INTELLIGENCE
S Dheeraj Babu
Intelligence - Definition
David Wechsler (1896-1981) defined
Intelligence as “the global capacity of a
person to act purposefully, to think rationally,
and to deal effectively with his environment.”
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Spearman’s Two Factor Theory
In 1904, Charles Spearman reported that he had measured
intelligence in an objective way.
Spearman was one of the first to use the psychometric approach.
The psychometric approach measures or quantifies cognitive abilities
or factors that are thought to be involved in intellectual performance.
Spearman (1904) reasoned that by measuring related cognitive
factors he would have an objective measure of intelligence. This
idea led to his two-factor theory of intelligence.
Spearman’s two-factor theory says that intelligence has two
factors:
1. a general mental ability factor, “g”, which represents what
different cognitive tasks have in common, and
2. many specific factors, “s”, which include specific mental abilities
(mathematical, mechanical, or verbal skills)
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Thurstone’s Primary Mental Abilities
Psychologist Louis L. Thurstone disagreed with Spearman’s
notion that intelligence is a single, general mental capacity.
Instead, Thurstone believed that there were seven different
“primary mental abilities,” each a relatively independent
element of intelligence. Verbal comprehension, numerical
ability, reasoning, and perceptual speed are examples
Thurstone gave of independent “primary mental abilities.”
To Thurstone, the so-called g factor was simply an overall
average score of such independent abilities and consequently
was less important than an individual’s specific pattern of
mental abilities (Thurstone, 1937).
David Wechsler’s approach to measuring and defining
intelligence as a pattern of different abilities was very similar
to Thurstone’s approach.
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Raymond Cattell’s theory of Intelligence
Raymond Cattell (1963), using more advanced factor
[Link] intelligence refers to skills that
analytic techniques, determined that general intelligence
can be broken down into two relatively independent depend on accumulated knowledge and
components: experience, good judgment.
Crystallized intelligence (gc) is the ability to apply
previously acquired knowledge to current
problems.
Vocabulary and information tests are good
measures of crystallized intelligence.
Crystallized intelligence, which is the basis for
expertise, depends on the ability to retrieve
previously learned information and problem-
solving schemas from long-term memory
It is dependent on previous learning and practice.
2. Fluid intelligence depends more heavily on
basic information-processing skills—ability to
detect relationships among visual stimuli,
speed of analyzing information, and capacity of
working memory
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Fluid intelligence is the ability to solve novel problems on the fly. Such problems require little or no
previous knowledge, such as realizing that a hanger can be used to fix a leaky toilet or discovering the
pattern in a sequence of figures.
It involves perceiving relations, forming concepts, and drawing inferences. fluid intelligence (gf), defined as
the ability to deal with novel problem-solving situations for which personal experience does not provide a
solution. It involves inductive reasoning and creative problem-solving skills.
Fluid intelligence is dependent primarily on the efficient functioning of the central nervous system rather
than on prior experience and cultural context. People high in fluid intelligence can perceive relations
among stimulus patterns and draw inferences from relationships.
Typically, fluid intelligence has been found to peak in young adulthood. This is particularly true for
perceptual speed, which peaks quite early, beginning in the twenties.
From the age of 20 to 60 years, the average person will have lost more than one standard
deviation in fluid intelligence (Salthouse, 2010).
Crystallized intelligence, is the accumulation of information, knowledge, and skills that people have
learned through experience and education. It reflects our ability to call up information from long-term
memory. Itis the ability to remember and use information acquired over a lifetime, such as finding a
synonym for a word or solving a math problem. It is fixed, as is the structure of ice. Crystallized intelligence
is measured by tests of vocabulary, general information, and responses to social situations and dilemmas
—abilities that depend largely on education and cultural experience.
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R o b e r t Ste r n b e rg ’s Tr i a rc h i c
T h e o r y o f I n te l l i ge n ce
Robert Sternberg has argued that there’s more to intelligence
than “g”.
Sternberg’s triarchic model posits the existence of three
largely distinct intelligences
1. Analytical intelligence: the ability to reason logically. In
essence, analytical intelligence is “book smarts.”
