INTELLIGENCE- Psychology For Physiotherapy and Nursing students

1. INTELLIGENCE
For Physiotherapy and Nursing students

2. CONTENTS
• Definitions
• Classification of intelligence.
• Theories of intelligence.
• Assessment and distribution of intelligence.
• Uses of Intelligence.
• Test of intelligence.

3. Definitions
• Intelligence is an individual personality characteristic. David Wechsler suggests
that intelligence of a person is his ability to adjust to the world.
• It includes power of adaptation of an individual to his social environment and
ability to learn and do abstract thinking.
• Other definitions:
• Intelligence is the ability to give responses that are true –Thorndike.
• Intelligence is the ability to carry on abstract thinking – Terman.
• Intelligence is a biological adaptation consisting of process of assimilation and
accommodation—Piaget.
• Intelligence is a goal directed behaviour—Binet.
• Intelligence is creativity—Guilford.

4. Classification of Intelligence.
• Emotional intelligence.
• Cognitive intelligence.
• Linguistic/ verbal intelligence.
• Spatial motor intelligence.(How sailors read map)
• Musical intelligence.
• Naturalistic intelligence.
• Artificial intelligence.
THORNDIKE CLASSIFICATION:
• Concrete intelligence.
• Abstract intelligence.
• Social intelligence.

5. • Thorndike’s Classification of intelligence:
• Concrete/Mechanical intelligence: It is the skill to manipulate tools
and gadgets in managing the working of machines.
• Abstract intelligence: It is the ability to handle words, number,
formulae and scientific problems.
• Social intelligence: It means understanding of people and the ability
to act wisely in human relationship.

6. Theories of Intelligence
• Spearman’s two-factor theory or electic theory:
• According to this theory every task involving intellectual ability depended
upon general ability (‘G’ factor) and a separate ability(‘S’ factor).
• This view is properly known as two-factor theory of intelligence.
• Unitary theory or monarchic theory:
• Theory suggests that intelligence consist of one factor i.e., A fund of
intellectual competence, which is universal for all the activities of individual.
• But, In actual life situations this theory doesn’t fit well. E.g., We find that
children who are bright in mathematics may despite serious interest and hard
work, not be so good in civics.

7. • J.P Guilford’s theory:
• He provided a three- dimensional cubical model to explain his theory.
• An individual’s performance on an intelligence test can be traced back to
underlying mental abilities or factor of intelligence.
• It consists of 120 different intellectual abilities and were organised along
three dimensions- OPERATION, CONTENT and PRODUCT.
• Anarchic theory or Multifactor theory:
• This theory was put forward by E.L.Thorndike which suggested that
intelligence should be considered as a combination of numerous separate
elements or factors, each one being a minute element of an ability.
• This give raise to the “Spearman’s two-factor theory”.

8. • Group-factor theory:
• Theory was put forward by L.L Thurstone, he stated that certain mental operations have in common a primary factor
which differentiates them from other mental operations. The Primary mental abilites are:
ABILITY DESCRIPTION
Verbal comprehension The ability to understand the meaning of words; vocabulary
tests represent this factor.
Word fluency The ability to think of words rapidly, as in solving anagrams
or thinking of words that rhyme.
Number The ability to work with numbers and perform
computations
Space The ability to visualize space-form relationships, as in
recognizing the same figure presented in different
orientations.
Memory The ability to recall verbal stimuli such as word pairs or
sentences.
Perceptual speed The ability to grasp visual details quickly and to see
similarities and differences between pictured objects.
Reasoning The ability to find a general rule on the basis of presented
instances, as in determining how a number series is
constructed after being presented with only a portion of
that series

9. Assessment and distribution of intelligence
• Concept of IQ- Binet introduced the idea of mental age. Stean suggested another
term known as intelligence quotient (IQ).
• Mental age is defined as – An expression of extent of development achieved by
individual stated in terms of performance that can be expressed at any given age.
• Chronological age: It refers to age in years, month and hours. It is calculated from
time and date of birth of individual.
• IQ=
𝑴𝒆𝒏𝒕𝒂𝒍 𝒂𝒈𝒆
𝑪𝒉𝒓𝒐𝒏𝒊𝒄𝒂𝒍 𝒂𝒈𝒆
X 100

10. Intelligence tests
• Intelligence tests are psychological tests that are designed to measure a variety of
mental functions such as reasoning, comprehension and judgement.
• Mainly there are two types of intelligence tests:
• Individual tests.
• Group tests.
• Individual tests: These are given one-on-one and provide a detailed pictures of
an individual’s intellectual ability. Two types:
• Verbal tests.
• Performance tests.
• Group tests: These are administered to groups. It is used mostly to measure how
a person’s intellectual performance compares with that of others in the same age
group. Used in mass testing solutions such as military and schools.
• Group verbal intelligence tests.
• Group non-verbal intelligence tests.

11. Individual intelligence tests:
• Wechsler scale of Intelligence:
• He prepared first scale in 1939 to provide clinical evaluation, but today
Weschler scale consists of:
• WAIS (Wechsler Adult Intelligence Scale)—1955.
• WAIS-III is a general test of intelligence which consists of 14 subtypes divided into 7
verbal and 7 performance tests. It is used in clinical, educational and research setting.
• WISC (Wechsler Intelligence Scale for Children)—1949.
WAIS is for ages between 16 or above. WISC is for ages between 5 to 15.
• It consists of following subtests: Information, similarity, arithmetic,
vocabulary, comprehension, picture completion etc.,
• The Wechsler scale has 11 subitems grouped in a verbal and performance
scale.

13. Group intelligence tests:
• Group verbal intelligence tests: The test where use of language is necessary and
are applied to group of individuals at a time come under this category.
• Army Alpha test( Developed during world war-I)
• Army general classification tests(Developed in world war-II).
• Group non-verbal intelligence tests: The tests do not necessarily involve use of
language and are applicable to group of individuals at a time. It contains pictures,
diagrams and geometrical figures etc., printed in booklet.

14. Uses of Intelligence Tests
• For the purpose of selection.
• For the purpose of classification.
• For the purpose of promotion
• For knowing one’s potentiality.
• Giving guidance.
• Help learn process.
• For Diagnostic purpose.
• Helps in research work.