.cilfot recording, memory retention, convergent thinking, divergent thinking and evalu a Through these operations, knowledge is accumulated or gathered by an individual. [ii] Content: It denotes what the individual knows. Thus, the known factors include fv of material content—visual, auditory, semantic, symbolic and behavioural: to a certain i {iii ioe It refers to the end result. When an operation is applied Cy ls ean 2 Principles of Guilford's movi ere) transformations and bite problem solving sils requir el: The model has the folowing principles tr distinct activiti equire the operations of divergent and convergent Produ vities (6 products x5 contents) relating to divergent production ot eSpe INTELLIGENCE AND ABILITY = 47 such activities (6 products x 5 contents) relating to convergent production, may be identified from-the grid. [ii] Memory skills (Memory recording and memory retention) require 60 different operations, So, 30 distinct activities (6 products * 5 contents) relating to memory recording and another 30 such operations (6 products* 5 contents) ‘relating to memory retention may be identified from the grid. [iii] Decision-making requires the evaluative skill of operations. It includes 30 distinct abilities (6 products * 5 contents). [iv] Linguistic skills require cognitive operations, has 30 distinct abilities (6 products x 5 contents). (oor : Visual Auditory Symbolic Semantic Behavioral ee /|<—Relations |<—systems |<—Transformations = }<—Implications | Evaluation Convergent production Divergent production Memory retention Memory recording Cognition Fig 1.7: Guilford’s SOI model of intelligence Guilford's model provide the most comprehensive classification of mental abilities. Yet, this model suggests a very complex nature of intelligence. According to this model, there is no single test which may be considered as a fair indicator of intelligence. It requires a number of tests to measure one's intelligence, which is highly time consuming. Besides this, its complex nature demands more serious investigations to simplify this model. This will help to frame more accurate methods of measuring an individual's intellectual capacity. (3 Modern Theories of Intelligence . The modern theories of intelligence have been an alternative approach to describe intelligence. Like the classical theories, these modern theories mainly focus on the ways or patterns of thinking Which people use while reasoning or solving problems. Thus, these theories primarily try to @plain the intellectual processes involved rather than finding ‘the various components of intelligence. They view intelligence as a cognitive process and tend to focus on how these Processes change as individuals mature. » Information Processing Approach "Wig the last few decades, modern psychologists have attempted to explain intelligence through information processing approach. Here, intelligence is viewed as a process. The information Processing approach emphasises on the processing of the information received from thexi yay # CLASS nsible for a — GID ssc psyeno10 ich is Fespor analys, (= qm serve as @ computer, WITT pis area have developed pt th i ind is taken ists workint environment. Here, mini tog! zl ! information received. Recently, Psy ligence in different Way! ‘ models of intelligence, explaining ed the term ‘artificial inten, ngincer, introduc: awhich are Ga ee Carthy; a US computer engines Introduces Te ated tonne in Nae ee tna ase wrapulet protama ora ET different 0k i 56. It includes the actt ppproach has been applied 10 se f ates yi me it ligence 4] = i , thinking and rf humans a iad nse sg perception, memory, imagery, 8 and problem Solving a Intelligence 1 Multiple a > Gardner's Wi nd ne that there are several important types of intelligence, Thy at in order to understand the overall nature of intelligence. Accord understood eee of intelligence, that are verbal, mathematical, etc., can be ve Seatac oe But, apart from these, there are some other special and j reali f A ee types of intelligence. They help usin different activities. Gardner had initially isteq. intelligence, to which, gradually more types of intelligence were added, and now t Howard Gardner (1: Pes, here a, least ten types of intelligence listed in the theory. Linguistic intelligence : This refers to well-developed verbal skills and sensitivity to the sound, meaning and rhythm of words—both verbal and written. It is high in authors, poets, orators, etc. 2 Logical-mathematical intelligence : This refers to the ability to think conceptually and abstractly. It also includes the capacity to solve logical and numerical problems. It is high in scientists, engineers, computer programmers, etc. , 3” Spatial-visual intelligence: This refers to the ability to think of Fig 1.8: Howard Garin images and pictures, to visualize accurately and abstractly. It is high in sailors, sculptors, painters, architects, etc. 4 Bodily kinesthetic intelligence: This refers to the ability to control one's body mover Musical intelligence: This refers to the ability to produce and appreciate rhythm, fi timbre and tone. It is demonstrated in composers, concert conductors, musicians, musi instrument makers, etc, Interpersonal intelligence: This isthe capacity to detect and respond appropriately moods, motivations and desire ‘ a if 's of others and interact wit! It is evide teachers, social worker: with others effectively.ay INTELLIGENCE AND ABILITY Stemnberg's Triarchic Theory of Intellvigence Fobert Sternberg (1985) proposed another kind of theory of intelligence: This theory suggests three basic forms or dimensions of intelligence—componential, experiential and contextual. These help individuals to deal with environmental changes throughout their lives, Componential/Analytic intelligence: It involves the abilities to think critically and analytically. It helps an individual to take a Problems apart, analyse it and then provide solutions to it. This Fig 1.9: Robert SternbergLass XI Zeer EDD sc PsvcnoLos intelligence has three components, © ferent function. First is tp ach serving 2 fing and acquiring the i. kno) AVS of onsible for lear" ey acquisition component, which is a ara % various things. The second is the ™ (Meta & i higher order _—_ component i se 4 fi ning — Encode, component), which involves | da be i rat Natt i t to do and how tailor one's : regarding whet nent, which ‘behaviour to demand i ofcontext third is the performance compo! ip ‘or example, involves actually doing things. F ie scientists are high on this aspect n this form or intelligence. Persons high o dimension of intelligence usually score w on standard tests of academic potential and ell Information Processing Skills make excellent students. < 2 Experiential/Creative intelligence: It involves insight; ability to generate new ideas. This intelligence helps the individual to finda solution to a problem using previous experience. It also helps to Solve simiy problems in novel ways across different situations. It is also used when he/she is impromptu in a situation that does not allow any time to think over properly thé intelligence is found in many scientific geniuses and inventors. fe! 8 Contextual/Practical intelligence: This type of intelligence is the most interesti Persons high on this dimension are strong in practical and adaptive sense, ie, ins et problems of daily life. They find their solutions through the three processes of—[i] agar’ the environment, [ii] modifying the existing environment and [iil] selecting favourable environment. They are ‘street smart’ people with excellent ‘busines s Florida City, garbage containers were given to all the residents.The work of thee collector there, was to walk to the backyard of the house, collect the trash container a had to bring it back to the garbage truck, empty the can and return the empty ex " backyard again. Then, he moved on to the next house. A new employee of the de a however, effectively reduced a lot of the work done. He just employed one effec the existing set up. After emptying the can from one house, instead of taking it backta truck, he carried the empty can to the next house. He placed it there, took their full trash ee ent fae Since all the garbage cans were identica it eee a ley used. But it saved one-full trip of going bt Us to find sat ee ine back, per house. Thus, we see how such practical ineligert }@ box solutions. It even helps us to work more productively