meaning,concepts,definition,types,factors,

INTELLIGENCE intelligence quotient and importance

Introduction:
Among the millions of species that exist on the earth, the human being is said to
be superior and exclusive (separate) because of its reasoning of distinguishing between
right and wrong. The ability to adopt to the environment with and to master situations,
understanding, ability to command and capacity to carry on difficult tasks by learning and
putting the past experience to the most beneficent use. This quality, which we describe as
intelligence is found in different degrees in different human beings Intelligence
characterises the whole behaviour of an individual and is sum of her/his abilities which are
quantitatively differentiable.
CONCEPT
Intelligence is the product of heredity and environment. Opportunities to learn vary
widely, yet the inherited capacity (capacity taken by birth) as modified (changed or
increased) by maturation (development) accounts for a greater part of the individual
variability (differences in the intelligence of the individuals). The totality of biologically
transmitted factors that influence the structure of body is referred as heredity .In order to
understand concept of intelligence, we have to know its theories.
Uni or one factor theory: Some psychologists believe intelligence is a basic ability that
affects performance on all cognitively oriented tasks. An intelligent person will do well in
computing mathematical problems, analysing poetry, taking history essay examinations,
and solving riddles.
Two-factor theory: Spearman suggested that intelligence consisted of a general factor (g-
factor) and some specific factors (s-factors). The g-factor includes mental operations which
are primary and common to all performances. In addition to the g-factor, he said that there
are also many specific abilities. These are contained in what he called the s-factor.
Excellent singers, architects, scientists, and athletes may be high on g-factor, but in
addition to this, they have specific abilities which allow them to excel in their respective
domains.
Multiple theory of intelligence: According to Gardner, all human beings possess at least
eight intelligences. Thus, intelligence is not a single entity; rather distinct types of
intelligences exist. Each type of intelligence is independent one. It means, if a person
exhibits one type of intelligence, it does not necessarily indicate being high or low on other
types of intelligences. Gardner also put forth that different types of intelligences interact
and work together to find a solution to a problem.
Definitions:
 Intelligence is the ability of an individual to make profitable use of past experience –
Thorndike
 Intelligence is the ability demanded in the solution of problems, which require the
comprehension, and the use of symbols – Grprett
 Intelligence is the ability of an individual to adjust himself to the conditions that arise
in his environment – Brown
 Intelligence is the ability to adopt oneself to judge well, understand well, reason
(think) well and act well – Binet
 Intelligence is the organization of abilities to learn a group of facts with alertness
and accuracy to exercise mental control and display flexibility in seeking the solution
of problem– Skinner

TYPES of INTELLIGENCE
Three types of intelligence:
According to Thorndike intelligence is of three types
Abstract intelligence or cognitive ability:
1. Abstract means which is not physically existing e.g. alphabets, numbers etc.
2. It is the ability to understand and deal with verbal and mathematical symbols
3. Of the three abilities abstract intelligence is one that receives greatest weight
and almost pronounced as a correct test of intelligence
4. It is also the ability of manipulating ideas and relationships and more concerned
with understanding abstract things
5. Philosophers and Professional people are high in abstract intelligence e.g.
vocabulary, language, relational concepts etc
Concrete intelligence or mechanical intelligence or motor ability:
1. Concrete means which physically exists e.g. implement, object etc
2. It is the ability to understand and deal with things or objects etc., and more concerned
with the physical skills of individuals
3. Industrial and building traders are high in mechanical intelligence e.g. problem solving
skill and manual skills
Social intelligence or social ability:
1. It is the ability to understand and deal with persons
2. It is the ability to understand and apply psychological principles of human
relationships
3. Salesmen, politicians, leaders possess this intelligence e.g. association with
people and empathy (understanding people by taking their conditions mentally)
An ideal person is one who has all the three types of intelligence
Intelligence as a Process
Sternberg’s triarchic theory suggests that intelligent behaviour is the product of
applying thinking strategies, handling new problems creatively and quickly, and adapting
to contexts by selecting and reshaping our environment. Sternberg believes that
intelligence is comprised of three separate, though interrelated abilities: analytical,
creative, and practical
Componential (analytical) Intelligence: It is the ability to think abstractly,
process information and determine what needs to be done. This intelligence has three
components, each serving a different function. First is the knowledge acquisition
component, which is responsible for learning and acquisition of the ways of doing things.
The second is the Meta or a higher order component, which involves planning concerning
what to do and how to do. The third is the performance component, which involves
actually doing things.
Experiential (creative) Intelligence: It is the ability to formulate new ideas and
combine unrelated facts. It is involved in using past experiences creatively to solve novel
problems. It is reflected in creative performance. Persons high on this aspect integrate
different experiences in an original way to make new discoveries and inventions.
Contextual (practical) Intelligence: It is the ability to adapt to a changing
environment and to shape one’s world to optimise opportunities. It may be called ‘street
smartness’ or ‘business sense’.

