INTELLIGENCE

CONCEPT
 theability to understand complex ideas, to
adapt effectively to the environment, to
learn from experience, to engage in various
forms of reasoning, to overcome obstacles
by careful thought.

 Sum total of cognition

 Cognitive abilities of an individual to learn

from experience, reason well, and to cope
effectively with the demand of daily living.
By psychologists, we can categorize the
definition into the following points:
 Intelligence is the ability to learn from
experience
 It is the ability to adapt effectively with the
environment
 It is the ability to reason, understand complex
ideas, and to think abstractly
 It is the total sum of cognition which refers to
the individuals overall capacity
Major approaches of intelligence
 Two factor theory
 Group factor theory
 Gardner’s theory of multiple intelligence
 Sternberg’s Triarchic theory
 Cattle’s Fluid and crystallized intelligence
Two-factor theory
 Francis Galton’s view= intelligence is a single general factor
that provides the basic foundation for the more specific abilities
that we possess.
possess general abilities= more likely to develop strong
mechanical, musical and mathematical abilities
 Charles spearman= performance on any cognitive task
depended on a primary general factor and one or more specific
factors relating to particular tasks
 “g”= general factor of intelligence; “s” specific factor of
intelligence
 This “g” and “s” is also known as two factor theory or G-factor
theory of intelligence
 General factor= describes intelligence as general phenomena
which exist among individuals in different amounts; this makes
individual different; so each person’s performance varies
 Spearman developed statistical technique called factor
analysis to assess the pattern of general factor; which is
best described as general intelligence or “g”.
 “g” – mental attribute called upon for any intellectual
task
- high= advantage in every intellectual endeavor
- low= does poorly on a wide range of tasks
Spearman noted that subjects who performed well on
math tests didn’t necessarily score well on the other types
of tests. He proposed another type of factor called “s”
factor, which reveals specific abilities unique to certain
tests.
 Individual vary in their overall intellectual ability (the “g”
factor), but some people are better at mathematical
tasks, while others are better at verbal tasks (“s” factor).
Group factor theory
 Other psychologists argue that intelligence is not a single factor as
theorized by spearman but a collection of many specific abilities.
 L.L. Thurston theorized that intelligence can be broken down into a
number of primary abilities.
 Developed an alternate to determine general intelligence, which is
called the “Primary Mental Abilities Test” that measures seven primary
factors in intelligence.
Verbal comprehension; word fluency; number; space; memory; perceptual
speed; reasoning
 Guilford broadened the concept and suggested some 120 different
abilities that make up intelligence.
 His structure of intellect model shows the way in which
4 contents (figural, symbolic, semantic, and behavioral)
5 operations (evaluation, convergent production, divergent production,
memory and cognition and
6 products ( units, classes, relations, systems, transformation, and
implications) combine to yield 120 unique intellectual factors
Gardner’s theory of multiple
intelligence
 Howard Gardner

 Suggested that there is more to intelligence than

single scores, or based on current intelligence test.
 People can manifest intelligence in many ways that
are not measured by such tests.
 There are different types of intelligence that are
mediated by different parts of brain.
 8 multiple intelligences, which consist of;
verbal/linguistic, musical, logical/mathematical,
visual/spatial, movement or bodily kinesthetic,
interpersonal intelligence, intrapersonal intelligence,
naturalist
Triarchic Theory: Intelligence is functional
 Robert Sternberg has emphasized the importance of
“practical intelligence” which is important in real life,
usually outside the classroom.
A new model of intelligence, called the “Triarchic theory
of intelligence” which comprises:
I. Analytical intelligence- ability to break down a problem
or situation into its components.
II. Creative intelligence- ability to cope with novelty and
to solve a problem in new and unusual ways.
III. Practical intelligence- comprises public understanding
of intelligence i.e. common sense or street smartness
or tacit knowledge
Fluid and Crystallized Intelligence: Cattel’s
approach
 Intelligence consist of two components namely fluid intelligence and
crystallized intelligence
 Both of them work together as a coordination system
 Crystallized intelligence refers to accumulated knowledge and
information due to our past experience. It includes use of information
learned previously to make decision and solving problems.
 Fluid intelligence refers to our inherited abilities to think and reason. It
includes reasoning abilities, forming concepts memory, identification of
similarities and solving analogy. It is more intuitive, creative than simple
using of existing knowledge.
 CI refers to words or language that we use in solving problem while FI
covers the speed and accuracy through which one can analyze
information.
Variation in intellectual ability
Extremes of intelligence can be broadly classified
into 2 major groups:
 Mental retardation and
 Intellectually gifted/ mentally superior
Mentally retarded
 People are diagnosed as mentally retarded if they
exhibit significant deficits in everyday adoptive
behavior, such as self-care, social skills, or
communication (APA, 2000)
 Difficulty in listening, speaking, reading, writing,
reasoning, calculating, and sensory disabilities.
 MR category identifies five degrees of MR ranging
from “borderline” retardation to “profound”
retardation. This classification is based on IQ.
 APA states that a diagnosis and judgment of
retardation should be based on an individual’s
developmental history, and present functioning
including academic and vocational achievement,
motor skills, as well as social and emotional maturity
Mentally gifted/ mentally superior
 IQ= more than 130 up to 200
 Also called “termites”
AS YOUNG ADULTS
PROBLEMS OF THE GIFTED
Role of nature and nurture in
intelligence
 Hereditary influences
 Environmental influence
Emotional intelligence

 It is a part of social intelligence which measures the ability to

understand, perceive, express, and regulate emotions.
Daniel Goleman’s dimensions of
emotional intelligence
 Self- awareness- knowing our own emotions

 Self management- managing our own emotions

 Self motivation- motivating ourselves

 Empathy- recognizing and influencing other’s emotions

 Social skills- handling relationships

Application of emotional intelligence

 To excel in business and career

 To manage anger emotions
 Develop relationship
 Development of positive pro social characteristics
 Selection of employees
 Develop healthy life style