and effect ee one anes comprehensive feature of human intelligence. It emghsi of intel . intelli imp rocesses of intelligence rather’ than on the domains of inteligence. This est elements of all existing theories, Fig 1.10: Sternberg’s Triarchie 7, ory ing to ng 4 Daniel ab are Intell aa a psychologist suggested another form of intelligence called ‘Em TA) knowin ACeotding to him, this intelligence includes five important compo’ (4) recognising the omedian non’ @1_ managing our emotions [3] motivating * 8 the emotions of others [5] handling relationships.Yo INTELLIGENCE AND ABtLY, 5) rw 13 jw O- Measurement of Intelligence pifferent aspects of intelligence require to be quantified to know ud intellectual capacity of a person practically. This can be done by statistical measurement of intelligenes (which can be ranifested in action or behaviour) through different intelligence tests. Therefore, intelligence tests are designed to determine the relative mental capacity of @ Person 421 [ ] Classification of intelligence Tests qnete are Many types of intelligence tests, which are used to dete an individual. Modern intelligence tests are usually classifi aspects. These are— 1 Nature of tasks: According to the nature of tasks i.e., the nature of the problems that are to be solved in the tests, there are 2 types of tests— [i] Language-based test or verbal tes which every step of questioning and answering is based on language. For example, Binet simon Test, Army Alpha Test, etc. [ii] Performance Test or non-verbal test, in which the subject has to perform something or manipulate some concrete materials without much use ofhis language ability. For example, Army Beta Test, Cattell’s Culture Fair Test. An individual's performance in the verbal test is influenced by his School learning experience. Such an effect on the non-verbal test is limited or negligible. 2. Nature of administering procedure: There are two types of their nature of administration. These are— [i] Individual test: This type of test can be administered to only one individual at a time. It requires one-on-one consultation. For example, Wechsler Adult Intelligence Scale(WAIS), Alexander Pass Along Test. Group test: It may be administered to a large number of people simultaneously. aati mine the intellectual potential of ed on the basis of four different igence tests according to Naweat | J Nawreol || aur ofscoring | | Time Lineand Level of aa Procedure Difficulty Verba] [[Perormance] | —age 4 Test ter ||| [ ea a Individual Group Power Speed Test Test Test Test The individual tests get more input about the subject. In it, the tester understands if the subject has understood all the instructions or not. This is not possible in a group test. In a frou test, the subject might not give genuine responses. Slow learners or retarded people ggmere confused in a group test and hence perform badly. For example, Raven's sive Matrices._™/ GED sc psycuovosy ° class xi 14 ® Nature of scoring procedure: Intelligence tests can 2 depending on their scoring method. These are— [iy ‘age scale: The scoring method of these tests i responses in age. Then the scores are compared with derive his level of intelligence. For example, Stanfor months credit for each correct response. aitrectty rom hie [ii] Point scale: Here, the score of an indi ividual is nese Boone test in the given test. Here points are awarded for every Fe Alpha Test, Army Beta Test, WAIS. 4 Time Limit and level of difficulty: Tests are consist of a large number of easy questions which he of time. The goal of the test is to see how fast an individual can solve problems, jn people are given a significant amount of time to finish but the questions are mor, Therefore, it does not consider speed in the performance of the teste. All the intelligence tests measure intelligence in terms of Intelligence Quotient (Iq\— end result of all tests. So, while studying intelligence one must be aware of IQ, j how does it help in measurement of intelligence? ‘22 fo} Intelligence Quotient (10) The concept of IQ, a revolutionary concept in psychological testing, was not formulated single individual. During their research, Binet and Simon divided the age of the texte chronological age and mental age. The chronological age is the actual age which comes) one's date of birth. Mental age can be calculated from the person's score in an intelligence hen in 1912, William Stern proposed and termed the concept of IQ. Terman in colsbor With Merrill practised this concept in his work) He first calculated IQ from the ratio ofm and chronological age of an individual and then multiplied it by 100. This multiplication, is done to glminate decimals. So, to obtain 1Q, the formula followed is— 1Q=MA/CAx 100 [where MA = Mental Age, CA = Chronological Age] So, assuming that an individual A, has mental age of S years and chronological age of 5 yearsta IQ would be 5/5 x 100 = 100, which is an average IQ, Individual B, with mental age of 2 years and chronological age of 5 years would have an|Q¢! 100 = 40, which is below average IQ. + | Iso be classified intg ty 4 0 wy rnvolve awarding credits For corres, ith the individual's chronoigg Binet Intelligence Test 31 age ards 4 Perfo, Tm "ma divided into power and speed tests, hich have to be answered within a cman amg erg Alife Which ig Sorin Individual C, with mental age of 8 years and Si a i i FILE chronological age of 5 years will have an IQ of F fessor a 8/5 x 100 = 160, which is above average |Q. James Flynn, a profes Studies, observed in the 1980's thatthe different groups of people 0” intelligence tests had consistent) over the past decades. This phen termed as ‘Flynn effect’. According to psychologists, an individual's 1Q remains constant throughout his life. In spite of education, experience and growth in age, the IQ of an individual remains more or less the same. After the age of 16, the growth of «lat abe intelligence stops. However, many disagreements still rage on about this particula A chronological age should be taken as 16 years, even for adults over 16 yea" of aa psychologists have conducted research on this aspect. They have concluded tg people, the ceiling age for the growth of intelligence is 16 years. But, it variesm ee UW ee ‘ INTELLIGENCE AND ABILITY OE o> abnormal persons and gifted people-This age can vary between 3 years and 6 years for cally abnormal persons. Incase of gifted people, it may extend to anywhere from 20 years to 32, Years, > re thouBh the use of the measures of IQs vast and overwhelming, its usefulness is limited sometimes, ] In case of adults, suppose aged between 21 years and 37 years, !Q is meaningless, This ig | because, after middle teens, mental age (MA) does not rise in a rapid, increasing order, ma | means the person’s score in an intelligence test, Majority of items of intelligence tests primarily measure a person’s crystallised and fluid intelligence. Since, both of these intelligence show a slow rise or declining trend after middle teens, So, mental age too follows the same trend when calculated, (a3 4 Elaboration of some intelligence Tests and Scale pifferent psychologists have undertaken various experiments to design certain tests that would yield accurate measures of intelligence. Among these, some widely accepted and used intelligence tests have been discussed in the following section, «> Stanford-Binet (SB) Intelligence Test (‘he irst successful individual test of intelligence was developed by French psychologist Alfred Binet in 1905.)It has been in response to a request by French Public School authorities (Later on, Lewis Terman of Stanford University translated the Binet-Simon test into English> (fe then incorporated Te TntS The Ree te Ens) curriculum and called it Stanford Binet Test. Several revisions have been made by Terman, his co-worker Merrill and other: 1. Description of the test: The Stanford Binet test has 4 cognitive area scores related to 4 cognitive domains. These domains are Verbal Reasoning, Abstract/ Visual Reasoning, Quantitative Reasoning and Short-term Memory. These domains together yield a composite score. Items on each domain together yield factor or area scores. The details of 4 domains are as follows— Fig 1.11: Alfred Binet Percentage of cases under Portions ofthe | 013% 2.14% normal curve 2.14% 0.13% 13.59% 34.13% 34.13% 13.59% T T T T T T Cumulative 0.1% 2.3% 15.9% 50.0% 84.1% . 