Emotional Intelligence:

Concept, Theory and Applications

Rabindra Kumar Pradhan

Dept of Humanities and Social Sciences
Indian Institute of Technology Kharagpur
Kharagpur-721302
EI- An Introduction
DARK SIDE OF THE GENIUS

Emotional Stupidity
Of the Shining Star
 EI : An example

When someone you respect humiliates you by making a joke

in front of others about a mistake you’ve made, you

• Go home & vow never to put yourself in such situation

• You get hangover about the incident

•Make a sharp comeback
• Go home & write a letter to defend your position
• Make light of it, if you can and then privately tell the
person how you felt
 Myths about emotions

Emotion is inferior than reason



 Emotion is harmful to body and mind

Self-control comes from suppression of

feelings
There are good emotions and bad emotions


 Emotion influences judgment

What is Emotional Intelligence?

Emotional intelligence is the ability to perceive, understand

and regulate emotions in self and other to promote emotional
and intellectual growth

Theory of EI:
1. Ability based Approach, Mayer and Salovey

2. Performance Based Approach, D. Goleman

3. Personality based Approach, R. Bar-On

4. Mixed Approach, Cooper and Sawaf

Goleman- EI as the capacity for recognizing our own
emotion and of others , for motivating ourselves, and for
managing emotion well in us and in our Relationship.
(1998)

Bar-On- EI is concerned with understanding oneself and

others, relating to people, and adapting to and coping
with the immediate surroundings, which increases one’s
ability to be more successful in dealing with one’s
environmental demands. (1997),

Mayer and Salovey defines EI in terms of four major

componets as mentioned below.
 FOUR BRANCHES OF EMOTIONAL
INTELLIGENCE

1. EMOTIONAL IDENTIFICATION, PERCEPTION AND

EXPRESSION

 THE ABILITY TO PERCEIVE AND IDENTIFY EMOTIONS IN

FACES, TONE OF VOICE, AND BODY LANGUAGE.

 THE CAPACITY FOR SELF- AWARENESS : BEING AWARE OF YOUR

OWN FEELINGS AS THEY ARE OCCURING.

 THE CAPACITY FOR EMOTIONAL LITERACY: BEING ABLE TO LABEL

SPECIFIC FEELINGS IN YOURSELF AND OTHERS; BEING ABLE TO
DISCUSS EMOTIONS AND COMMUNICATE CLEARLY AND DIRECTLY.
2. EMOTIONAL FACILITATION OF THOUGHTS

 The ability to incorporate feelings into

analysis, reasoning, problem solving and
decision making.

 The potential of your feelings to guide you to

what is important to think about.
3. EMOTIONAL UNDERSTANDING

The ability to solve emotional problems

 The ability to identify and understand the inter-

relationship between emotions, thoughts and behavior.
For example, to see cause and effect relationship such as
how thoughts can affect emotions or how emotions can
affect thoughts, and how your emotions can lead to the
behavior in yourself and others.

 The ability to understand the value of emotions to the

survival of The species
4. EMOTIONAL MANAGEMENT

 The ability to take responsibility for one’s

own emotions and happiness

 The ability to turn negative emotions into

positive learning and growing opportunities

 The ability to help others identify and benefit

from their emotions
 SUM UP

Emotional intelligence is the ability to experience and

express emotion in self and others appropriately.

In other words, it is simply the way of knowing how to

separate healthy from unhealthy feelings and how to
turn negative feelings into positive ones.
Exercise on EQ
 Persons with Low EI

 I am too sensitive; take everything personally

 I don’t know as to why I get annoyed at times
 I believe I have suffered most in this world
 I am not sure how people opine about me
 I express my feelings awkwardly in social situations
 I find it difficult to handle pressure adequately
 I find it difficult to tolerate that I don’t like
 Persons with Low EI

 Blind ambition : Tendency to win at all costs

 Unrealistic goals: Setting up goals that are
unattainable
 Relentless striving: Working hard in a compulsive
manner
 Insatiable need for recognition/power: Being
addicted to glory; tendency to blame others for own
mistakes
 Preoccupation with appearances: Being overtly
concerned about public image
 Need to seem perfect : Inability to tolerate failure
 Persons with High EI

 I can sense the feelings of others.