Eight types of intelligence (Gardner)

 • Linguistic (skills involved in the production and use of language): It is the
capacity to use language fluently and flexibly to express one’s thinking and understands
others.
• Logical-Mathematical (skills in scientific thinking and problem solving): It is the
ability think logically and critically.
• Spatial (skills in forming visual images and patterns): It refers to the abilities
involved in forming, using, and transforming mental images.
• Musical (sensitivity to musical rhythms and patterns): It is the capacity to
produce, create and manipulate musical patterns.
• Bodily-Kinaesthetic (using whole or portions of the body flexibly and creatively):
This consists of the use of the whole body or portions of it for display or construction of
products and problem solving.
• Naturalistic (sensitivity to the features of the natural world): This involves
complete awareness of our relationship with the natural world.
• Interpersonal (sensitivity to subtle aspects of others’ behaviours): This is the skill
of understanding the motives, feelings and behaviours of other people so as to bond into
a comfortable relationship with others.
• Intrapersonal (awareness of one’s own feelings, motives, and desires): This
refers to the knowledge of one’s internal strengths and limitations and using that
knowledge to effectively relate to others.
Factors affecting Intelligence:
G. Brown a psychologist pointed out that, there are numerous factors which
directly or indirectly affect the intelligence or abilities of the individual and which makeup
the behaviour pattern of the individual.
Important factors that affect the Intelligence:
1. Heredity and environment: heredity provides the physical body to be developed with
certain inherent capabilities while environment provides maturation and training of the
organism. Newman concludes that the variations in I.Q. or intelligence were determined
about 68 % by heredity and 32 % by environment. It means that 68 % of intelligence of the
individual comes through heredity and 32 % by environment
2. Age: The intelligence is maximum at 20 years and remains relatively stable if health and
other factors do not interfere, until around 70 years when it rapidly decreases due to
decline in physical efficiency
3. Health and physical development: Health and physical development are directly
related to mental activity. Physical and physiological defects result in sub-normal
intelligence or less intelligence
4. Race: As it is race has no influence over the intelligence but certain races which are
socio-economically and culturally week show marginal effect on intelligence
5. Sex: Not much difference is noticed as per the sex of the individual. According to Crow
and Crow males are slightly superior than females in questions that involve mathematical
material and scientific concepts or in performance of certain scientific tasks (work related to
science) and girls excel that deal more directly with the humanities (languages, literature,
philosophy, fine arts, history etc.)
6. Social and economic conditions: if these conditions are good then physical
development and mental development will also be fairly good and intelligence will be
better6.
7. Culture: Culture also influences the intelligence of the individual to some extent.
Sternberg’s notion of contextual or practical intelligence implies that intelligence is a
product of culture. In technologically advanced societies, persons are well-versed in skills
of attention, observation, analysis, performance, speed, and achievement orientation due
to the adoption of child rearing practices that foster these types of skills. Therefore, the test
in this respect should be standardised from one culture to another culture.

Concept of Intelligence Quotient (IQ)

In 1912, William Stern, a German psychologist, devised the concept of Intelligence
Quotient (IQ). The IQ is the ratio between the individual’s mental age and her/his
chronological age. In order to avoid fractions, the ratio is multiplied by 100.
Mental Age (MA): It is a measure of a person’s intellectual development relative to people
of her/his age group. A mental age of 12 means that a student’s performance on an
intelligence test equal to the average performance level of a group of 12 year olds.
Chronological Age (CA): It is the biological age or actual age in year from birth. A bright
student’s MA is more than her/his CA; for a dull student, MA is below the CA. According to
formula, a student with mental age of 10 and chronological age of eight should have IQ of
125.
Intelligence Quotient: I.Q. rates the levels of intelligence of a person
 I.Q. = Mental age of an individual (MA) X 100
Chronological age of an Individual (CA)
The level of intelligence may be indicated as follows:
[Link] Character
Below 20 Idiot
20 to below 70 Feeble minded
70 to 90 Dull
90 to 110 Average or Normal
110 to 120 Superior
120 to 140 Very superior
140 to 200 Genius
Above 200 Supreme genius

IMPORTANCE OF INTELLIGENCE IN EXTENSION WORK:

1. Intelligence does not follow a set of stereo (similar) types of pattern but depends
largely on the complexity of demand of their environment and the kind of training they
receive
2. Intelligence remain constant when the conditions remain constant i.e. health,
types of education and situation
3. In all, the differences in intelligence can be treated to either heredity or
environment since individual is a product of both
4. Gifted persons with higher intelligence can be better utilized by offering broader
opportunities and with programmes for their accelerated growth
5. It is easy to identify the mentally retarded people or people with less intelligence
and problem men (persons with less intelligence due to physiological defects) in rural
society and such people should be given special attention while training them in
agricultural technologies
6. An extension worker can increase his effectiveness by using appropriate
techniques for teaching farmers with different levels of intelligence and thereby smooth
introduction of the programs of change