97.7% 99.9% Percentages 2% 16% += 50% «= 4% = 98% Stanford-BinetIQs 52 68 84% 7 100.1. .M6:- 192, 7 Jas Fig 1.12: Normal Curve and the Stanford-Binet IQ Scores(Ci? [i] Verbal reasoning: This area sco” if Understanding that he/she has acquire” “OM his/her ability to use verbal skills "° ] GBD Isc psycnotoay © cuass x" | a sore measures the testee's verbal knowledge and core rom his school and home environment. it shows | + Vocabulary Test + Comprehension Test ‘Test L+ Absurditic L, Verbal Relations Test -* Quantitative Test ene Number Series Test L. Equation Building Test > Pattern Analysis Test + Copying Test }-> Matrices Test lL paper-Folding-and-Cutting Test [> Bead Memory Test —— _|- Memory for Sentences Test ieee pan Na 1+ Memory for Digits Test L. Memory for Objects Test [i] bstract/Visual reasoning: This area score indicates the testee’s analytical sills his ability to visualise patterns, visual /motor skills, skills to solve problems with reasoning. | [ii] Quantitative reasoning: This area score measures mathematical operations skills, abilityts manipulate numerical problems, concentration on tasks, knowledge and ability to pal numerical concepts [iv] Short term memory: The short term memory score measures concentration skills, shot term memory and sequencing skills. In one subtest measuring visual short term memory, the testee is first shown pictures of a bead design. He is then asked to reproduce it from memory. | The composite score represents the ‘general reasoning ability’ or ‘g’ and is the summation all subtest scores. The ‘g’ is a person’s ability to solve novel problems, and is the overal estimate of an individual's intellectual functioning. The test has 15 subtests, divided into 4 area scores. All age groups do not get all the subtest but all the age groups get at least 6 subtests. The subtests are—Vocabulary, Comprehension, Absurdities, Verbal Relations, Quantitative, Number Series, Equation Building, Pattet Analysis, Copying, Matrices, Paper-folding-and-cutting, Bead Memory, Memory fd Sentences, Memory for Digits and Memory for Objects. The number of tests administeré! and the genera level of test i culty is dependent on the test taker's age and performance: pyasubtest measuring Vocabulary is administered first to all testes, The highest age level?! uh esos nswers all the questions correctly is taken to be the testee’s basal age. Fro” age level, the subtests of the different age groups are given to the testee. THGi ee INTELLIGENCE AND ABILITY ~| 17 Wechsler-Adult Intelligence Scale (WAIS) David Wechsler designed a set of tests, including both verbal and non verbal or performance items called the Wechsler Adult intelligence Scale (WAIS) for adults and Wechsler Intelligence Scale for Children (WISC). He viewed that intelligence is not a singular entity. However, he developed this test, when the multifaceted nature of intelligence was not well understood. Presently, the fourth version of this test (abbreviated as WAIS-IV) is used. It is a widely used test — — of intelligence. : | dependent on Foo eit ey ae nape Verbal 1Q Performance 1Q c— i oo — Verbal Working | Perceptual Processing Comprehension Memory Reasoning Speed Index Index Index Index I T * Vocabulary + Arithmetic {+ Block Design f + Similarities | *Digit Span + Matrix Reasoning | |? Se + Information *Letter-Number | |» Vistial Puzzles Secnculaden * Comprehension | | Sequencing + Figure Weights 2 * Picture Completion 1 Description of test: Wais-IV consists of 15 subtests (12 subtests for adults over 69 years of age). They are organised into 4 index scales representing different cognitive domains—Verbal Comprehension, Perceptual Reasoning, Working Memory and Processing Speed. The index scales together yield the full scale 1Q (FSIQ). Core subtests are typically used to derive the composite scores (i.e., the index scores for each cognitive domain and FSIQ). Supplemental * subtests may be administered in addition to the core subtests to provide additional clinical18 information.They may be also administered in pla int scale. has been spoiled or invalidated. WAIS is an example of pol ts of WAIS TABLE 1.2: Details of the subtest fh. DESCRIPTION NAME OF SUBTESTS: Sener ei ——=—$=s —— MINING VERBAL COMPREHENSION T. Similarities (SI) | Core subtest 2, Vocabulary (VC) | Core subtest GBD isc psvcnovony © Class x! LaBy ° CLASS ‘A. SUBTESTS FOR DETERMI al ce of core subtests in case one such subtest | NING IMPREHENSION items on this test require the individual to describe how twol common objects or concepts are similar. It measures verbal sSneept formation, abstract verbal reasoning, categorical thinking and ability to distinguish between non essential and essential features. is primarily composed of verbal items, but picture items are also included to extend the purview of the subtest. {t measures verbal concept formation, language development) word knowledge and long term memory. 3. Information | Core subtest (IN) 4. Comprehension | Supplemental Consists of questions addressing a broad range of general knowledge. It measures one’s store of knowledge, long term memory and retrieval, verbal . comprehension and crystallised intelligence. Items are based on an understanding of basic principles and) social situations, rather than factual knowledge. It measures (co) subtest verbal conceptualisation, verbal expression, practical knowledge, social judgement, crystallised intelligence and common sense. B. SUBTESTS FOR DETERMINING PERCEPTUAL REASONING 5 Block Design] Core subtest | The individuals require to reproduce pictured designs using (BD) specially designed blocks. It measures non-verbal reasoning| analysis and synthesis; visual perception and organisation} and_visual-motor coordination. 6. Matrix Core subtest |The individual completes a matrix or serial reasoning Reasoning (MR) problem. It measures fluid intelligence, visuo-spatial ability simultaneous processing and perceptual organisation. 7. Visual Puzzles | Core subtest (vP) The individual selects response options, which could bf combined to reproduce a geometric image. It measure perceptual reasoning, visuo-spatial ability, analysis am synthesis and siriultaneous processing. 8. Figure Weights (FW) Supplemental subtest The individuals select the response option which would ket! a pictured scale in balance. The weights are represented geometric shapes of different colours: It is designed 0 measure fluid reasoning, primarily quantitative. # analogical reasoning. ae" INTELLIGENCE AND ABILITY 7195 “RP oe PTION OF SUBTE: TYPE OF DESCRI nal STS | suBrEsts Se eae ae 9, Picture Supplemental |The individuals need t° identify the missing part of a Completion _| subtest pictured object or scene. It measures visual perception, attention to visual detai perceptual organisation and TESTS FOR DETERMINING WORKING MEMORY {o Digit Span (DS) ]Core subtest] This subtest includes three tas! : ‘ers spoken by the examiner. individuals repeat _numbé [ii] Backward task: The individuals need to repeat numbers in the reverse order to what that is presented. [iii] Sequencing task: The individuals require to sequence numbers from lowest to highest number. This subtest mainly measures working memory and also auditory processing and mental measures attention, __| manipulation. Core subtest |The individuals need to mentally solve arithmetical problems. It measures working memory, manipulation, attention, concentration, _ sequential processing and numerical reasoning. The individuals first need to recall the numbers in ascending order, and then the letters in alphabetical order. This subtest measures working memory, mental manipulation, attention, concentration and short term auditory memory. D. TESTS FOR DETERMINING PROCESSING SPEED items require the individuals to search for two target symbols within a row of symbols. It measures visuo-motor | word | mental [ya Letter-number | Supplemental sequencing (LN) | subtest 13. Symbol Search| Core subtest (ss) processing speed, short-term visual memory, visual discrimination, attention and concentration. 14, Coding (Cb) | Core subtest | This subtest requires the individual to copy simple symbols as fast as possible, based on a key which pairs numbers with symbols. This test measures visuo- motor processing speed, short-term visual memory, learning ability, cognitive flexibility, attention, concentration and motivation. The individuals need to search and cancel the specific coloured shapes (as instructed) from among an array of coloured shapes. It measures visuo-motor processing speed, visual selective attention and visual neglect. 