 I get pleasure in challenges and try to solve them
 I am quite sensitive to how relationship goes on.
 I can easily make acquaintances and friends.
 I point to the behaviour and not to the man during
critical comments.
 I know how to make a positive emotion last when I
experience it.
 Persons with high EI

 Self-awareness: Knowing how you feel in ‘real time’

 Emotional literacy: Being able to label emotion
precisely
 Empathy and compassion: The ability to feel and
understand the emotions of others
 Balance: Being able to take decision striking a
balance between emotion and reason
 Responsibility: Taking primary responsibility for your
own emotions and not saying that other ‘made’ you
feel the way you feel
Measurement Tools for Assessing
Emotional Intelligence

1. Projective Test
2. Projective Inventory
3. Discourse Analysis
4. Psychometric Test
Measurement Tools for Assessing
Emotional Intelligence

Projective Test
i) TAT
ii) WAT
iii) SRT
iv) SJT
Measurement Tools for Assessing
Emotional Intelligence
Global Tools for Assessing
Emotional Intelligence

i) Bar-On’s EQ-i, 1997

ii) EQ Map, Cooper & Sawaf, 1997
iii) ECI, Boyatzis et al, 1999
iv) MEIS, Mayer & Salovey, 1997
v) EQ Japan Inc., 1998
 Inddian Tools for Assessing
Emotional Intelligence
Psychometric Test
i) EI Scale by R K Pradhan, 2006
ii) EI Scale by Hyde, Pethe, &Dhar and
colleagues, 2002
iii) EI Scale by S. Singh, 2004
iv) EI Scale by Chadha &Singh, 2001
Psychometric Test

i) EI Scale by Sibia, Mishra, &

Srivastava, 2005
ii) EI Scale by Bhattacharya et al, 2004
iii) Indian Adaptation of MSCEI scale
By Schutte et al., 2000
 Fostering Emotional Intelligence
(A). EMOTIONAL LITERACY

Emotional literacy involves accurate appraisal and expression of

emotions and development of emotional self- awareness. It refers to
the ability of a person to recognize the consensually agreed upon
emotional qualities of objects in the environment. It helps a person to
develop a sound emotional vocabulary to recognize and understand
the emotions in self and others.

1. EMOTIONAL SELF- AWARENSS

2. EMOTIONAL EXPRESSION

3. EMOTIONAL AWARENESS OF OTHERS

 Exercise on
Emotional Literacy
 (B). EMOTIONAL COMPETENCIES

1. INTENTIONALITY

2. CREATIVITY

3. RESILIENCE

4. INTERPERSONAL CONNECTION

5. CONSTRUCTIVE DISCONTENT
(C). EMOTIONAL VALUES AND BELIEFS

1. COMPASSION

2. OUTLOOK

3. INTUITION

4. TRUST RADIUS (obligation arising out of responsibility)

5. PERSONAL POWER

6. INTEGRITY (acting openly, honestly and consistently)

 EMOTIONAL IMPACT

Events, Pressure And Satisfaction

1. Life Events

2. Work Satisfaction

3. Work Pressure

4. Personal Pressure

5. Personal Satisfaction
 Some of the actual life situations, which resulted
in sorrow ending of precious lives

1. One person was appointed as the Vice President of a

prestigious software company died the night after his
father’s death.

2. A company forcibly retired its President and on his

way to airport he died of cardiac arrest.

3. A 38 years old father collapsed and died when he

failed in his efforts to revive his two year old daughter
who had fallen into a pool
 Some of the actual life situations, which resulted
in sorrow ending of precious lives

4. A 49 years old man died two hours after hearing that

his 22 years old daughter had been killed and his two
grandchildren seriously injured in a traffic accident.

5. A 55 years old man died of over joy as he met his 88

years old father after a 20 years separation

6. A 75 years old woman died suddenly after a happy

week of renewing ties with her family, which she had
left behind 60 years earlier.
 Applications of EI
Emotional Labour

Occupational Stress
Job Performance

Leadership

EI Job Satisfaction
Employee Health

Organisational Commitment Organisational Citizenship Behaviour

Self –Management and Impression Management

(Model showing the rle of emotional intelligence in
understanding human Behaviour and its outcome)
Emotionally Creative People
It is characterised by intuition, nurturance,
aesthetics, flexible, Adaptability, emotionally
stable
This type of people are able to unite their left
and right hemispheric activities
EI positively correlates with emotional
creativity, coping, self-esteem, adjustment
 How EI helps

Cognitive skills

 Conducting an ‘inner dialogue’

