INTELLIGENCE

INTELLIGENCE:
Intelligence (from a Latin word Intellectus-
understanding, cognition) - "an ability that
combines all the cognitive abilities of ‘’the
individual: sensation, perception, memory,
idea, thoughts, imagination".
Or “the capacity to acquire and apply
knowledge.” Intelligence includes the ability to
benefit from past experience, act’ ‘purposefully,
solve problems, and adapt to new situations.
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•  Intelligence is “the capacity to acquire and apply

knowledge.” Intelligence includes the ability to
benefit from past experience, act purposefully,
solve problems, and adapt to new situations.

• “the ability that intelligence tests measure.”

• Intelligence is the global capacity to act

purposefully, to think rationally, and to deal
effectively with the environment or to adapt to one’s
surroundings.
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Some theorists propose that the core of

intelligence is a small set of general mental abilities
(g-factor) such as reasoning, problem solving,
knowledge, and memory
Some theorists question just which general mental
abilities together constitute intelligence.
 INTELLIGENCE TESTS (Measurement)
Definition:

• Intelligence tests attempt to measure your intelligence—that is, your basic

ability to understand the world around you, assimilate its functioning, and
apply this knowledge to enhance the quality of your life.
• Intelligence tests are psychological tests that are designed to measure a
variety of mental functions, such as reasoning, comprehension, and
judgment.
Purpose:

• The goal of intelligence tests is to obtain an idea of the person's intellectual

potential.
• The tests centre around a set of stimuli designed to yield a score based on
the test maker's model of what makes up intelligence.
• Intelligence tests are often given as a part of a battery of tests.
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○ French psychologist Alfred Binet devise a

Alfred Binet method of identifying children who were
unable to learn in school
Scale
○ Binet developed the concept of Mental Age
(MA): individual’s level of mental
development relative to others
○ It was widely revised and used by the
psychologists
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Stanford Binet Intelligence Scale, 5th Edition (SB5)

primarily is made up of age-ranked questions that get a
little harder at each level. It is appropriate for people from
2 to 85+ years and scores on the test are reliable
It measures 5 cognitive factors and each factor is
measured verbal and non-verbal questions. It gives score
for general intelligence, verbal intelligence, nonverbal
intelligence, and each of five cognitive factors.
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Fluid Reasoning: How are an apple, a plum are

different from a beet?
Five Factors of
SB5 Knowledge: Why is yeast added to bread dough?
Quantitative Reasoning: If I have six marbles and
you give me another one, how many marbles will I
have?
Visual Spatial Processing: putting picture puzzles
together and copying geometric shapes (such as
triangles, rectangles, and circles).
Working Memory: Repeat a series of digits (forward
or backward) after hearing them once.
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○ Wechsler Adult Intelligence Test- 4th Edition

(WAIS)
The Wechsler
Tests ○ Wechsler Intelligence Scale for Children – 5th
Edition (WISC)
○ It yield a overall intelligence score like SB scale
○ Also separate score for verbal intelligence and
non verbal intelligence
Variations in
Intelligence-
Curved Like a
Bell
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Variation in Intelligence
1. The Mentally Gifted
2. Intellectual Disability
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Variation in Intelligence
1. Intellectual Disability
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The Mentally Gifted

How high is the IQ of a genius?

Only 2 people out of 100 score above 130 on IQ tests. These

bright individuals are usually described as “gifted.” Less than
one-half of 1 percent of the population scores above 140.
These people are certainly gifted or perhaps even “geniuses.”
However, some psychologists reserve the term
“genius” for people with even higher IQs or those who are
exceptionally
creative (Hallahan & Kauffman, 2006).
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Gifted Children: Do high IQ scores in childhood

predict later ability?
Lewis Terman followed gifted group into adulthood and
found that most were quite successful. A majority finished
college, earned advanced degrees, or held professional
positions, and many had written books or scientific
articles.
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In general, the correlation between IQ scores and

school grades is 0.50, a sizable association. The link
would be even stronger, but motivation, special talents,
off-campus learning, and many other factors also affect
grades. The same is true of “real-world” success
beyond school. IQ is not at all good at predicting
success in art, music, writing, dramatics, science, and
leadership. Creativity is much more strongly related to
doing well in these areas. Regardless, when people
score in the gifted range, their chances for high
achievement do seem to rise (Shurkin, 1992).
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Were all the gifted superior as adults?

