L-27 (13.2.

19)

INTELLIGENCE, COGNITION
AND LANGUAGE
Intelligence: Nature and Definition, Intelligence
and Aptitude, Measurement of Intelligence
Cognition: Language Use, Visual Cognition
The Thinking Process: Problem Solving and
Reasoning, Judging and Deciding, Creative
Thinking
 Definition
 Mental quality that consists of the
abilities to
- learn from experience
- adapt to new situations
- understand and handle abstract concepts
- use knowledge to manipulate and adapt
- effectively to one’s environment
- engage in various forms of reasoning
- overcome obstacles by taking thought
- solve problems
- understand complex ideas
 Nature of Intelligence
 Intrapersonal: it is a characteristic of
individuals
 One-dimensional
 Unchangeable
 Components:
memory
speed
abstract thinking
manipulating
 Aptitude
 Innate potential or ability to perform a
particular task
 a natural or inherent talent for a certain skill
or activity.
Eg. Music
Painting (Spatial ability)
Dance
Mathematics (Numerical ability)
Computers (Closure ability)
Language (Verbal ability)
 D
Lecture-29 (18.2.19)

- Dharma (Duty)

 As students
 As children
 As siblings
 As parents
 As spouse
 As teachers
 As grandparents
 As employees
 As employer
L-28 (15.2.19)
Intelligence & Aptitude
Intelligence Aptitude

•  Intelligence is General mental ability •  Aptitude is Specific ability of a person

• The knowledge of intelligence of an • The knowledge of Aptitude, on other
individual can predict his success in a hand, acquaints us with the specific
number of situations involving mental abilities and capacities of an individual to
function or activity succeed in a particular field of activity.

• Wide scope • Narrow scope

• It refers to present ability
• It usually measures how much a person
knows and can do certain areas
• Intelligence refers to all mental abilities
measured as one characteristic
• Tells what your strengths & weaknesses
are
• It refers to future potentiality
•  It usually measures how well a person
can perform certain task
• Aptitude refers to one of many
different characteristics which can be
independent of each other
• Ability to adapt to or change your
environment
 Types of Intelligences
 Fluid intelligence: the ability to think and reason abstractly,
effectively solve problems and think strategically. This
ability is considered independent of learning, experience,
and education.
 Crystallized intelligence: the ability to learn from past
experiences and to apply this learning to work-related
situations. Crystallized intelligence is based upon facts and
rooted in experiences. As we age and accumulate new
knowledge and understanding, crystallized intelligence
becomes stronger.
 Multiple Intelligences: This theory was developed in 1983 by
Dr. Howard Gardner, professor of education at Harvard
University. He proposes eight different intelligences to
account for a broader range of human potential in children
These intelligences are:
 Linguistic intelligence (“word smart”)
 Logical-mathematical intelligence (“number/reasoning
smart”)
 Spatial intelligence (“picture smart”)
 Bodily-Kinesthetic intelligence (“body smart”)
 Musical intelligence (“music smart”)
 Interpersonal intelligence (“people smart”)
 Intrapersonal intelligence (“self smart”)
 Naturalist intelligence (“nature smart”)
History & Development of
Intelligence Tests
 1904 – Alfred Binet & Theodore
 Binet-Simon Scale – MA (Mental Age)
 1912 William Stern – MA/CA x 100 = IQ
 Lewis Terman - 1916 - Stanford-Binet
Intelligence Scale
 1917 –Robert Yerkes - Army Alpha and Beta
tests
Wechsler Scales
 David Wechsler, "the global capacity of a
person to act purposefully, to think rationally,
and to deal effectively with his environment"
(1939)
 Wechsler Adult Intelligence Scale (WAIS-IV)
1955
 the Wechsler Intelligence Scale for Children
(WISC)
 Wechsler Preschool and Primary Scale of
Intelligence (WPPSI).
 Measurement of
intelligence
 Sir Francis Galton – individual differences
18thC
 Simon-Binet Intelligence Scale – MA/CA=MQ
 Stanford-Binet Intelligence Scale (1916)
MA/CAx100=IQ
 Wechsler Adult Intelligence Scale (WAIS) 1939
 Wechsler Intelligence Scale for Children
(WISC) – Verbal scale
Performance scale IQ
Lecture 29 (18.2.19
Classification of
Intelligence
 Very Superior 130 and above
 Superior 120-129
 High Average 110-119
 Average 90-109
 Low Average 80-89
 Borderline 70-79
 Extremely Low 69 and below
 Mentally Challenged
IQ scores of 70 or below
 mild (50 to 70) morons
 moderate (35 to 50) imbeciles
 severe (20 to 35) idiots
 profound (below 20)
 The Gifted
IQ between 125-140

 general intelligence
 specific aptitudes
 creativity
 leadership
 performing arts
 athletics
E Exult in other’s success
Lecture-30 (20.2.19)
 Cognition: Language Usage
Lecture-30 (20.2.19)

