2. Intelligence
“The ability to solve problems well and
to understand and learn complex
material”.
Or … “It can be define as “Ability to
solve problems; adapt to and learn
from everyday experiences”
3. CONT’D
Or .. “Act purposefully, to think
rationally, and to deal effectively
with the environment”.
Or… “is a cognitive abilities of an
individual to learn from experience,
to reason well, and to cope with the
demands of daily living.
4. Cont’d
• It is how well a person able to use his
cognition in coping with the world.
Or how well a person function.
• Alfred Binet define intelligence is the
ability for judgment or common
sense.
• Thorndike defines intelligence as
“one’s capacity to deal effectively
with situations”.
5. • Jean Piaget, ‘intelligence is the ability to adapt to
one’s surroundings’.
• Intelligence is defined as mental capability that
involves the ability to reason, to plan, to solve
problems, to think abstractly, to comprehend
complex ideas, to learn quickly and to learn from
experience.
• It is not merely book learning, a narrow
academic skill, or test-taking smartness.
• Intelligence is nothing but thinking skills and the
ability to adapt to and to learn from life’s
everyday experiences
6. Characteristic of intelligence
• 1. Intelligence is an innate natural of the child.
• 2. It helps the child in maximum learning in
minimum period of time.
• 3. The child is able to foresee the future and
plan accordingly.
• 4. The child is able to take advantage of his
previous experiences.
• 5. The child faces the future with compliance or
obedience.
7. Cont’d
• 6. He develops a sense of discrimination
between right or wrong.
• 7. The developmental period of intelligence is
from birth to adolescence.
• 8. There is a minor difference in the
development of intelligence between boys
and girls.
8. Cont’d
• 9. There are individual differences with regard
to the intelligence between boys and girls.
• 10. Intelligence is mostly determined by
heredity but a suitable environment necessary
to improve it.
9. Intelligence quotient
• Intelligence quotient (IQ). Is a score
on an intelligence test, originally
based on comparing mental age to
chronological age.
• A measure of intelligence makes it
possible to use the concept of
intelligence in both research and
clinical.
10. cont’d
• The study of the intelligence begin
with the development of tests of
mental abilities which include
i. Achievement test: asses knowledge
of a particular subject.
11. Cont’d
i. Aptitude test: predict your
potential to benefit from
instrumentation in a particular
academic/vocational setting
ii. Intelligence test: assess overall
mental ability
12. Cont’d
• IQ is a numerical value of intelligence
derived from the results of an
intelligence test.
• Mental age is the activities/things
which person expected to do
according to his age. The things that
can express, do according to his age.
13. Cont’d
• Chronological age is an actual age of
the person.
• If your mental age is lower than your
chronological age, then you are
considered below average in
intelligence because you can answer
only the average number of
questions answer by younger
children.
14. Cont’d
• Example: A child of 10 years (C.A)
obtain M.A only for 7 years, the IQ
7/10 time 100 equal to 70; therefore
have IQ of 70 %
• The IQ based on the ration between
person’s mental age and
chronological age.
15. Cont’d
• The normal distribution: most of the
population falls in the middle range of scores
between 84 and 116.
• Very Superior Intelligence (gifted) - Above 130
• Superior Intelligence - 120 to 129
• High Average Intelligence - 110 to 119
• Average Intelligence - 90 to 109
• Low Average Intelligence - 80 to 89
16. Cont’d
• Borderline Intellectual Functioning - 71 to 79
• Mild Mental Retardation - 55 to 70
• Moderate mental Retardation - 40 to 54
• Severe Mental Retardation - 25 to 39
• Profound Mental Retardation - Below 25
17. Types of Intelligence.
– Crystallized intelligence
The ability to gain and retain
knowledge. It is an accumulated
information and verbal skills, which
increase with age. The ability to use
the previous learned skills to solve
familiar problems.
18. CONT’D
– Fluid intelligence
The ability to reasons and to process
information. It is the ability to
learn/create new strategies to deal
with a new problem. Ability to
reason abstractly.
19. Multiple intelligence
• According to Gardner there are eight types of
intelligence.
