INTELLIGENCE

AATIKA BATOOL
 Objectives

 After this presentation learners will be

able to:
 Define intelligence.
 Demonstrate an understanding of the
concept of the measurement of
intelligence.
 Describe the characteristics of test.
 Identify various management of scales.
Intelligence

 Intelligence came from Latin word intelligere "to understand”.

Definitions:
 “Intelligence is the aggregate or global capacity of the individual to think
rationally, to act purposefully and to deal effectively with the
environment” (Wechsler-1994).
 “Intelligence is the ability to master the knowledge and skills needed to
succeed with in a particular culture” (Lolurto-1991).
Nature of Intelligence
 It is an innate mental ability which grows and is influenced by the
environment.
 It shows the capacity to adapt to new or changed situations quickly
and correctly.
 It is the ability to carry on higher mental processes such as
reasoning, criticism, rational and judgment.
 It shows the capacity to observe the relationship and absurdities.
 It implies the capacity to learn and solve difficult tasks and problems.
Types of intelligence

 Intelligence is divided into three kinds.

1. Concrete intelligence
2. Social or emotional intelligence
3. Abstract or general intelligence
Types cont..
1. Concrete intelligence:
 This type of intelligence is applicable for using machines, tools and
instruments.
 E.g. Mechanics, engineers are concrete intelligent.

2. Social intelligence:
 It is the ability to understand social situations and act wisely in human
relationship.
 Socially intelligent people know the art of winning friends and influence
them.
 E.g. `Leaders, ministers, salesmen, and diplomats are socially intelligent.
Emotional intelligence

 First called social intelligence.

 The ability to perceive, express, understand, and regulate
emotions.
 Some studies show EQ to be a greater predictor for future success
than IQ.
 It is basis of the empathy for others, self awareness , and social
skills. e.g. eye contact, flexibility and cooperation.
 It helps in building the therapeutic relationship with patient.
Cont..

3. Abstract and general intelligence

 It is the ability to respond to words, numbers and letters etc.
 This type of intelligence is required from study of books literature.
 E.g. Teachers, lawyers, doctors and philosophers.
Intelligence quotient (IQ)
 The abbreviation "IQ" was coined by the psychologist William Stern.
 The idea of intelligence quotient was utilized first in 1916 by Binnet and Simon
test.
 Binnet and Simon used mental age to distinguish “bright” from “dull” children.
 IQ is the ratio between the mental age and chronological age.
 IQ = MA/CA x 100
E.g. A 6 years old boy with the mental age of 4.
 IQ = 4/6 x 100 = 66.6
Multiple intelligence

 According to Howard Gardner there are eight types of intelligence.

 The theory of multiple intelligences differentiates human
intelligence into specific 'modalities', rather than seeing intelligence
as dominated by a single general ability.
 Howard Gardner proposed this model in his 1983 book Frames of
Mind: The Theory of Multiple Intelligences.
Gardner’s Multiple Intelligences:

1. Visual / Spatial
2. Verbal / Linguistic
3. Logical / Mathematical
4. Bodily / Kinesthetic
5. Musical / Rhythmic
6. Interpersonal
7. Intrapersonal
8. Natural
THEORIES OF INTELLIGENCE

Theories There are two main theories regarding intelligence.

Every approach comes up with his own perception and
assumptions.
1. Factor theories of intelligence
I. Two factor theory or G-factor theory
II. Group factor or multifactor theory
2. Process oriented theories of intelligence
3. Sternberg’s Triacharic theory
1. Factor Theories of Intelligence

Two factor or G-factor theory

 Two factor theory was developed by Charles Spearman (father of
factor analysis) in 1927.
 Intellectual abilities were comprised of two factors: one general ability
or common ability known as ‘G’ factor and the other a group of specific
abilities known as ‘S’ factor.
 ‘G’ factor is universal inborn ability. Greater ‘G’ in an individual leads to
greater success in life.
 ‘S’ factor is acquired from the environment. It varies from activity to
activity in the same individual.
G- factor theory

 These specific abilities may be represented as : S1, S2, S3 etc.

According to this theory, An individual’s total intelligence (A) is
the sum of the general factor (G) and all his specific abilities (S).
This can be expressed as: A = G+S1+S2+S3 +…….
Group factor or Multifactor theory

 This theory was advocated by L.L Thurstone in 1938.

 This theory rejected General Intelligence.
 This theory considers intelligence a combination of numerous
separate factors.
 Instead of viewing intelligence as a single, general ability,
Thurstone's theory focused on seven primary mental abilities.
Thurstone 7 factors

1. The Verbal Factor (V)—Found in tests involving Verbal Comprehension.

2. The Spatial Factor (S)—ability to imagine an object in space.
3. The Number Factor (N)—Ability to do Numerical Calculations rapidly
and accurately.
4. Memory Factor (M)—Involving ability to memorize quickly.
Thurstone 7 factors

5. The Reasoning Factor (R)—Found in tasks that require a subject to

discover a rule or principle involved in a series or groups of letters.
6. The Perceptual Factor (P)- ability to perceive objects accurately.
[Link] Problem Solving Factor (PS)- ability to solve problems
independently. Based on these factors Thurstone constructed a new
test of intelligence known as:
‘‘Test of Primary Mental Abilities (PMA).
2. Process Oriented Theories

 The process-oriented theorists tend to focus on the development of

intellectual processes that how the processes change as individual
matures.
 Focused on cognitive development rather than intelligence.
 Process oriented theories given by Jean Piaget and Brunner.
I. Piaget’s theory of cognitive development:

 According to Piaget, intelligence is an adaptive process.