 Reading and interpreting social cues
 Understanding the perspectives of others
 Understanding behavioural norms
 Having a positive attitude towards life
 Developing realistic expectations
 How EI helps

Emotional
skills
 Expressing, Identifying and labeling feelings
 Managing feelings, impulses
 Delaying gratification & reducing stress
 Knowing the difference between feelings and actions
Behavioural Skills
 Nonverbal skills (facial expressions, eye contact,
gesture, proximal behaviour)

 Verbal skills (making clear requests, responding

effectively to criticism, resisting negative influences,
 IMPLICATIONS

FOR INDIVIDUAL

 Personal Effectiveness
 Better Performance
 Effective Interpersonal Relations
 Better Coping Skills
 Health and Happiness
 Improving Quality of Life
 FOR ORGANIZATION

1. Developing Competency
2. Resource Mobilization
3. Moderating Organizational Role Stress
4. Organizational Health and Effectiveness
5. Improving Productivity
 Some Common Methods for Enhancing EI

Good role models -- teachers, trainers, parents,

leaders, inspirational people (which could include
politicians especially our freedom fighters) By
observing these role models, children, students as
well as adults learn gradually how to analyze and
cope with life.
 Some Common Methods for Enhancing EI

 Direct reading classes on personality development, value education, etc

 By reading personality improvements books, articles are quite helpful

 One can learn from his/her own life experiences if s(he) is introspective
Attending workshop and seminar on personality development and the like.

Media programmes (for children) can be very informative and educative

The positive aspect of religion can offer a lot of solace and guidance

According to Karen F. Stone and Harold Q. Dillehunt, in "Self

Science: The subject Is Me", the EQ can be developed by developing the
following ingredients: such as self awareness,
The Voice of Emotionally Intelligent Person
Do Not Fear, Fear

“I feared the truth until

I saw the ugliness in lies”

“I feared success until

I realized that I had to try in order to be happy with myself

“I feared being alone until

I learned to like myself”

“I feared rejection until

I learned to have faith in myself”
The Voice of Emotionally Intelligent Person
Do Not Fear, Fear

“I feared failure until I realized that I only fail when

I don’t try”.

“I feared people’s opinions until

I learned that people would have opinions about me anyway”

“I feared pain until

I learned that it’s necessary for growth”
 Lets Do it

Look inward not outward for anger control

Habits take time and effort to change

Anyone can improve with effort!

INTELLIGENCE

R. K. Pradhan, Ph.D.
IIT, Kharagpur
DEFINITON
1. Intelligence is “the aggregate or global capacity of the
individual to act purposefully, to think rationally and to
deal effectively with his environment.” DAVID
WESCHLER, 1975)
2. Intelligence is “What intelligence test measures” (E.G.
BORING, 1923)
3. Intelligence is the “Capacity for goal directed and adaptive
behaviour; involving the abilities to profit from experience,
solve problems, reason and successfully meet challenges
and achieve goals.” (ROBERT STERNBERG &
WILLIAM SALTER, 1982)
DEFINITION OF INTELLIGENCE

Intelligence Refers To Individual’s Ability To Understand Complex Ideas, To

Adapt Effectively To Environment, To Learn From Experience, To Engage In
Various Forms Of Reasoning, To Overcome Obstacles By Careful Thought
(Neisser et al. 1996)
 TYPES INTELLIGENCE

Cognitive Intelligence
Social Intelligence
Emotional Intelligence
Practical Intelligence
 What is Nature of Intelligence?

The Controversy of Nature Vrs. Nurture

 THEORIES OF INTELLIGENCE

1. Factor Theories of Intelligence

 Highlight the organisation of mental ability
 Identify the factor/factors which constitute intelligence
i) Spearman’s Two-Factor theory
ii) Thurstone’s Primary Mental Abilities
iii) Guilford’s Structure-of-Intellect
iv) Cattell’s fluid and crystallized intelligence
2. PROCESS THEORIES OF INTELLIGENCE