15. Cancellation | Supplemental (ca) subtest 2 Scoring: A number of scores are derived after administration of WAIS- IV. Each subtest provides a score which is scaled to a metric with a mean of 10 and SD of 3. The sum of scaled scores of all the subtests within a domain is used to compute the corresponding index Score. Four index scores are derived, viz. the Verbal Comprehension Index (VCI),(@ the Perceptual Reasoning Index (PRI Speed Index (PSI) EMD Isc psycnorocy ° Lass %" le pout 95% of peoP) Abofitlin this range 5 than 2% of veople fallin this range | Number of scores 35.C«70Sts«8S Wechsler intelligence score elligence Quotient Score according to Wechsler Fig 1.13: Int A Full Scale 1(FSIQ) is derived after Summation of all the scaled scores of all the subtests of all four domains. All of the composite scores, alongwith index scores and the FSIQ, are scaled to a metric with a mean of 100 and a SD of 15. 3 Limitation: [i] Some critics viewed that for Wechsler scales, norms may not be applicable for ethnic minorities or persons from lower socio-economic backgrounds. ), the Working Memo! 100 r+ ry Index (WMI) and the Processing ‘About 68% of people fall in this range | | Less than 2% of people fall in /_ thisrange 5 115 145 ean WAIS-IV also offers a number of optional scores. At the subtest level, these scores provide additional information relating to the individual’s performance on specific subtests, General Ability Index (GAI) also formsa partat index score which is optional. It is derived from the sum of standard scores for the core Verbal Comprehension and Perceptual Reasoning subtests. | [ii] The scoring pattern of this scale is highly i complex. This increases probability of errors by the examiners. [iii] It is also very uncle whether the supplemental subtests, when substituted for core subtests, will affect the FSIQe index scores. [iv] There is a certain degree of subjectivity when scoring items mainly ¢ Vocabulary, Similarities and Comprehension. [v] This test also do not assess certain importat factors like motivation, creativity, success in dealing with people. e> Culture Fair Test When a test is standardised for application to all cultures without any cultural bias, it is called: culture fair or culture-free test. This type of test can sérve the purpose better than any oth culture-based or so-called standardised intelligence test. The latter underrates the testee _ intelligence. Fairness is related to a lack of bias in the interpretation or use of a test to classt level of intelligence or diagnose retardation. It is unlikely that any test can be entirely devoid? the influence of learning and cultural experience. The test content, language and scorit criteria in majority of tests are culturally bound. However, avoiding culturally loaded ite (items that are found to be unfair to certain groups of people like items that use pictures! information which are differentially prevalent for certain cultures) increases the likelihood afl being a culturally fair test. Culturally loaded items decrease the likelihood of a test belt culturally fair. Various attempts have been made to design such culture fair tests to avoid b? in interpretation of test results: FINTELLIGENCE AND ABILT oP trees aie aven's Progressive Matrices (RPM): Raven's Progressive Matrices o, RPI 1 ere fair, group test. RPM was originally developed by John C. Mis anon-verbal, javen | 1938. As a culture-free test, RPM may be used globally. Rayer verbal test so it does not require any language skill. a difference in language proficiency does not affect scores in 0, this test. tdescription : RPM is constructed for adults and children. In Tes Matrix, the subject is asked to identify the missing element baa the given options that completes a pattern. There are 6 to 8 ross given to choose from. There is no time limit to complete the task. It checks the individual's eductive and reproductive ability (discussed later in the chapter). fl {ij Version: The matrices are available in three different forms for Fig 1.14: John C, Raven participants of different abilities. These matrices are—[a] Standard Progressive Matrices : This original form of the matrices, made for average 6 year olds to 8 year olds, has 5 sets (From Ato €) of 12 items each (numbered as A1 to A12, B1 to B12 etc.), The items in each set are organised at an increasing difficulty level. The items are presented in black ink on a white Sess Ooo S| © dL | POLS OSS) o Fig 1.15: Standard Progressive Matrices Fig 1.16 Coloured Progressive Matrices background. [b] Coloured Progressive Matrices : These matrices, used for younger children, the elderly and for people who have moderate to severe learnii \g difficulties. They have sets and B of the Standard Progressive Matrices in coloured format. Additionally, it has another Set of 12 items between the sets A and B. The additional set is referred to as AB. Most of the ‘tems have a coloured background to make them visually stimulating for the target group.22 QD isc psycnovosy # Cass x"! a) resented in black ink against white back; However, the las i t B are presen’ Be ‘Bround, t few items of Set . 4 a , the participant performs better than the testers’ expectations, then the partici to Je Standard Progressive Matrices, fe] Advanced Brogrrs Se Gee Colande oF neg for adolescents and adults who show the signe af oad above average. It has 48 items. It is presented as Set |, which has 12 subsets, and Set 4, whi has 36 subsets. Items are presented in black ink on white background. The items in the set ay, arranged in increasing order of difficulty. i Ui] Underiying factor: RPM measures the two main components of general intl identified by Charles Spearman. These are—fa} the clear thinking ability, make sense of a complex situation called the eductive ability; [b] the abil reproducing learnt information, known as reproductive ability. Ke Cattell’s Culture Fair Test: Raymond Cattel began to devise a intelligence as early as 1920s. In 1930, the test was first published. c © made th 1940 , 1949 and 1961. 1949 revision adi (Series, Classification, Matrices and Conditions). S| sequencing of few items were primarily done in th This test mainly measures the fluid intelligence of 3 scales comprising non-verbal visual puzzles. Sca copying symbols, identifying similar drawings a have four subtests. These are—[i] Completing a series of sequential drawings, [ii] dentityiy the odd drawing from a set of drawings (Classification subtest), Completing a matrixg designs or patterns (Matrix subtest), [iv] Identifying the geometric design which suits the give specific condition (Condition subtest). This test has a standard deviation of 24. The raw scores are obtained for each subtest with th help of a scoring key given in the manual. They are then converted into their respect standard scores. PANt is moy, ligence, Original, with an ability lity of storing ang Precise measurement -onsequent re lopted the format consistin ight adjustments in the diffi 'e revised format of 1961. an individual. Cattell’s Culture F; evisions wer 8 OF 4 subs, culty level ang air test hy This is a performance test, which measures the cognitive abilities of an individual without th influence of social and cultural learning. It aids in the identification of learning problems a helps in making more reliable and informed decisions regarding to the special education nee of children. Other uses include selecting students for accelerated educational programs a vocational training for both students and adults. 