No, some had committed crimes, were unemployable, or
were unhappy misfit. Remember that a high IQ reveals
potential. It does not guarantee success. Nor does a
lower IQ guarantee failure.
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How did Terman’s more successful gifted differ from

the less successful?
Most of them had educated parents who valued learning
and encouraged them to do the same.
Intellectual
Disability
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A person with mental abilities far below average is

termed intellectually disabled. Intellectual disability
begins at an IQ of approximately 70 or below.
However, a person’s ability to perform adaptive
behaviors (basic skills such as dressing, eating,
communicating, shopping, and working) also figures
into evaluating this disability
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It’s important to realize that intellectually disabled

persons have no handicap where feelings are
concerned. They are easily hurt by rejection,
teasing, or ridicule. Likewise, they respond
warmly to love and acceptance.
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○ Genetic Abnormalities
○ Fatal Damage
Causes of ID ○ Birth Injuries
○ Postnatal Problems
 1.
Spearman’s
Theory Of
Intelligence
(1904)
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Charles Spearman (1863-1945), noticed that

students who did well in one subject/area tended
to do well in corresponding subjects/areas. He
was the first psychologist who described the
existence’’ of "g-factor" called as "general
intelligence". He believed that 'the g-
factor(general intelligence) influences performance
on all cognitive tasks’’’.
Charles Spearman: General Intelligence:

• He concluded that human beings possess a generalized form of

intelligence,
known as a g-factor, which can lead to other specialized forms of
intelligence,
measured by s-factor.
• G-factor is a sum of s-factor scores that measure a person’s abilities in
one particular area. Generally excepted s-factors of intelligence
include memory, attention, verbal-comprehension, spatial skills, and
abstract reasoning.
• The g-factor and the s-factor are two parts of Spearman’s Two-factor
theory
of intelligence.
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 2.
Guilford’s Structure
Of Intellect
(1955)
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○ “Joy Paul Guilford (March 7, 1897 – November 26,

1987).
○ He opposed the views of Charles Spearman.
○ “According to Guilford's Structure of Intellect (SI) theory
,
○ “an individual's performance on intelligence tests
can be traced back to the underlying mental
abilities or factors of intelligence.’’ SI theory
comprises up to 180 different intellectual abilities
organized along three dimensions: operations,
content, and products.”
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Operations dimension
1. Cognition – the ability to understand, comprehend, and become aware of
the information .
2. Memory recording – Recording information
3. Memory retention – the ability to ‘’recall the encoded information
4. Divergent production – the ability to develop different solutions to a
problem
5. Convergent production –the ability to’generate a specific solution to a
specific problem.”
6. Evaluation – the ability to judge whether or not the acquired information
is accurate, or valid.”
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 Content dimension:
SI includes four content dimensions
1. Figural – “it concerns with the real world information of tangible
objects, or things in the environment” - It includes visual, auditory,
and kinesthetic information perceived through one's own physical
actions.” e.g. when a child learns to use a swing or to ride a
bike
2. Symbolic – “it concerns with the information perceived as symbols
or signs that stand for something else, e.g. Roman numerals, the
letters of an alphabet etc. .”
3. Semantic – “it is concerned with the verbal/oral meanings and
ideas .”
4. Behavioral – “it is the information perceived as acts of people.”
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 Product dimension:
This dimension contains results of applying specific operations to specific
contents. The SI model includes six product dimensions:
1. Units – “Single items of knowledge”
2. Classes – “Sets of units sharing common attributes”
3. Relations – “Units linked as opposites or in associations, sequences, or
analogies”
4. Systems – “Multiple relations interrelated to comprise structures or
networks”
5. Transformations – “Changes, perspectives, conversions,
6. Implications – “Predictions, inferences, consequences, of knowledge”
 3.
CATELL’S THEORY
OF INTELLECT
(1960s)
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CATELL’S THEORY OF INTELLECT
 