• He believes each of us have all of the eight
types of intelligence but it varying degrees.
• These multiple intelligences are related to
how an individual prefers to learn and
process information.
20. Cont’d
1. Verbal skills: The ability to think in words and
use language to express meaning.
• It focus on the Sensitivity to the meanings and
sounds of words, mastery of grammar,
appreciation of the ways language can be
used (authors, journalists, speakers, poets,
teachers)
2. Mathematical skills: The ability to carry out
mathematical operations.
21. Cont’d
• Focus on Understanding of objects and
symbols and of actions that performed on
them, the relations between these actions,
ability for abstraction, ability to identify
problems and seek explanations (scientists,
engineers, accountants)
3. Spatial skills: The ability to think three-
dimensionally
22. Cont’d
• Focus on the Capacity to perceive the visual
world accurately, to perform transformations
upon perceptions and to re-create aspects of
visual experience in the absence of physical
stimuli, sensitivity to tension, balance, and
composition, ability to detect similar patterns
(architects, artists, sailors, chess masters)
23. Cont’d
4. Bodily-kinesthetic skills: The ability to
manipulate objects and be physically skilful
• focus on Use of one’s body in highly skilled
ways for expressive or goal-directed purposes,
capacity to handle objects skillfully (surgeons,
craftspeople, dancers, athletes, actors)
5. Musical skills: A sensitivity to pitch, melody,
rhythm, and tone.
24. Cont’d
• Focus more in Sensitivity to individual tones
and phrases of music, an understanding of
ways to combine tones and phrases into larger
musical rhythms and structures, awareness of
emotional aspects of music (musicians,
composers, sensitive listeners)
6. Interpersonal skills: The ability to understand
and effectively interact with others
25. Cont’d
• Focus on Ability to notice and make
distinctions among the moods,
temperaments, motivations, and intentions of
other people and potentially to act on this
knowledge (teachers, mental health
professionals, parents, religious and political
leaders)
7. Intrapersonal skills: The ability to understand
oneself
26. Cont’d
• Focus on the Access to one’s own feelings,
ability to draw on one’s emotions to guide and
understand one’s behavior, recognition of
personal strengths and weaknesses
(theologians, novelists, psychologists,
therapists)
8. Naturalistic skills: The ability to observe
patterns in nature and understand natural and
human-made systems
27. Cont’d
• Focus on Sensitivity and understanding of
plants, animals, and other aspects of nature
(farmers, botanists, ecologists, landscapers,
environmentalists)
28. The characteristic of good
intelligence test
1. Standardization: Administering the test
in the same way to all individual
2. Norms: Give test to the large sample of
people who represent the general
population.
3. Objectivity: Must be constructed so that
there is little/no ambiguity as to what
constitutes a correct answer to each
items.
29. Cont’d
4. Reliability: to be useful an intelligence
test must be reliable, means that score
obtained would be approximately the
same, if administered to two different
occasions.
5. Validity: it must measure what it’s
suppose to measure. The extent to which
a test measure what it’s supposed to
measure.
30. THE IQ classes
i. 70 and below IQ is Mental
Retardation (mild(70-55) moderate
(54-40), severe(39-25) and
profound (below 25).
ii. 70 to 85 IQ is in the borderline
iii. 85 to 100 to 115 IQ is the average.
iv. 115 to 130 IQ superior
v. 130 to 145 IQ is gifted
31. Gifted people
• Above-average intelligence; IQ averaged
150 on or according to Stanford-Binet are
–Precocity/talented
–March/walk to their own drummer
–Passion/desire to master
32. Steps in the creative process
• Preparation
• Incubation
• Insight
• Evaluation
• Elaboration
NOTE: Not all creative people follow in
linear sequence
33. Intelligence predict how well will
do our job
• There are three reasons, why it predict how
well will do our job
1. Person with higher intelligence tend to
perform better in complex job, particularly if
they involve making judgments in changing
situation and require constant updating of job
skills (physicians, lawyers, scientists engineers
ect.)
34. 2. It takes less time to train person with higher
intelligence to the higher level of job
knowledge and skill than a persons with lower
levels of intelligence.