1.2.4 Fi) Levels of intelligence It is evident that everyone is born with some intelligence, but everyone's intellectual capacity isn equal. Some have less intelligence whereas some have greater intellectual capacity. The act criteria and measure of these intellectual differences were not revealed until vari intelligence tests were developed. All intelligence tests determine the intelligence quotient @ person which is the numerical measure of the intellectual Capacity of that person. B different tests show different scores even when administered on the same person. Ev various test propounders do not use uniform standard for classification of 1Q scores. The classifications mentioned in Wechsler intelligence scale developed by David Wechsler in 19 is considered to be the standard way of classification of intelligence. The IQ’ range # classification as mentioned in this scale is listed below.w TABLE 1,2: Current Wechsler (WAIS-III IQ) Cla IQ RANGE 10 CLASSIFICATION 30: and above: Superior High Average ‘Average Tow Average Borderline Extremely Low ° Gifted one terms~ ‘gifted’ and ‘talented! used with respect to students, children or youth, means they show strong evidence of high achievement capability in areas of intellectual, creative, artistic and leadership capacity or in specific academic fields and who require services or activities not ordinarily provided by schools in order to fully develop such capabilities.” (Federal Government statutory Definition of Gifted And Talented Students of United States). -Coseph Renjull (1978) defined “gifted behaviours rather than gifted individuals, whichis composed ofthree components—above average ability, high levels of task commitment and high levels of creativity. 71 Common characteristics of ‘gifted’ ho @ children: all children do not exhibit allthe l=) RTMFILE characteristics all the time. However, there Akrit Jaswal is a child prodigy who are some common characteristics that became the world’s youngest surgeon at the age many gifted individuals share. These of 7 years. He has an IQ of 146, the highest 1Q characteristics are mainly as follows— among the boys of his age. [i] Highly sensitive and unusual alertness even in infancy. [ii] Rapid learners with the ability to organise thoughts quickly. [iii] Excellent memory and vivid imagination. [iv] Use ‘of large vocabulary and complex sentence structures. Use of advanced comprehension of word, metaphors and abstract ideas. [v] Thoughts are abstract, complex, logical and insightful. [vi] Wide range of interests and asks probing questions. [vii] Learn basic skills quickly or : with little practice. [viii] Concerned with Fig 1.17: Akritlaswal social and political issues and injustices. [ix] Longer attention span and high concentration capacity. [x] High observation power and Quick response pattern. [xi] Their achievements are not limited only to academics, but also extends in various other fields like—music, artistry, sports activities, human relations, etc. [ai] Keen and/or unusual sense of humour. [xiii] Very often they are pre-occupied with their own thoughts and are day-dreamers.24 'S— EBD isc psvenouocy » cass x" seeeel cee Buen. 7 aiSecurity, love a children also needise ni r children, gifted such as—(i] Need for Satisfying ere for manifestation of creativi, jes. (v] Need for continuous activi, ender age. 2 Needs of ‘gifted’ children: Like othe! eee care, social recognition, etc. But, they rae ' Curiosity and interest. [ii] Need for kno ne [iv] Need for manifestation of exception tat establishment a1 i [vi] Need for self-expression and self: Backwardness (Below Average Indivi juals) ‘The child is diagnosed as backward (below average individual) when— below 70 as determined by individuals’ standard assessment Pp standardised test of intelligence. [2] When the ability to adapt to t impaired. Usually this backwardness mai functioning and lack of th 3. Problems with ‘gi it problems among gifted children. ; insecurities due to inadequate si [1] Intelligence quotient: rocesses by means of ar he demands of normalife nifests before the age of 18. It signifies below average intellect e skills necessary for day-to day life, Definitions of backwardness: general, is applied to cases where naturel abe re falls below the level of the “a backward pupil is the one wht compared a as moe ae other of the same chronological age, show marked education ¢ child is one who in mid-school care? class next below that which is normal for his age.” 1 ; [i] According to Burton Hall (1947), “backwardness, | their educational attainmentgnostic and Stati INTELLIGENCE AND ABiLity 2 5 -al Manual of Mental Disorders, Version iv" (abbreviated ag ‘DSM-IV’)—~a reference book detailing the classification and criterion for diagnosis of various mental disorders—has classified backward children into 5 categories. The following table shows the IQ range and classification. TABLE 1.3: Categories of backward children 10 RANGE 10 CLASSIFICATION 70- 84 Borderline 55-69 _| Mildly mentally retarded (constitutes 85% of total population with mental retardation) 40-54 |Moderately mentally retarded (constitutes 10% of total persons with mental retardation) 25-39 _| Severely mentally retarded (constitutes 3-4% of total persons with mental retardation) Below 25 |Profoundly mentally. retarded (constitutes 1-2% of total persons with mental retardation) TABLE 1.4: Characteristics of backward or below average individuals developmental milestones are around 1 year delayed than FUNCTIONAL | MILDLY RETARDED | MODERATELY | ovemeiypeTarneD| PROFOUNDLY AREAS 10: 55-69 RETARDED 19: 25-39 RETARDED 10: 40-54 " s 10: BELOW 25 Intellectual | Comparable to an|Comparable to an|Never older than an | Never older than an level average 10 year| average 6 year old average 4 year old] average 2 year old in old in adult life in adult life in adult life adult life ‘Academics [Slow learners in|inadequate Tack academic| Neither trainable school, repeat] academic skill, not| skills, neither | nor educable early grades, |educable, but |trainable_ nor educable trainable educable Social Skills [Social adjustment |Might ~ have|Do not have any|Do not have any comparable to an|friends, but face| social interaction; social interaction; adolescent; they| difficulty in social] need constant | need complete care, have friends and] situations supervision and are|supervision and adjust fast often institutionalization institutionalized Motor Skill [Delayed Appear clumsy in|Have severe motor | Shows gross motor development [development in| movements, do retardation from] incoordination, early life,|not have motor| birth, never master|unable to protect coordination average child of same age the basic skills of| themselves, usually feeding, dressing or | have physical bowel control; | deformities, often show motor | convulsive seizures handicaps26 aaa lan PROFOUNDLY SEVERELY RETARDED FUNCTIONAL | MILDLY RETARDED RETARDED 10:25-39 RETARDED AREAS 10: 55-69 19: 40-54 aT |___ 19: BELOW 25 ‘Speech and |Speech ‘and|Can understand | Can ee Have sever 2 speech Communicati |communication, | and express | instructions ut | disturbance, in bot, on though disturbed, |themselves with/have difficulty” in) understanding ang is roblem expressing expressing ! ee : themselves due to speech retardation live to|High mortality rate|Life span is usual Mortality rate | Normally live to|Normally full grown adult be adults]as_ they are|short due to gy life; with help|dependent —_ on susceptible to| resistance during stress others diseases Vocational |Can do unskilled/Cannot do work|Normally, Completely Adjustment | work, lack| that need | completely dependent —_g, innovation - and |innovation, dependent on|others and neg initiative, abstract|others and need|constantcare * thinking, memory| constant care; but etc.; can work in| with proper care, enthusiasm sheltered timely intervention situations under| and specialised constant training, can do supervision manual labour : 2 Measures to solve the problems of backwardness: Several measures are adopted solving problems of backwardness. These involve investigating the root causes behind i backwardness and eradicating those. a Various methods are used for the management of backwardness. These are—[i] Regular health check-ups and treatment. [ii] Changing and modifying the. home, family and school environment. [iii] Engaging mentally retarded or mentally challenged children in special education or special schools under the guidance of specially trained instructors. In 1963, Samuel Kirk coined the term ‘learning disabilities’. [iv] He — sub: : identified the ws for Sage ee a curriculum for mentally challenged children. Gradually, he worked to introduce the spét a ee that would prove to be beneficial for these children. [v] Taking pets ectan Lo care.Using various teaching aids to enforce the teaching-learning experi erent sensory routes. [vi] Launching cumulative report card system in the sche a iwE INTELLIGENCE AND ABILITY ~ Emotional Intelligence (EQ) , these days, emotion is being brought into the realm of intelligence. Called as ‘Emotional intelligence’, it refers to an individual's ability to appraise or understand the expression and emotional state of others around him along with the ability to express and regulate his own emotions with respect to his environment and situation at a given point of time. It helps the individual to have a healthy interpersonal relationship with others around him, be it in-his family, friends workplace or anyother place. the concept of EQ.was given by Peter Salovey and John D Mayer who describe it as ‘“a form of social intelligence that involves the ability to monitor one’s own and other's feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action.” Aperson with high EQ would show the following characteristics— 1 He would be able to perceive and be sensitive to his own feelings and emotions. 