Intelligence Suellen Concessio

Fernandes
Introduction

• A controversial topic throughout

psychology's history.
• Disagreement about what components
makeup intelligence.
• It is a social construct and therefore
culture specific.
• How to define intelligence?
• Are accurate measurements possible?
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Definition
Intelligence is the aggregate or global
capacity of the individual to act
purposefully, think rationally, and deal
effectively with the environment. (
David Wechsler, 1958)

Intelligence is the ability to carry out

abstract thinking. (Lewis Terman,
1921)

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3 Aspects of
Intelligence
•Learn from experience: The acquisition, retention,
and use of knowledge is an important component
of intelligence.
•Recognize problems: To put knowledge to use,
people must be able to identify possible problems
in the environment that need to be addressed.

•Solve problems: People must then be able to take

what they have learned to come up with a useful
solution to a problem they have noticed in the
world around them.

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History of Intelligence
• French psychologist Alfred Binet developed the first intelligence tests to help identify school
children in need of remedial studies. Binet was also the first to introduce the concept of
mental age or a set of abilities that children of a certain age possess. With his collaborator
Theodore Simon, they created the Binet-Simon Intelligence Scale.

• This Scale was designed to assess reasoning, thinking and problem solving - assumed that it
was depended on intelligence.

• In this scale, Binet also assumed that abilities increase with age, hence items were
categorized by age at which a typical child would respond correctly.

• They discovered that by discovering someone’s mental age they can predict future
performance.

• Mental age v/s Chronological age.

• When equal considered as ‘regular’ intelligence.

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History of Intelligence… cont’d
• “Intelligence quotient," or IQ, coined by a German psychologist William
Stern in 1912 using Binet’s Research.
• Lewis Terman later revised the scale and standardized the test with
subjects drawn from an American sample and the test became known as
the Stanford-Binet Intelligence Scale. The test is still in use today and
remains one of the most widely used intelligence tests.
• Terman also added items foe adults and revised the scoring procedure.
IQ = Mental Age(MA) x 100
Chronological Age(CA)
• A score of 100 would be considered ‘average’
• It was used for military recruitment.
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Let’s have some
FUN
Problems with the IQ Formula

It does not really work well on

A 8 year old has a mental age of 10, what is her IQ? adults, why?
If a 60 year old man
•
does as well as an average 35
A 12 year old has the mental age of 9, what is his year old
IQ? then his IQ would be 50!!!!!!
That makes no sense.
•
A boy has the mental age of 10 and an IQ of 200,
how old is he?

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Stanford Binet Intelligence scale: 5th Ed. (2003)
Includes five factors: fluid reasoning, knowledge,
quantitative reasoning, visuospatial processing, and
working memory.
Grouped into two domains or tasks that involve language
skills and tasks that ae less verbally dependent.
A single composite or full-scale IQ score, a verbal IQ, and a
nonverbal IQ are provided.
Binet –Kamat (BKT) is an Indian adaptation of the SB
intelligence Scale - BKT is simple to administer, score and
interpret; economical in terms of cost; and still a valid
measure of intelligence despite the test was standardized
several decades ago.

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History of Intelligence… cont’d
In the late 1930s, David Wechsler developed new tests to improve on the
old tests in 3 areas:
1. It included both verbal and non-verbal subtests
2. Success depended on having formal schooling
3. Each sub-test scored separately.

Special Version developed for adults and children:

WAIS – Wechsler Adult Intelligence Scale
WISC – Wechsler Intelligence Scale for Children
WPPSI - Wechsler Preschool and Primary Scale of Intelligence
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Normal Bell Curve
Everyone’s score when plotted resemble the
normal bell curve.
That means that most scores would fall
somewhere in the center of that bell curve. The
score in the absolute center of the bell curve is
100 and that is where we would expect most
scores to fall, or where they will cluster.

As the scores move away from the norm (100), we

will find fewer and fewer scores.

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WISC

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2/2/20XX PRESENTATION TITLE 13
Two factor theory Both G-Factor and the S-Factor contribute to the
performance of the individual in specific activities as
of intelligence well as overall performance. Both factors determine
the intelligence of a person

G-Factor Characteristics:
• In born capability
• General mental energy
An English psychologist Charles Spearman • It is constant
proposed his theory of intelligence called Two- • G factor differs from person to person
factor theory in 1904. • It is used in all tasks of life.
• Greater the G-factor in an individual greater is his
According to him intellectual abilities are success in life.
comprised of two factors namely
S-Factor Characteristics
• The general ability known as G-Factor • It is learned and acquired in the environment.
• Specific abilities known as S-Factor. • It varies from activity to activity in the same
individual.
• Individuals differ in the amount od S-ability.

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Group Factor
Theory – Louis
Thurston (1937)
Intelligence is a cluster of abilities

Thurstone found that intelligent behavior does not arise from • Furthermore, when Thurstone analyzed
a general factor, but rather emerges from seven independent mental test data from samples comprised of
factors that he called primary abilities: people with similar overall IQ scores, he
found that they had different profiles of
• word fluency, primary mental abilities
• verbal comprehension,
• Thurston’s theory of intelligence paved the
• spatial visualization, way for later theories like Gardener’s Multiple
• number facility, intelligences.

• associative memory,
• reasoning,
• perceptual speed (Thurstone, 1938).
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Howard Gardener’s
Multiple
Intelligences
Gardner proposed that numerical expressions of 1. Visual-spatial Intelligence
human intelligence are not a full and accurate 2. Verbal-linguistic Intelligence
3. Bodily-kinesthetic Intelligence
depiction of people's abilities.
4. Logical-mathematical Intelligence
His theory describes 9 distinct intelligences that are 5. Interpersonal Intelligence
based on skills and abilities that are valued within 6. Musical Intelligence
7. Intra personal Intelligence
different cultures.
8. Naturalistic Intelligence
9. Existential

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2/2/20XX PRESENTATION TITLE 17
Linguistic Spatial – Visual Bodily – kinesthetic
Learners like to read write talk tell Learners like to visualise, draw, Learners like ;movement,
stories and listen complete jigsaws, read maps, physical activity,
Learning Tools: books, word doodle and day dream. Learning tools: items that
games, computers and multi Learning tools: infographics, simulate or facilitate movement.
media. pictures drawings, 3D models, Teaching Strategies: learning by
Teaching Strategies: Lectures, illustrated books, charts and doing, playway method, role
discussions debates, dialogues, videos. play, drama, tactile experiences
book reviews, cloze passages, etc. Teaching Strategies: model
building, making comic strips in
literature, field trips, etc. Interpersonal
Logical – Mathematical Learners like bouncing ideas off
Musical
other people, leading, mediating
Learners like numbers, critical Learners like to listen to music,
sharing socializing.
thinking exploration and patterns. sing and play instruments.
Learning tools: social media,
Learning tools: multi media,
Learning tools: experiments, logic group sessions
music rhythm and rhyme.
games, puzzles, mystery games. Teaching strategies: buzz
Teaching Strategies:
groups, cooperative learning,
Teaching Strategies: Simulations, dramatization role play using
debate, tutorial groups, forums
problem solving, field music to facilitate movement
observations. transition and for drill and
practice
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Intrapersonal
Learners like self interactions,
quiet time, reflections
Learning tool: journals and dairies,
Teaching Strategies: open
university, self paced projects,
individual work, essays

Naturalist
Learners like plants, animals and
the outdoors and being one with
nature.

Learning tools: photographs,

natural material
Hands on experiences and data
collection

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