INTELLIGENCE

 Intelligence is the global capacity to act purposefully, to think rationally, and to deal

effectively with the environment (Wechsler, 1939).

 The core of intelligence is usually thought to consist of a small set of general mental abilities

(called the g-factor) in the areas of reasoning, problem solving, knowledge, memory, and
successful adaptation to one’s surroundings (Barber, 2010; Sternberg, 2004).

 Nature vs nurture influences

 Measuring Intelligence

 Paul Broca & Sir Francis Galton initiated the thought of measuring intelligence.

 They believed that larger the skull, smarter the person is.

 Measuring intelligence for discriminating

 Alfred Binet & Theodore Simon designed a test for kids who were struggling at school of France.

 Test was designed to distinguish mentally retarded children from normally intelligent children.
Conti…
Simon-Binet IQ test

 Series of test to determine abilities and mix result in to single score.

 One of the features of the Stanford–Binet that contributed to its popularity was the fact that it yielded a

single score assumed to reflect an individual’s level of intelligence—the now famous (some would say
infamous) IQ.

 Test checked how children performed relative to others of their age.

 solving logic problems; remembering words; copying pictures; distinguishing edible and inedible

foods; making rhymes.

 The first version of Binet and Simon’s test was published in 1905 and contained thirty items.
IQ
 William Stern & Lewis Terman

 IQ stood for intelligence quotient, and a “quotient” is precisely what the scores represented.

 To obtain an IQ score, an examiner divided a student’s “mental age” by his or her chronological age, then
multiplied this number by 100.
 For this computation, mental age was based on the number of items a person passed correctly on the test.

 At some point, mental growth levels off or stops, while chronological age continues to grow.

 As a result, IQ scores begin to decline after the early teen years! Partly because of this problem, IQ scores
now have a different meaning.
 They simply reflect an individual’s performance relative to that of persons of the same age who have taken the
same test.
 Deviation IQ
 A statistic obtained by dividing a person’s test score by the average test score of people in the same age
group and then multiplying the quotient by 100
The Wechsler Scales
 Intelligence via non-verbal activities

 David Wechsler devised a set of tests for both children and adults that include nonverbal, or performance,
items as well as verbal ones, and that yield separate scores for these two components of intelligence.
 Wechsler began with the view that intelligence is not a unitary characteristic, shown only through verbal and
mathematical reasoning.
 Wechsler tests are currently among the most frequently used individual tests of intelligence.

 Wechsler Adult Intelligence Scale (WAIS) 16 years and more

 Wechsler Intelligence Scale for Children (WISC) 1- 15 years

 Wechsler pre school and primary Scale of intelligence (WPPSI) 4 – 6.5 years

 Verbal Tests : Information, Digit Span, Vocabulary, Arithmetic, Comprehension, Similarities

 Performance Tests : Picture Completion, Picture Arrangement, Block Design Examinees, Object Assembly,
digit symbol.
Indian Tests

 C.H.Rice

 Hindustani Binet performance point scale

 Binet scale along with added performance tests

 Indian adaptation of TAT

 Bhatia’s battery of Intelligence Test

IQ Scores and Distribution
 With several tests: the Wechsler, Stanford-Binet, etc..; they generate a
score or IQ
 The IQ is an intelligence quotient, gauging people’s mental abilities
against their age

IQ Description % of Population
130+ Very Gifted/Superior 2.2%
120-129 Gifted 6.7%
110-119 High Average 16.1%
90-109 Average 50%
80-89 Low Average 16.1%
70-79 Borderline 6.7%
Below 70 Low-Extremely Low 2.2%
 Mental Retardation
 Substantial limitation in present functioning that is characterized by significantly subaverage intellectual

functioning

 Limitations in communication, self-care, home living, social skills, academic skills, leisure, and safety

 Mild Mental Retardation : 50 to 70

 Moderate Mental Retardation : 35 - 49

 Severe Mental Retardation : 20 - 34

 Profound Mental Retardation : below 20

Theories of
Intelligence
 Charles Spearman & Intelligence
 At the turn of the 20th
century, Spearman came up
with his theory on
intelligence
 He referred to intelligence as
general intelligence or ‘the g
factor’
 He concluded that
intelligence is a general
cognitive ability, finding
people scoring consistently
on different mental tests
Howard Gardner and Multiple
Intelligences
 Gardner believed that intelligences
could not be numerically measured
 He created a theory that describes
Nine distinct intelligences that are
based on skills and abilities that are
valued within different cultures.
Logical-Mathematical
 Logic, reasoning, numbers, etc.

Spatial
 Recognizing patterns, visualizing, etc.

Bodily-Kinesthetic
 Using the body and movement to solve problems, using mental abilities to control body movement

Musical
 Performance, composition, appreciation of musical patterns, recognizing pitches, rhythms, tones, etc.

Linguistic-
 Appreciates spoken and written language, learn languages, expresses oneself with language either written
or spoken
Interpersonal
 Understands others well, works well with others
Intrapersonal
 Understands oneself, control and recognizes one’s emotions

Naturalistic
 Recognizes types of living things (fauna and flora), important in past and

Existential
 Ability and proclivity to answer questions about life, death, and ultimate realities
Robert Sternberg & Triarchic Theory
of Intelligence

 Sternberg agreed with Gardner that

intelligence is more than one factor, but

believed Gardner’s to be too broad

 Defined intelligence as “mental activity

directed toward purposive adaptation to,

selection and shaping of, real-world
environments relevant to one’s life”
 Sternberg says intelligence is comprised of three factors:

 Analytical/ critical: this deals with problem solving abilities

 Creative: dealing with new situations using prior knowledge

 Practical: the ability to adapt to a changing environment