2. He would be able to notice non-verbal cues like the body language, facial expressions, voice intonation, etc. to understand the emotions of others’around him and be sensitive to it. 3 He would be able to control and regulate his own emotions and their expressions both within himself and while dealing with others which would help him to be peaceful and in harmony with others around him. 4 He would be able to relate his thoughts and emotions in such a way that it helps him to solve problems and take decisions more effectively. 5 He is able to understand the nature and immense power of emotions that influence his other cognitive processes. The concept of emotional intelligence is receiving a lot of attention among psychologists. It is said to be that component in an individual that might help him to reduce stress and achieve more contentment and peace in his life, both personally and professionally. It helps individuals to live in cooperation with each other. Properly inculcated in students, it would help them to achieve success academically along with being prepared to face the challenges of the future adult life. > Creativity and Intelligence Creativity and intelligence are two concepts that are very often confused, as one being the other or Presence of one ensuring the presence of the other. An intelligent person would typically be able to grasp information quickly, comprehend instructions accurately and reproduce the information gathered correctly. On the other hand acreative person can improvise novel and original ways of doing things which are often aesthetically very pleasing, they have an ability to think out of the box and solve problems in a non-traditional way.28 '=— GBD ssc psyenorocy © cass XI! : Ra person might not necessarily be a creative person , h intelligent and creative, that is, the two traits g joes not ensure the oo Of the othe trait in an individual. However, itis obvious that a creative pore eae panned ies basicleyg of intellectual ability to be able to express his creativity. Te eae = ee © be able learn a language, develop a vocabulary and be able to write | nara is creativity, Itis seen that most creative people are open minded and respond to iy ‘ons in a different, that cannot be confined in the realm of close ended responses. They have the ability to origin and novel relationships between apparently unrelated things and can put things jn, new context. An intelligent person however uses memory of previous experience, logi analysis, perception and clear thinking to solve a problem. Novel, original and out of the by thinking is rarely used in this process. Thus, while a creative test mostly involves dive thinking; intelligence test has convergent thinking questions. | 13 @—y Antitude, achievement and interest An aptitude is defined as a component of competency or a readiness for a certain kind of work at a certain level without any prior learning experience. Hence it is innate by nature. It is the natural potential of the individual which can be [Innate transformed into. achievement through proper training and practice. Achievement is the attainment or accomplishment of anything by means of training, patience or perseverance to reach to a certain level of skill. Interest refers to a liking or affinity that may attract attention towards a particular object, ‘quired event, or process. Aptitude and interest interact to create | Cae achievement. Hence, all these factors need to be understood SE and measured if an individual is to achieve according to his or her potential. 13.1 fo) Aptitude Aptitude is a primary determinant of success and hence needs to be assessed. The necessity ¢ aptitude tests is discussed in the following section. e> Aptitude Tests-Usefulness An aptitude reflects a person’s repertoire of behaviours and innate tendencies that predi subsequent learning. So, through aptitude tests, student's overall future performances andth range of mental capabilities can be measured. Some of its uses are as follows—[1] An aptitud also speculates on a learner's readiness to learn. So through the assessment, learning abil can be measured. [2] High level of specific aptitude of a learner is called talent. If this talent harnessed properly, then it can reach greater heights. [3] It helps to compare a chil Performance with that of others in the same situation. [4] It assesses differences in aptitu among individuals. [5] Aptitude tests can help individuals to select subjects he or she cou Pursue. [6] Employers can use aptitude tests to select individuals for the various jobs. They 'n 1920, Terman concluded that an intelligent vice versa. However a person can be bot! Mutually exclusive and the presence of one d Teenee INTELLIGENCE AND ABILITY ~~) also be used for placing the employees in various positions. Training programmes may be conducted based on the results of the aptitude tests. (7] Aptitude tests can be used as a benchmark for admission of students in different professional courses like medicine, engineering, etc, me ‘The GATB scales measure 9 specifi re General Aptitude Test Battery (GATB) 3 abilities, itis widely i The GATB is the most popular and widely used test of aptitude. It employment counseling agencies. was developed and used first in the United States Employment seri cncg am Services, to decide where an individual would be best sulted 9 to workThe Battery has 12 tests measuring 9 different ' aptitudes which are considered to be important in a wide NV Numerical Ability. range of occupations. 8 of these tests are paper-pencil tests. $_ Spatial Abill The other 4 use apparatus. The tests are—[1]. Name P Form Perception. Comparison, [2] Computation, [3] Three:Dimensional Space, __Q Clerical Perception. [4] Vocabulary, [5] Tool Matching, [6] Arithmetic Reasoning, | “otér coordination. {7] Form Matching, [8] Mark Making, [9] Place, [10] Turn, ginger Dexterity. [11] Assemble, [12] Disassemble. SESE The aptitudes measured by the tests are as follows— : i : : ee Fig 1.19: General Aptitude Test 1 Intelligence (G): This refers to the general learning ability o Battery (GATB) an individual, an individual's scholastic aptitude and his ability to grasp instructions. It is measured and expressed through the sum of the scores of certain tests—Vocabulary, Arithmetic Reasoning and Three Dimensional Space. 2 Verbal Aptitude (V): It is the ability to understand the meaning of verbal forms of presentation, by understanding meanings of words, paragraphs, concepts and ideas put forth verbally. Verbal aptitude is measured with Vocabulary test. Words with either similar meanings or opposite meanings are to be identified in this test. 3 Numerical Aptitude (N): This checks the individual's ability to solve arithmetic problems with speed and accuracy. Computation and Arithmetic Reasoning test checks this aptitude. 4 Spatial Aptitude (S): It refers to the ability of an individual to visually think and understand the. relationship between space and objects moving in it. It helps to understand the two dimensional representation of the three dimensional world. It is computed by the Three Dimensional Space Test. & Form Perception (P): It is the ability to identify and perceive significant details in objects and graphs. Visual comparisons and discriminations in shapes and shading are done by this ability. To measure it, two tests are used—Form Matching and Tool matching test. In the first test the subject has to match identical drawings of tools. In the second test, identical geographical forms had to be matched. 