• Highlight processes involved in intellectual activity

• What mental operations are necessary to perform
intellectual tasks/answer intelligence test questions
i) Sternberg's Information-Processing Theory
ii) Das and et al. – PASS Model of Information
Processing Theory
SPEARMAN’S TWO FACTOR THEORY OF
INTELLIGENCE

s1
s2
s3
s7 g s4
s8
s5
s9
s6
 THURSTONE’S PRIMARY MENTAL ABILITIES
ABILITY DESCRIPTION
Verbal - The ability to understand the meaning of words;
comprehension vocabulary tests represent this factor
Word fluency - The ability to think of words rapidly, as in solving
anagrams or thinking of words that rhyme.
Number - The ability to work with numbers and perform
computations.
Space - The ability to visualize space-form relationships,
as in recognizing the same figure presented in
different orientations.
Memory - The ability to recall verbal stimuli, such as word
pairs or sentences.
Perceptual speed - The ability to grasp visual details quickly and to
see similarities and differences between
pictured objects.
Reasoning - The ability to find a general rule on the basis of resented
instances, as in determining how a number series is
constructed after being presented with only a portion of
that series.
Fig. Revised Model of Guilford’s Structure of Intelligence

CONTENT

OPERATION
Visual
Auditory
Symbolic
Semantic
Behavioural
Units
Classes
Systems EVALUATION
Transformations
Implications

Evaluation
Divergent thinking
Convergent thinking
Memory
Cognition
 CRYSTALLIZED INTELLIGENCE

 Capacity to use an accumulated body of information to

make judgments and solve problems.
 Does not degenerate
 Knowledge and skills that have been acquired and
memorized
 Assumed to depend heavily on culture and education
 FLUID INTELLIGENCE
 Capacity to deal with new problems that require such skills as perception
(solving a picture puzzle)
 Allows us to acquire new knowledge and skills
 Presumed to be relatively independent of education and experience
 Useful particularly where flexible adaptation to novel situation is
required
 THEORY OF MULTIPLE
INTELLIGENCE
HOWARD GARDNER (1983)
1. LINGUSTIC INTELLIGENCE: Ability to communicate through language.
2. LOGICAL MATHMATICAL INTELLIGENCE: Ability to analyze
argument and solving mathematical problems.
3. SPATIAL INTELLIGENCE:Ability to perceive and arrange objects.
4. MUSICAL INTLLIGENCE: Ability to analyze , compose or perform
music.
5. BODILY-KINESTHETIC INTELLIGENCE: Ability to move effectively.
6. INTRAPERSONAL INTELLIGENCE: Ability to understand self.
7. INTERPERSONAL INTELLIGENCE: Ability to understand people and
situations.
8. NATURALIST: Ability to understand the patterns found in the natural
environment.
INFORMATION PROCESSING
THEORY
STRENBERG TRIARCHIC THEORY
This theory assumes that there are three main kinds of
Intelligence: componential, experiential and contextual.
1. Componential: It primarily reflects our information
processing ability , which helps in academic
performance
2. Experiential intelligence: it’s the ability to combine
different experiences in insightful ways to solve novel
problems.It reflects creativity, as exhibited by an artist
composer, or scientist(e.g. creative genius like Einstein
& Leonardo Da Vinci).
3. Contextual Intelligence is the the ability to function in
practical, everyday social situation. It reflects “ street
smarts” , as in negotiating the price of a new car.
INFORMATION PROCESSING
THEORY
J. P. DAS and Jack A. Naglieri (1994 )
PASS MODEL OF INTELLIGENCE
Intelligence involve four major cognitive process:

I. PLANNING
II. ATTENTION
III. SIMULTANEOUS PROCESSING
IV. SUCCESSIVE PROCESSING
 PASS Theory & CAS
• Human cognitive functioning includes:
– Planning - The how to, cognitive control, use of
processes and knowledge, intentionality (Luria’s Third
functional unit)
– Attention - focused cognitive activity and resistance to
distraction (First unit)
– Simultaneous & Successive - two forms of processing
information (Second unit)
 Luria (1972)

Second
Functional Unit
- Simultaneous
& Successive

First functional
Unit - Attention

Third
Luria, A. R. (1970). The Functional Functiona
organization of the brain. Scientific l Unit -
American, 222, 66-78. Planning

Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030.

naglieri@gmu.edu 2005
 PASS Theory
• Planning is a mental process by which the
child determines, selects, and uses efficient
solutions to problems
– problem solving
– developing plans and using strategies
– impulse control and self-control
– control of processing
– retrieval of knowledge

Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030.

naglieri@gmu.edu 2005
• Attention is a mental process by which the
person selectively attends to some stimuli
and ignores others
– focused cognitive
activity
– selective attention
– resistance to
distraction
• Simultaneous processing is a mental
activity by which the child integrates
stimuli into groups
– Stimuli are seen
as a whole
– Each piece
must be
related to the others
• Successive processing is a mental activity by
which the person integrates stimuli in a
specific serial order
– Stimuli form a chain-like progression
– Stimuli are not inter-related
THE PASS MODEL OF INTELLIGENCE/ COGNITIVE PROCESSES

Third
Functional Unit
Knowledge Base

PLANNING

Conceptual

Perceptual
Memory
Frontal
Functional Unit
Second

Knowledge Base
Das et at. (1994)
 PASS Theory

There is
There is Need
Need Know
Know Apply
Apply
Yes
Yes Yes
Yes Yes
Yes
aa goal
goal aa plan
plan aa plan
plan the plan
the plan
?? ??