 Piaget viewed intellectual development as an evolution of cognitive
processes such as understanding the laws of nature , the principles
of grammar & mathematical rules.
 He focused on schemas, assimilation and accommodation.
II. Brunner’s theory:

 The growing abilities are influenced by the environment especially the

rewards and punishments people receive for particular intellectual skill.
 In contrast to Piaget; Bruner argued that any subject can be taught
effectively to any child at any stage of development.
 For example, it would not be appropriate to teach a three year old
complex physics, however, Bruner contented that they could be taught
some principles of physics (e.g., force, mass, momentum, friction) in
enactive form and later repeated in iconic, then symbolic form.
3. Sternberg’s Triarchic theory
Three aspects of intelligence:
 Componential:
Analytical thinking “book smart”
 Experiential thinking:
Creative thinking and characterizes the person who can separate
elements of experience and combine them insightfully.
 Contextual:
“Street smart” one who know how to play the game and can successfully
manipulate the environment.
 Characteristics of Stanford Binet test:
The Stanford - Binet Intelligence Scales are designed to measure five
factors of cognitive ability.
These five factors include;
1. Fluid reasoning
2. Knowledge
3. Quantitative reasoning
4. Visual-spatial processing
5. Working memory
• Both verbal and nonverbal responses are measured.
Some other features:
 This test measures things that are necessary for school success.
 Binet’s test is a set of age-graded items
 Binet assumed that children’s abilities increase with age.
1. Fluid reasoning

 Fluid reasoning is the ability to solve abstract problems in which no

prior knowledge is required.
 Nonverbal fluid reasoning is tested with object series matrices.
 Verbal absurdities are simply statements that are silly or
impossible.
For example; –
 “an apple is to fruit as celery is to __________.” (vegetable).
 what is wrong with a sentence like: “I put ink on my hairbrush and
cleaned my teeth.”
2. Knowledge

 Knowledge is defined as someone’s accumulated stock of general

information that has been committed to long-term memory.
o For example, a young test subject might be asked to explain basic
human needs, like eating, using gestures. The verbal sub- test
includes vocabulary questions, which may be administered using toys
or flash cards.
o For example; – Explain differences (between a fish and a horse);
3. Quantitative Reasoning

 Quantitative reasoning measures a person’s numeracy.

 Questions in this section can include basic counting, addition and
subtraction.
 At higher levels, measurement, geometry and word problems are
included.
 Math concepts are presented in both verbal and nonverbal formats.
NOW CAN YOU SOLVE THIS?????
4. Visual-spatial Processing

 Visual-spatial processing involves the recognition of both patterns and

spatial relationships.
 The nonverbal portion of this sub-test usually includes assembling
puzzles and patterns.
 The verbal portion includes questions about direction and tests, a
subject’s ability to identify spatial relationships in pictures.
5. Working Memory

 Working memory is defined as the multiple processes that

capture, sort and transform information in a person’s short- term
memory.
 For example, like the game concentration, a test subject might be
asked to recall a previously presented picture.
 Block span simply involves tapping out a sequence on a series of
blocks and asking the test subject to repeat the sequence.
 Factors Influencing Intelligence:

1. Nature: 2. Nurture:
 How genetics and heredity affects  From immediate environment to
our intelligence. through out the life.
I. Genetics I. Pre and postnatal diet
II. Gender II. Family Environment
III. School Environment
IV. Socioeconomic status of family
V. Race/Ethnicity
1. Heredity and environment:

 Land and seed use to grow the crop.

 While the seed is heredity and the land is environment.
 If the land is infertile, even with the good seed, one can not have a good
crop. Similar with the fertile land if the poor quality seeds are used the crop
will not achieve the good results.
 As fertile land and good quality seeds are required for good crops, similarly
the heredity and stimulating environment are necessary for higher
intelligence.
 2. Gender
 Boys and girls tend to be equivalent in most aspects of intelligence
 The average IQ scores of boys and girls is virtually identical
 The extremes (both low and high ends) are over- represented by boys
1. Girls as a group:
 Tend to be stronger in verbal fluency, in writing, in perceptual speed
(starting as early as the toddler years)
2. Boys as a group:
 Tend to be stronger in visual-spatial processing, in science, and in
mathematical problem solving (starting as early as age 3)
3. Schooling

 Attending school makes children smarter –

 Children from families of low socioeconomic societies and those from
families of high socio economic societies make comparable gains in
school achievement during the school year
4. Poverty

 The more years children spend in poverty, the lower their IQs
tend to be.
 Children from lower- and working-class homes average 10-15
points below their middle-class age mates on IQ tests
 In many countries, children from wealthier homes score better on
IQ test than children from poorer homes
Intelligence in Nursing

 Knowledge about intelligence and its measurement is useful in

understanding the nurse herself, her colleagues as well as patients.
 Nurse’s guidance to the patient would be according to the
patient’s intellectual level.
 Knowledge about intelligence helps the nurse in diagnosing the
mental subnormal or very superior intelligent patient.
 It helps in maintaining empathy but avoid emotional attachment.
Intelligence in Nursing

 With a higher level of emotional intelligence, nurses are better able

to adapt and understand the needs of their patients.
 They can also better cope with the stress emotionally and improve
their social skills.
 Knowledge about abnormalities in new born and development of
their intelligence helps the nurse in providing suitable care.
 In disease related to psychiatric disorders, epilepsy, assessment of
intelligence is of great importance in their management.
ACTIVITY TIME
WHAT IS WRONG WITH THIS SENTENCE?

 In an old graveyard in Spain they have discovered a small skull which

they believe to be that of Cristopher Columbus when he was about 10
years old.