8 Clerical Perception (Q): It is the ability to identify significant details in verbal or numerical materials. It also indicates the ability to identify differences in copy, table or lists. It is similar to proof reading. The test used to measure it is called Name Comparison test. 7 Motor Coordination (K): It is the ability to move eyes, hands, fingers in coordination, rapidly and accurately to make quick precise movements. The test measuring this component Tequires the subject to make specific pencil marks in a series of squares. This testis called Mark Making test.(> eam ix PsycHoLogy © CLASS x tx i id accurately using fj II objects quickly an 8 Finger, finer Denterity (Fs abity to Lolaretinn and disassembling reverts and. washers Is: er It is measured by tests which require 5 es i je Tests. These tests are called Assemble and Disassem| ovement of the hand than finger dexterity, The i i 8 Dexterity (M): This is a more gross and raven ae ene ae aptitude have the subjects Capes aces aes ‘on the boary These test is called Place and Turn test. The tine ae ae aera =f = hour. thy in dard scor . The: obtained raw scores are changed into stan‘ : fmatehel with the norms of the different groups to understand the aptitude of the is a good test battery (series of tests) for vocational guidance of youth and adults, However, all aptitudes cannot be measured by GATB. For example, measurement of comprehension, reasoning and imagination are not measured by it Scores a, Persons. mechanig 1.3.2 Par) Achievement Achievement is what a person has acquired in terms of skill person has reached in a task, after being trained. Ther: various unscientific ways of measurement of students’ performances. So, achievement tests were first designed to ensure more general and objective culture fair measurement. Therefore an achievement test measures how much a person has achieved, which is reflected in his/her performance in the test. However, the same test can be Considered both an achievement test or an aptitude test depending on its use. These days, great use of , =< - Schieverneht tests are made in most of the Fig 1.20: Achievement educational institutions. They are used not students but to find their hidden creativity, Many achievement tests Have been constructe: individual's accomplishment /knowledge or the level of expertise € were a lot of controversies Center only to evaluate the knowled intuition, predictive capacity, etc, ‘d with various distinctive features to find out. °> Uses of Achievement Tests According to Tuckman (1975), achievement test is also known as profi ‘O-which the person has acquired or achiev of instruction or training.” iciency test, in which ‘ed certain information Among the uses of the achievement tests are— training programme or some kind of slac training programme, changes should be by [1] It can be used to identify any weakness int kness by the trainee. If the weakness lies in rought in to resolve the issue, [2] It can also bes~ +E INTELLIGENCE AND ABILITY 31 : : choose to which field an individual might do well, [ii] Which subject or profession he/she may excel. [iii] What : indicate how are the strengths and weaknesses of the testee. [iv] It can also ind effective the tea ; ctive the cher and his/her teaching methods are. {v] It also indicates how effe ration and supervisors are, school administ a There are two kinds of special achievement tests—[1] Diagnostic tests: They are used to identify academically weak students, Accordingly, remedial programmes can be suggested. [2] Standard End of Course tests: These are tests on different subjects taught in school or ow how much the individual knows about the subject after training. 133 fw} Aptitude and Achievement Tests—niference The differences between aptitude test and achievement test have been presented in the following table— APTITUDE TEST __ ACHIEVEMENTTEST 1. Aptitude tests measure an individual's) a. Achievement tests measures the level of innate potential which enables him to expertise a person has acquired in a task after perform any kind of activity, training. 2. Aptitude tests are designed to hep] 2 candidates choose from amongst various careers by discovering their innate talents and possibilities of interest. 3. If a test is administered to predict an| 3. individual's Performance, then it is considered an aptitude test. - Achievement. tests are designed to find out how much the students have learnt after training, - When a test is used to find out an individual's accomplishments in any area, it should be “Considered as an achievement test, | Aptitude <-——— ——> Achievement Both the aptitude and the achievement can be together called ability. Therefore all the tests of aptitude and achievement are now merged into the ability test or battery. 13.4 Interest ie tinue it.” 3ingham defines “an interest is tendency to become absorbed in an experience and ta Fiat a oe Interest is measured by tests that provide information about the interest patter This is essential to judge an individual's aptitude along with interest. gee ]r ‘s 2 ISC PSYCHOLOGY © CLASS xIt 32 |= GD > Usefulness for Interest Assessment —§{By rds satisfaction and happiness in life. So, to know one’, is the key factor towat Interest is the t of self and a healthy life, he key to the betterment! I 0 means to mare) Ta itera indicates one’s likes and dislikes. So, p essclamient will definitely provide information necessary for making the on assessme! Own jr Some OF the uses ot ine Career g [2] It also plays an important role in academic success as well a SUCCES in, other areas , a > Strong-Campbell Interest Inventory (SCiI) measuring people's occupational interest, Stron 2 eee - Sine Vocational Interest Blank. Then it waz le, and caine to'bel known es Strong-Campbell interest inventory. prov material only for men but later, a form for women has been deve? Fi revised ecltion combined both the men’s and women’s forme fad Fl Consists of 325 items. This test measures individual's interest, in the follow Occupations, Subject areas, Activities, Leisure activities, pon The initial sets are answered by choosing any one of the given op like, Like, Indifferent, Dislike, Strongly dislike Sharacteristies, responses should be given in the Yeeyne format. This test ¢ 45 minutes. After scoring, an individual's profile of inte Personal interests. This can be compared with the int score of 25 or less indicates dissimilarity with those in the profession. A score between 26 to 44 is viewed as uninformative. 1 Types of scales or themes of SCII: The SCII has put in certain types of scales or themes to specify the interest Pattern of the individual, which were not there in the original test. These themes coupled with a profile summary Bives a kind of comprehensive report of one’s occupational interest pattern. The themes are as follows— [i] General Occupational Themes (GOT): General Occupational Themes includes the six broad areas that represent the Personality types that were defined by John Holland. Holland has believed that all people fall into one or More of these six initially devise, in 1974 i ‘am, rminarily, it cone nally, Campbe| form. Th ING Six area, tions for each item ie In the remaining last Realistic Y Invest ey Practical, Scientific, Observe, Analyze Methodological Eualuaien Conventional mes Data Driven, Artistic . Innovative, Intuitie Analytical, reales Detail Oriented Enterprising 2 Social Influence; Persuade, eee infor Performs Tain Fig 1. 21: Holland Codespersonality types—Realisti (Holland Codes). They are believed that work environments could also be cate! ge scores for the particular gender. Then the person's interest are compared to the averat levels for each of the six codes are determined. It also in interests, work activities, potential skills, an also makes the individual understand the predominan' Basic Interest Scales (BIS): This scale reveals leisure activities, projects and course work rewarding. liv] Occupational Scales (OS): To get the results for this scale, compared to the interests of people of the same gen’ of occupations is then generated. It contains occupations of those peop! most closely match the testee’s interest. Personal Styles Scales (PSS): This scale tells about the testee’s preferences regarding work style, learning environment, leadership style, risk taking attitude and team orientation. INTELLIGENCE AND ABILITY ~| 3 ic, Investigative, Artistic, Social, Enterprising and Conventional based on their interests and approaches to life situations. He gorized into these six types. The scores \cludes information about the d values associated with each theme. code. It t code present in him. the top interests, based on the work and that one has found most motivating and the testee’s interests are der, working in 122 occupations. A list le whose interests This information helps to search for occupations that oné might want to pursue. 