No No
No
Complete
the task No Is the
Develop
plan
a new plan
O.K.?
No

Is it
Yes Apply the
working Yes
plan
?
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. 23
naglieri@gmu.edu 2005
 CAS ON THE BASIS OF PASS

• Tests of Planning Tests of Attention

Matching Numbers Number Detection

Planned Codes Expressive Attention
Planned Connections Receptive Attention
CAS
Cognitive
Assessment
System
Tests of Simultaneous Tests of Successive
Processing Processing

Nonverbal Matrices Word series

Verbal spatial Relation Sentence Repetition
Figure memory Sentence Question /
Speech Rate
• Das – Naglieri Cognitive Assessment System (1996)
 CAS Description
• The CAS …
– is an individually administered measure of basic
psychological processes
– administered by trained professionals (e.g., school
psychologists) in 45 to 60 minutes (depending on the
version given)
– designed for children 5-17 years of age
– is easy to administer and score
– consists of four theoretically derived scales
CAS
 CHANGES IN IQ SCORES WITH AGE

I
Q
S
C
O
R
E
S
AGE
The average score on intelligence tests tends to increase in childhood and
adolescence, level off in adulthood, and then begin to decline late in life. But the
decline is based on a comparison of different people at different ages. When the
same people are tested repeatedly over time, the decline is much less dramatic. For
many individuals, IQ remains stable; for some, it even increases (Horn &
Donaldwon, 1980)
INFORMATION PROCESSING AREAS WHICH GET
AFFECTED WITH AGE

 Short-term memory: ability to hold and organize

material in short term memory.
 Processing speed: gen. Slowing of all mental processes.
 Organisation: less likely to solve problems by
adopting specific search strategies or heuristics.
 Conservatism: less likely to abandon an old hypothesis
in favour of new one; require more info before making
tentative dec.
 CORRELATION OF IQ SCORES FOR PEOPLE OF VARYING
HEREDITARY AND ENVIRONMENTAL RELATEDNESS

.10
.090
Relation
of
.080
IQ scores .070
.060
.050
.040
.030
.020
.010 00
.000 Identical twins Identical twins Fraternal twins Siblings Siblings reared Unrelated
Unrelated
reared together reared children
reared apart reared together apart children
together
reared together
reared apart
 EFFECTS OF DIFFERENT ENVIRONMENTS ON IQ

150
Type C (average intelligence)

100
Type B (retarded)
Tested
IQ 65 Type A (mentally detective)
Score

25 Range of IQ
for each type
Depnved Average Enriched

Quality of environment

The curves represent hypothetical reaction ranges for four individuals who vary in
inherited intellectual potential. For example, the individual labeled type D has an IQ
of about 65 when raised in a deprived environment but an IQ of over 180 when raised
in a maximally enriched environment. The vertical arrows to the right indicate the
range of possible IQ scores for each type. (Adapted from Gottesman, 1963)
 Curve of Normal Distribution of IQ

25% 25%

17% 17%
4% 4%
7% 7%
2% 2%
60 70 80 90 100 110 120 130 140
 DISTRIBUTION OF INTELLIGENCE SCORES ON
THE WECHSLER ADULT INTELLIGENCE SCALE

IQ Verbal Description % of Adult Population

130 or Above Very Superior 2.2
120-129 Superior 6.7
110-119 Bright 16.1
90-109 Average 50.0
80-89 Dull Normal 16.1
70-79 Borderline 6.7
Below 70 Mentally Retarded 2.2
 TYPES OF INTELLIGENCE TESTS
Verbal Test (paper-pencil)
 Non-verbal or performance Test (Non-
Language)

 Individual Test
 Group Test

 Speed Test
 Power Test
 1.Arithmetic Reasoning (Verbal)
These items are designed to measure candidate’s ability to deal
with number concepts, quantity and mathematical symbols. The
candidate is required to comprehend the relationship between the
numbers and mathematical symbols and apply the reasoning to
solve the item correctly.