It’s the kind of intelligence we need to do well on
traditional IQ tests and college admissions exams. According to
Sternberg, this form of intelligence is closely related to g.
But for him, it’s only one component of intelligence and not
necessarily the most crucial.
Indeed, Sternberg has long complained about a “g-ocentric”
view of intelligence, one in which school-related smarts is the
only kind of intelligence that psychologists value
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2. Practical intelligence: also called tacit
intelligence, the ability to solve real-world
problems, especially those involving other people.
In contrast to analytical intelligence, this form of
intelligence is akin to “street smarts.”
Practical intelligence also relates to what some
researchers call social intelligence,
or the capacity to understand others
3. Creative intelligence: also called creativity, our
ability to come up with novel and effective answers
to questions. It’s the kind of intelligence we need to
find new and effective
solutions to problems, like composing an
emotionally moving poem or exquisite piece
of music. Sternberg argues that practical and
creative intelligences predict outcomes,
like job performance, that analytical intelligence
doesn’t.
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Gardner’s Multiple
Intelligence Theory
Howard Gardner has suggested that
such mental abilities are
independent of each other and
cannot be accurately reflected in a Howard Gardner
single measure of intelligence.
Rather than one intelligence,
Gardner believes there are “multiple
intelligences.”
To Gardner, “an intelligence” is the
ability to solve problems, or to
create products, that are valued
within one or more cultural settings.
Thus, he believes that intelligence
must be defined within the context
of a particular culture (1998b, 2011)
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2/1/20XX PRESENTATION TITLE 11
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Measuring Intelligence
In 1904, when a commission on education
in France asked Alfred Binet to devise
a test to identify mentally subnormal
children.
The commission wanted to single out
youngsters in need of special training. It
also wanted to avoid complete reliance on
teachers’ evaluations, which might often
be subjective and biased.
In response to this need, Binet and a
colleague, Theodore Simon, created a test
that ultimately revolutionized the
measurement of intellectual ability.
The Binet-Simon scale expressed a child’s score in terms of “mental level” or
“mental age.” A child’s mental age indicated that he or she displayed the
mental ability typical of a child of that chronological (actual) age.
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In America, Lewis Terman and his colleagues at Stanford University soon went to work on a major
expansion and revision of Binet’s test. Their work led to the 1916 publication of the Stanford-Binet
Intelligence Scale (Terman, 1916). This revision was quite loyal to Binet’s original conceptions.
However, it incorporated a new scoring scheme based on William Stern’s “intelligence quotient”.
An intelligence quotient (IQ) is a child’s mental age divided by chronological age, multiplied by 100.
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Ravens Progressive Matrices
Raven's Progressive Matrices (RPM) is a non-verbal test of general
intelligence and abstract reasoning, often used to assess fluid
intelligence.
It presents a series of visual patterns with a missing piece,
requiring the test-taker to select the correct piece from a set of
options to complete the pattern.
The test is designed to be culture-fair, minimizing the influence of
language and cultural background
A)Standard Progressive Matrices
B)Colored Progressive Matrices : Designed for children aged 5
through 11 years-of-age, the elderly, and mentally and physically
impaired individuals.
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Weschler Scales of Intelligence
1. Weschler Intelligence Scale for
Children
It is an individually administered
intelligence test for children aged 6 to
16 years and 11 months.
2. Weschler Adult Intelligence Scale
It is an IQ test designed to measure
intelligence and cognitive ability in
adults and older adolescents
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Flynn Eff ect
In the 1980s, political scientist James Flynn noticed something
decidedly odd. Over time, the average IQ of the population was
rising at a rate of about three points per decade, a phenomenon
now known as the Flynn effect.
The magnitude of the Flynn effect is mind-boggling. It suggests James Flynn
that, on average, our IQs are a full 10 to 15 points higher than
those of our grandparents. It also appears to be occurring across The Flynn effect is a generational
much of the world, including the United States, Europe, and phenomenon in which average
South America. Intelligence Quotient (IQ) scores have
been found to increase across time in
developed countries at a startlingly
consistent rate of 3 points per decade
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THANK
YOU
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