FLUID AND CRYSTALLIZED INTELLIGENCE:
In the 1960s American
psychologists Raymond Cattell's and John Horn applied new methods of
factor analysis and concluded there are two kinds of general intelligence.
1-Fluid Intelligence
2-Crystallized Intelligence
FLUID INTELLIGENCE:
Represents the biological basis of intelligence measures of fluid
intelligence such as speed of reasoning and memory increase into
adulthood then decline due to the aging process.
“Involves being able to think and reason abstractly and solve problems
Considered independent of learning experience and education.”
Example of the use of fluid intelligence solving puzzles and coming up
problem solving strategies.
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CRYSTALLIZED INTELLIGENCE:

“The knowledge and skills obtained through learning and

experience.
As long as opportunities for learning are available, crystallized
intelligence can increase indefinitely during person’s life.
Example vocabulary knowledge is known to increase in college
professors throughout their life spam.
Involves knowledge that comes from prior learning and past
experience.”
 Multiple
Intelligence
 Howard Gardner: Multiple Intelligences

Howard Gardner is an American psychologist who first proposed his

theory in the 1980s. He counters the standard psychological view of
generalized intelligence by suggesting nine unique forms of
intelligence:
1. Naturalistic intelligence
2. Musical intelligence
3. Logical-mathematical intelligence
4. Existential intelligence
5. Interpersonal intelligence
6. Bodily-kinesthetic intelligence
7. Linguistic intelligence
8. Intrapersonal intelligence
9. Visual-spatial intelligence
1. Naturalistic intelligence:
The ability to understand different species, recognize patterns in
nature, classify natural objects.
example: Biologists, naturalists

2. Musical intelligence:
The ability to learn, perform, and compose music.
Example: Musicians, composers

3. Logical-mathematical intelligence:
The ability to learn higher mathematics. The ability to handle complex
logical arguments
Example: Mathematicians, logicians
4. Existential intelligence:
Those with existential intelligence have a knack for tackling the big
questions of life.

5. Interpersonal intelligence:
The ability to sense other's feelings and be in tune with others
Example: Sales people, teachers, clinicians, politicians, religious
leaders.

6. Bodily-kinesthetic intelligence:
The ability to use one's physical body well.
Example: Dancers, athletes, surgeons, crafts people.
7. Linguistic intelligence:
The ability to communicate well, perhaps both orally and in writing,
perhaps in several languages
Example: Poets, writers, orators, communicators

8. Intrapersonal intelligence:
Self-awareness. The ability to know your own body and mind.
Example: People who have good insight into themselves and make
effective use of their other intelligences

9. Visual-spatial intelligence:
The ability to know where you are relative to fixed locations. The ability
to accomplish tasks requiring three-dimensional visualization and
placement of your hands or other parts of your body
Example: Sailors navigating without modern navigational aids,
surgeons, sculptors, painters
 THEORY OF
PRIMARY MENTAL
ABILITIES BY
THURSTON
(1887-1955)
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Psychologist louis l. Thurstone (1887-1955) offered
a theory of intelligence, instead of viewing intelligence
as a single, general ability, his theory focused on
seven different primary mental abilities.

“These 7 factors, or primary mental abilities, are word

fluency, verbal comprehension, spatial
visualization, number facility, associative memory,
reasoning, and perceptual speed. Some
intelligence tests, such as the Wechsler Adult
Intelligence Scale (WAIS), have sections that test for
these 7 factors.”
 Robert J.
Sternberg
(1980s)
STERNBERG: THE TRIARCHIC THEORY 44

“A famous psychologist Robert J.

Sternberg proposed the triarchic theory of
human intelligence. According to the triarchic
theory of human intelligence, intelligence
comprises of three aspects.”
 Analytical
 Creative
 Practical
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Analytical intelligence- is what we generally think of as an academic ability. It
enables us to solve problems, comparing pieces of information and generating
a solution.
Creative intelligence- is ability to cope with the novel situations and to profit
from experience. As a result of experience, we become able to solve problems
more rapidly.
Practical intelligence- enable people to adapt to the demand of their
environment. It is adapting one’s behavior according to requirements.
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According to Sternberg, a complete explanation of intelligence

entails the interaction of these three sub theories.