3. Many occupations are available only to
persons with college/graduate degree and
persons with higher intelligence are more
likely to qualify for advanced education and
are more likely to complete advance degree
progress once they are admitted.
35. Wechsler Adult Intelligence Scale
(WAIS) @@@
The most widely used intelligence test,
consist of both verbal and performance
sub-test.
VERBAL SUB-TESTS.
1. vocabulary; written and spoken words,
which must be define. The words are
increased in terms of increasing
difficulties. E.g what does trek means?
36. Cont’d
2. Similarities: questions that require
explaining hoe the concepts named
by two words are similar. Eg how are
airplane and car a like ?
3. Arithmetic: Problems; all but one
presented orally (one involves using
blocks), the test is timed. Eg.
37. Cont’d
If two men need four days to paint a
house, how long would take four
men need?
4. Digit span: list of digits, 2-9
numbers long are presented, the test
taken repeats the digits either in the
same or revise order eg 6,1,7,5,3.
38. Cont’d
5.Information: question that draw on
literature history, grand severe and
common knowledge. Eg who is Martin
Luther King?
6. Comprehension: the
comprehensive questions
39. Cont’d
• PERFORMANCE SUB-TEST
–Picture completion: drawing of common
objects which is missing a feature … asking
what is a missing points
–Digit symbol-coding: the test taker leans a
symbol for each of the numbers 1-9 and
then sees numbers and must write then
appropriate symbols. The test is timed. Eg
digit 1 is pained with t, 2 with x, 3 with y,
and so on
40. Cont’d
–Block design: arrange blocks with
different colors into a certain
shape….
–Pictures arrangement: ect..
–Puzzles:
41. FACTORS INFLUENCE
INTELLEGENCE
A. The Child’s Influence
Genetics, Genotype–Environment Interaction
and Gender
Boys and girls tend to be equivalent in most
aspects of intelligence
The average IQ scores of boys and girls is
virtually identical
42. CONT’D
• The extremes (both low and high ends) are
over- represented by boys
• Girls as a group: Tend to be stronger in
verbal fluency, in writing, in perceptual speed
(starting as early as the toddler years)
• 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)
43. CONT’D
B. The Immediate Environment’s Influence:
Family Environment and School Environment
Attending school makes children smarter
Children from families of low SES and those
from families of high SES make comparable
gains in school achievement during the school
year o What about during summer break?
44. CONT’D
During the academic year -- schools provide
children of all backgrounds with the same
stimulating intellectual environment.
Over the summer, children from low-SES
families are less likely to have the kinds of
experiences that would maintain their
academic achievement.
45. CONT’D
C. The Society’s Influence:
i. 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 middleclass
age mates on IQ tests
46. CONT’D
• In many countries, children from wealthier
homes score better on IQ test than children
from poorer homes
• The greater the gap in wealth in a country
the greater the difference in IQ scores
• o Chronic inadequate diet can disrupt brain
development
• Chronic or short-term inadequate diet at
any point in life can impair immediate
intellectual functioning
47. • Reduced access to health service, poor
parenting, and insufficient stimulation and
emotional support can impair intellectual
growth
48. ii. Race/Ethnicity
• Overall, differences in IQ scores of children from
different racial and ethnic groups describe
children’s performance ONLY in the environments
in which the children live.
• These findings do not indicate potential, nor do
they tell us what these children would do if they
live someplace else.
• The current group differences in IQ are due to
environmental differences -- as discrimination and
inequality decrease -- IQ differences decrease.
49. CONT’D
• The average IQ score of Euro-American
children is 10-15 points higher than that of
African-American children
• The average IQ score of Latino and American-
Indian children fall somewhere in between
those of Euro-American and African-American
children
• The average IQ score of Asian-American
children tend to be higher than any other group
in the US
50. CONT’D
• American-Indian children: Better on the
performance part than the verbal part of an IQ
test
• Latino children: Better on the performance
part than the verbal part of an IQ test
• Asian-American children: Better on the
performance part than the verbal part of an IQ
test
• African-American children: Better on the
verbal part than the performance part of an IQ
test