Example (Verbal):
In an imaginary mathematical system ‘+’ means multiplication, ‘x’ means
subtraction, ‘÷’ means addition and ‘-’ means divisions.
All other rules in mathematical operation are the same as in the existing
system. Which one of the following gives the result of:-
192 - 32 ÷ 7 + 25 x 3 + 15 = 7
(a) 136 (b) 224 (c) 126 (d) 187 (e) 234
 2.Logical Reasoning:

These items are designed to measure the logical reasoning of the

candidate. Statement items are followed by five choices and the
candidate is required to reach a conclusion by deductive reasoning.
Example (Verbal)
Ram scored more marks than Rahim.
Rahim scored less marks than Robin.
Which one of the following statements is correct?
(A) Robin scored the least.
(B) Rahim scored more than Robin.
(C) Rahim scored the least.
(D) Ram and Robin scored equal marks.
(E) No definite conclusion can
 3. Analogies (Verbal and Non-Verbal):

These items are designed to measure candidate’s ability to deal with

abstract ideas. The candidate is required to comprehend the
relationship between the first two objects/figures and apply the same
reasoning to find out the correct answer.

Example (Verbal):
Which two words should be used as the first and the last word in the blank
space provided in the following sentence to make it a true and
meaningful one.
Write the choice of the two words from the alternatives given.
_________ is to fruit as Carrot is to __________ .
(1) Vegetable (2) Eat (3) Seed (4) Apple (5) Juice
(A) Cereal (B) Vegetable (C) Husk (D) Vitamin (E) Leaf
 Example (Non-Verbal)

X Y Z

Is to ?
Is to

A B C D E
 Odd-Man (Verbal and Non-Verbal)
• These items are designed to assess candidate’s ability to see through
similarities and differences of objects/figures. The candidate is required to
find out one of the five objects/figures which belongs to a different class

Example (Verbal):
Which one of the following group of letters does not belong to the same class as the
others?
(A) BDFH (B) ACEG (C) JLNP (D) IKMO (E) RTVW

Example (Non-Verbal):
WHICH FIGURE DOES NOT BELONG TO THE SAME CLASS AS THE OTHERS?
 5. Series (Verbal and Non-Verbal)

In this type of items letters/figures are arranged in some systematic order to as to

constitute a series. The items are intended to measure a candidate’s ability to
comprehend the relationship amongst the figures and then same to solve the item
correctly.
Example (Verbal):Write the choice of the letter that will come next in the series:
N, P, R, T, V, ____________
(A) Z (B) W (C) X (D) Y (E) S

Example (Non-Verbal): WRITE THE LETTER OF THE FIGURE WHICH WILL COME NEXT
IN THE SERIES:
 6. Coding (Verbal):

These items are designed to measure candidate’s ability to codify an

information speedily and correctly. The candidate is required to
understand the rule or principle followed in an item and then
apply the same to solve the problem.
If ACE is coded as FHJ; KMO will be codes as:
(A) RPT (B) TRP (C) TPR (D) RTP (E) PRT
7. Matrices (Non-Verbal):
These items are intended to measure a candidate’s ability to
comprehend
logical relationship of the pattern and its parts. The candidates is
required
to select the appropriate missing part for the completion of each
pattern.
 Example:
WRITE THE CHOICE OF THE FIGURE WHICH WILL
COMPLETE THE DESIGN:

A B C D E
 INTERPRETATION OF TEST SCORES

Mental Age (MA) – the level of development of mental ability

expressed in relation to the chronological age.
Intelligence Quotient (IQ) – is the ratio of an individual’s mental age
to his chronological age.

IQ = MA/CA x 100

Norm is an average score on a particular test made by a specified

population at a time. They are not permanent and need to be
revised from time to time.
COGNITION

The term cognition refers to mental

activities, more specifically the process of knowing. It
involves how we acquire, store, retrieve, and use
knowledge. If we use cognition every time we acquire a bit
of information, place it on a storage, bring it out of
storage, or use that information in some way, the
cognition must include a wide range of mental process e.g.
perception, memory, imagery, language, concept
formation, problem solving, reasoning and decision
making.
 Concept
Formation Attention
Imagery

Memory
Cognition
Reasoning

Problem
Decision
Making Solving
Thank you.