APPLICATIONS
• exceptional intelligence
• gifted
• retardation
• critique against existing intelligence tests
• skill training
 EMOTIONAL
INTELLIGENCE
 EQ vs. IQ
z

 Emotional Quotient  Intelligence Quotient

 Emotional quotient (EQ) or  An intelligence quotient (IQ) is a

emotional intelligence is the ability score derived from one of several
to identify, assess, and control the  standardized tests designed to
emotions of oneself, of others, and
assess intelligence.
of groups.
 Ability to learn, understand and
 Identify, evaluate, control and
express emotions ones own
apply information to skills, 
emotions; perceive, and assess logical reasoning, word
others' emotions; use emotions to comprehension, math skills,
facilitate thinking, understand abstract and spatial thinking, filter
emotional meanings. irrelevant information.
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IQ by nature and nurture

Where does high intelligence come from? Some researchers believe that
intelligence is a trait inherited from a person’s parents. Scientists who research
this topic typically use twin studies to determine the heritability of intelligence.
The Minnesota Study of Twins Reared Apart is one of the most well-known twin
studies. In this investigation, researchers found that identical twins raised
together and identical twins raised apart exhibit a higher correlation between
their IQ scores than siblings or fraternal twins raised together (Bouchard,
Lykken, McGue, Segal, & Tellegen, 1990). The findings from this study reveal a
genetic component to intelligence. At the same time, other psychologists believe
that intelligence is shaped by a child’s developmental environment. If parents
were to provide their children with intellectual stimuli from before they are born,
it is likely that they would absorb the benefits of that stimulation, and it would be
reflected in intelligence levels.
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The reality is that aspects of each idea are probably correct. In fact,
one study suggests that although genetics seem to be in control of the
level of intelligence, the environmental influences provide both stability
and change to trigger manifestation of cognitive abilities (Bartels,
Rietveld, Van Baal, & Boomsma, 2002). Certainly, there are behaviors
that support the development of intelligence, but the genetic
component of high intelligence should not be ignored. As with all
heritable traits, however, it is not always possible to isolate how and
when high intelligence is passed on to the next generation
 FACTORS AFFECTING INTELLIGENCE: 51

There are many factors affecting intelligence, of which some common

affects are as follow:
 
1.Biological Factor:
The Biological Factor according to scientist and psychologist, if the person
or people having the sense and perform the every day activities is known
as “Biologically Intelligent”. So, the biological factor affects the intelligence
greatly.

2. Environmental Factor:
The role played by people to achieve their daily life goal is known as
“Environmental Intelligence”. 

 
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3. Cultural Factor:
Different cultures posse’s different patterns, which affect the person’s
intelligence. Different cultures foster different patterns of ability. For
instance, students from Sri Lanka showed higher score in verbal ability
than the Americans. This can be explained by the fact that in Sri Lanka,
the philosophers and the poets were admired rather than the scientists
or engineers. 
4. Gender:
It is not true that males are more intelligent than females. However,
studies show that boys excel girls in spatial ability, in problem solving,
and numerical ability whereas girls excel boys in memory, reasoning,
and fluency. The difference is not due to solve problems since they will
be the heads of the families. Girls have been trained to do light work
since they will be the homemakers, anyway.
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5. Health:
Better the Health Better will be the IQ of a person; means the
healthy person have the more intelligence. Studies have shown that
high IQ goes with healthy condition of the body. In school; healthy
children have better chances of learning, they can concentrate
better in their studies and they are often active and enthusiastic
about classroom activities.
6. Race:
No one race is endowed with better intelligence than others.
Differences in achievement of races are due to better opportunities
and facilities found in developed countries. 
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 7. Socio-economic Status:

Studies have shown us that children from higher socio-economic
scored higher in intelligence test. Studies have shown that
children from higher socio-economic scored higher in intelligence
tests. Again, greater opportunities and money account for this.
The rich can send their children to better schools and can provide
stimulating environment to their children. However, there are
geniuses and idiots among them as there are among the poor.
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Intelligence quotient
An intelligence quotient (IQ) is a total score derived from several standardized tests
designed to assess human intelligence.
Modern IQ tests produce scores for different areas (e.g., language fluency, three-
dimensional thinking, etc