2. Profile Summary: This section simply provides a graphical representation of the results. I Conclusion intelligence is expressed or exercised by human beings in many ways. It is | "defined by different aspects such as logic, memory, learning, communication, planning, abstract thinking, creativity, problem-solving ability etc. Hence, we can now see the significance of intelligence, and its relationship with aptitude, achievement and interest. To achieve success in life, it is important that one is aware of these factors, as they ensure better performance in all spheres of life. @) recar. f =| i * Intelligence is the mental ability to think, learn, solve problems and adapt with the environment. * Intelligence develops on the basis of interaction between the innate qualities of a person and his/ her environment. * Different views about intelligence suggest that, it is either a single factor or a cluster of factors. * Classical theories of intelligence are— Spearman's Two-Factor Theory, Thurstone’s Primary Mental Ability, Cattell’s Fluid and Crystallized intelligence, Guilford’s Structure of Intellect Model. ‘+ Modern theories of intelligence are—Information Processing Theory, Gardner's Theory of Multiple Intelligence and Sternberg’s Triarchic Theory. * Emotional quotient or EQ is “a form of social intelligence that involves the ability to monitor one’s own and other's feeling and emotions, to discriminate among them, and to use’ this information to guide one’s thinking and action.” Creativity and intelligence are two mutually exclusive cognitive processes, the presence of one does not ensure the presence or absence of the other, though a creative person needs to have some basic intellectual ability. Intelligence is assessed through different tests. These tests are categorized through different aspects—nature of task (Language based and performance based), nature of administering procedure (Individual test and Group test), nature of scoring procedure (Age-scale and Number- scale), time limit and level of difficulty (Speed test. and power test).hh 2 © LASS XI! a Bh GED ters pent of Coan oH Fast : * Intelligence tests are carried out to measure the 1.0, (Inteligence Quotient) of an individual. * Intellectually superior individuals are called 6 - Whereas intellectually deficient individuals called backward individuals. acertain * Aptitude is a competency or readiness for kind of work at a certain level. jinment oF * Achievement is referred to as attain ©) eiossal * Norms: A concept of psy A e ona test determined after administe e hometry. An averags ring the co dised sample. test to a standardised sat Working memory: A part of short-term memory | * aneh so ptual information. ‘h stores recent, perce} ; ae involving ic Thinking + Categorical thinking: n \ assignment of people or things to various categories. = Answer the following questions briefly 1, State David Wechsler’s definition of intelligence. 2. What is the ‘g’ factor in Spearman's Two factor theory? 3.Who developed the theory of structure of intellect model of intelligence? : 4, What is 1Q? 5.What is meant by Culture Fair Test intelligence? # Fillin the blanks 6. Multi of factor theory of intelligence is given by 7-According to Gardner's theory of Multiple intelligence, the ability to control one’s body movements and to handle objects skilfully is ——— intelligence. 8. According to Wals II} Person with very supe! 9. — isan example 10. Raven's Progressive intelligence test, classification, the IQ ofa ior intelligence is of an achievement test. Matrices isa ___ refers to intense liking that may gy | 0 focus on an object, eveng a al training. « Interest attention or help © process: «There are variou 5 tests tO assess aptitude ay t of an individual. interes! + Analogical reasoning: Logical thinking by ug, comparison between one thing and’ another 4 explain or clarify something. + Cognitive flexibility: Ability to think abe, various concepts simultaneously. « Test battery: series of tests. + Cumulative frequency: Sum total of all previ frequencies up to the current point. = Choose the correct option 11. Guilford’s structure of intellect model has— [a] componential, experiential and contextual intelligence [b] perceptual speed, deductive reasoning word fluency ant [c]_ operation content and product, [d] logical-mathematical, _ spatial-visual musical intelligence 12. Severely retarded individuals with the IQ of? 39 are compatable to an average— [a] 2 year old in adult life [b] 4 year old in adult life [c]_ 6 year old in adult life [d] 10 year old in adult life 13. The full form of GATB is— [a] General Aptitude Test Battery [b] General Achievement Test Battery (cl Generalised Affective Test Battery [d] Global Assessment Test Battery aINTELLIGENCE AND ABILITY 3 © [a] Which intellectual group can. Ro 14, The subtests of Stanford-Binet test 7° {a] verbal comprehension, working memory, perceptual reasoning, processing speed [b] series, classification, matrices, conditions {e] General Occupational Themes, 8 scales, Occupational Scales; Personal Styles asic Interest scales 4} Verbal Reasoning, Quantitative Reasoning, Abstract/Visual_ Reasoning, Short Term Memory 45, An example of age-scale intelligence test is— {a} Army Alpha Test [bj Stanford-Binet Intelligence Test [e] WAIS [a] Army Beta Test fg State True or False 416, The term and concept of IQ was proposed by Binet and Simon. 17, Cattell’s Culture Fair Test has 3 scales of visual puzzle. 48, Achievement. tests. measure ‘an indi ability to do something in the future. 49,In Thurstone’s Multifactor Theory, the Numerical factor measures the ability to do numerical calculations correctly and quickly. 20, WAIS is a verbal and non-verbal intelligence test, developed by David Wechsler to measure the intelligence of growing children till 12 years of lual’s age. = Answer the following questions based on the given passage 21, My grandmother cannot understand how to ‘operate the smartphone and cannot adjust to the technology advanced gadgets, but has fantastic insights into explaining and predicting certain incidents or behaviour of the people. {a} Explain my grandmother's intelligence with reference to Raymond Cattell’s theory of intelligence. [b] Differentiate. between the two kinds of intelligence given by Cattell. 22. Rohan uses very suitable and appropriate words in his sentences, learns new things very fast and shows insightful abstract thought process. included in? han be {b] Mention four other characteristics that Rohan might have. [ef Discussat least four problems that a child tke Rohan might face in life. {d) Describe 2 measures to satisfy the educational needs of such children, 23, some individuals have 2 kind of social intelligence that help them to monitor their own feelings and emotions and understand other people’s emotions and feelings too. They use this understanding to behave in certain ways. [a] Which trait of intelligence are these individuals high on? [b] Who gave the concept of such intelligence? [el Describe the characteristics of people high on this intelligence. 24, Ifra was never a brilliant student. Her academic achievements were not such that she could land up a high payingjob in a company. So ifra started an event management company of her own and using her excellent ‘business sense and interpersonal relationships, she not only earns more than her academically _ brilliant batchmates, but also employs many people in her company. With reference to Robert Sternberg’s theory, [a] Explain the kind of intelligence that fra shows predominantly. [b] Describe the other components of intelligence described in this theory. # Answer the following questions in detail 25. Describe Howard Gardner’s theory of Multiple Intelligence 26. Discuss Charles Spearman's Two Factor Theory of Intelligence. 27. Describe in detail an intelligence test with both verbal and non-verbal components in it. 28. Describe the Academic, motor skill development and vocational adjustment skills of a moderately retarded individual. 29. Discuss in detail the measures to solve issues related to intellectual backwardness of an individual. 30. Why are aptitude tests useful? Describe in detail any one aptitude test.