 Cognition is the study of the thinking process. It describes the act of

acquiring knowledge through perception, thinking, imagination,
remembering, judging, problem-solving, and selective attention
 Language is the ability of communication through symbols arranged
according to systematic rules
 Language Usage: refers to the rules for making language, i.e. the
structures used.
Syllables words sentences language
 One of the earliest scientific explanations of language acquisition
was provided by Skinner (1957)
 Children learn language based on behaviorist reinforcement
principles by associating words with meanings
 Correct utterances are positively reinforced when the child realizes
the communicative value of words and phrases
 Cognition: Visual Cognition
 Cognition refers to the way an individual
acquires and processes information
 Visual cognition refers to the way the brain
responds to visual stimuli
 See an object -> sensory input -> processed in the
brain -> meaningful understanding
 The main components of visual cognition are visual
attention, visual working memory, and visual long-
term memory
 Thinking Process
 Symbols and syllables words and language
 Images – Imagination
 Makes use of mental images and abstract ideas
 When imagination is systematized and directed
towards some purpose, is called Thinking
 Thinking is the process of rearrangement or
manipulation of information obtained from the
environment in the form of syllables and
symbols stored in long-term memory
 Types of Thinking

Two Types:
a) Autistic (Divergent Thinking): The term
“divergent” refers to developing in different
directions, so divergent thinking refers to opening
the mind in various directions and trying out
multiple solutions for a problem. The
characteristics of divergent thinking include,
spontaneous, free-flowing and non-linear.
b) Directed (Convergent Thinking): Analytical
thinking that follows a set of rules, as in
arithmetic, or in which the logical validity of the
thought processes is checked and verified.
 Autistic Thinking (Divergent Thinking)

 Divergent thinking generates its name from the idea

that there are limitless number of solutions for any
given problem
 Divergent thinking is a type of mental activity in which
focus is directed inward and the thinking is subjective  
 Divergent thinking is the process of thinking that
explores multiple possible solutions in order to
generate creative ideas
 Autistic thinking is comprised of inner thoughts and
individual reality. Daydreaming and fantasies are
common elements of autistic thinking
 Directed Thinking
(Convergent Thinking)
 Convergent Thinking is a systematic and logical
attempt to reach a specific goal or answer, such as
the solution to a math problem 
 It is the process of figuring out a concrete solution
to any problem
 Directed Thinking is deliberate and purposeful
 The process is straightforward and focuses on
pinpointing a single most effective answer to a
problem
 Directed Thinking depends on symbols, concepts,
and rules. 
Lec-31 (22.2.19)

Problem Solving
 Identifying and Defining the Problem
 Identify the causes
 List the possible solutions
 Select an option or options.
 The Plan of Action
 Evaluating the Results
 Follow-up and Feedback.
 Positive attitudes
 Looking for many right answers rather than
just one ,
 Belief that most problems can be solved
 Problems lead to improvements.
 A problem can also be a solution.
 Problems are interesting and emotionally
acceptable.
 Perseverance.
G
Total potential of natural law
(all the laws of nature)
Make God your role model and use that entityInfinite organizing power
called ‘God’ as the ideal you want to manifestFully awake within itself
in you Infinite correlation
Perfect orderliness
 God: Infinite dynamism
Infinite creativity
Pure knowledge
 Generosity Unboundedness
Perfect Balance
 Gap Self-sufficiency
All possibilities
Infinite silence
 Gratitude Harmonizing
Evolutionary
 Giving Self-referral
Invincibility
GIVE
Immortality A Thanks
Unmanifest A Blessing
Nourishing
Integrating
A Praise
Simplicity Recognition
Purifying Appreciation
Freedom
Bliss
Smile
Support
 Creative Thinking
 Creativity refers to the phenomenon whereby a
person creates something new
 It is divergent thinking stimulated by:
 Brain storming
 Lateral thinking
 Exploring ideas
 Generating possibilities
 Suspend judgment and criticism
 Seeing the good in the bad
 12.9.18
Stages in Creative Thinking L - 23
 Processes involved in Creative
Thinking
 Brainstorming is a group creativity technique by
which efforts are made to find a conclusion for a
specific problem by gathering a list of ideas
spontaneously contributed by its members

 Lateral thinking is solving problems through an

indirect and creative approach, using reasoning
that is not immediately obvious and involving
ideas that may not be obtainable by using only
traditional step-by-step logic
 Characteristics of a Creative
Thinker
 Defer judgment when looking for ideas
 Generate as many ideas as possible
 List ideas as they occur and keep a written
record
 Constantly elaborate or improve on ideas
 Allow your subconscious to generate ideas by
incubating their subject
 Positive state of mind
Enhance Creative Thinking
 Get plenty of sleep.
 Relax your body and mind with deep
breathing.
 Let your mind wander freely.
 Don't dwell on deadlines or other negative
thoughts.
 Finally, don't forget to daydream; it can be a
very effective tool for creative thinking.
 Critical Thinking
Critical thinking is the ability to engage in reflective
and independent thinking. Someone with critical
thinking skills is able to do the following :
 understand the logical connections between ideas

 identify, construct and evaluate arguments

 detect inconsistencies and common mistakes in

reasoning
 solve problems systematically

 identify the relevance and importance of ideas

 reflect on the justification of one's own beliefs and

values
 Critical Thinking
Critical Thinking Creative Thinking
Analytic Generative
Convergent Divergent
Vertical probability J Lateral
Judgement Suspended judgement
Probability Possibility
Focused Diffused
Objective Subjective
Left brain Right brain
Verbal Visual
Linear Associative
Reasoning Richness, Novelty
Yes- but Yes - and
 THANK YOU

Dr. A. Suneetha Rajesham

Consultant Psychologist
IFHE Hyderabad
Phone: 8008464885
suneetharajesham@ifheindia.org